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|Discipline and Nbr:
Research Skills for Papers, Reports & Essays
|Units||Course Hours per Week|| ||Nbr of Weeks||Course Hours Total
|Maximum||1.00||Lecture Scheduled||2.00||11 max.||Lecture Scheduled||22.00
|Minimum||1.00||Lab Scheduled||0||4 min.||Lab Scheduled||0
| ||Contact DHR||0|| ||Contact DHR||0
| ||Contact Total||2.00|| ||Contact Total||22.00
| ||Non-contact DHR||0|| ||Non-contact DHR Total||0
Title 5 Category:
AA Degree Applicable
Grade or P/NP
03 - May Be Taken for a Total of 3 Units
Also Listed As:
| ||Total Out of Class Hours: 44.00||Total Student Learning Hours: 66.00||
An introduction to methods, strategies and resources for preparing research papers, reports and essays. Develop search strategies in print; gather electronic and Internet resources, and evaluate information on a focused topic; organize ideas for written form; and use an appropriate citation and bibliographic style.
Completion or concurrent enrollment in ENGL 100A, 100B or 100.
Limits on Enrollment:
Schedule of Classes Information
An introduction to methods, strategies and resources for preparing research papers and essays. Develop search strategies in print; gather electronic and Internet resources and evaluate information on a focused topic; organize ideas for written form; and use an appropriate citation and bibliographic style.
(Grade or P/NP)
Recommended:Completion or concurrent enrollment in ENGL 100A, 100B or 100.
Limits on Enrollment:
Repeatability:03 - May Be Taken for a Total of 3 Units
ARTICULATION, MAJOR, and CERTIFICATION INFORMATION
Not Certificate/Major Applicable
Outcomes and Objectives:
At the conclusion of this course, the student should be able to:
|Associate Degree:||Effective:||Fall 1981||Inactive:||Fall 2016
| Area:||I||Information Literacy
|CSU GE:||Transfer Area|| ||Effective:||Inactive:
|IGETC:||Transfer Area|| ||Effective:||Inactive:
|CSU Transfer:||Transferable||Effective:||Fall 1981||Inactive:||Fall 2016
|UC Transfer:||Transferable||Effective:||Fall 2003||Inactive:||Fall 2016
1. Identify and develop an idea for a topic and formulate a
2. Locate sources for background information on the topic using Subject
Encyclopedias and similar resources in printed and electronic formats
and on the Internet.
3. Identify related and relevant books in library catalogs using SRJC
OPAC and remote catalogs.
4. Identify related and relevant articles in magazines and newspapers
using printed indexes, electronic databases.
5. Locate Web sites relevant to the topic by using links,
Subject Directories and Search Engines.
6. Critically evaluate information sources found using specified
information competency criteria (e.g. source quality, relevancy, date,
etc.) for initial appraisal and content analysis.
7. Distinguish between scholarly, general interest, popular and
sensational resources found.
8. Organize the topic, write a thesis statement, develop an outline
and participate in class discussions of thesis statements.
9. Select and apply an appropriate citation and bibliographic style and
list and discuss the ethical, legal, and socio-political issues
surrounding information and information technology.
Topics and Scope
1. Understand purpose and use of:
a. Reference resources for Background information
Biography & Directory information
Data & Statistics
Dictionaries and Handbooks
Bibliographies and Indexes
b. OPAC (SRJC and remote) access to book records
Know bibliographic elements describing a book
c. Periodicals accessed through Print and online indexes
Know bibliographic (citation) elements for periodicals
d. The Internet's World Wide Web
Web pages and sites
Subject Directories and Search Engines
Links and Bookmarks
2. Concept Formation
a. Work from the general to the specific
b. Translate ideas into the terminology found in catalogs, indexes,
c. Pursue bibliographic references and WWW links
3. Keep track of resources used
a. Citations for books, periodicals and Internet sources
b. Descriptive, evaluative annotations
c. Responsible use of copyrighted material
4. Critically evaluate resources found based on:
a. Authority of the author
b. Date, edition, publisher/journal
c. Evidence about intended audience
d. Evidence of objective reasoning
e. Coverage (primary; secondary; scholarly vs. sensational;
extensive; marginal;3foundation; update)
f. Writing style; references; URLs
g. Published reviews of the resource
5. The importance of a thesis statement
a. The core paragraph; structuring the ideas
6. Mechanics of writing a paper
b. References, documentation formats, and styles
c. Annotated bibliography
d. Recognize permissible uses of intellectual property.
1. Differentiate between fair use and plagiarism
2. Identify copyrighted information
1. Exercise to introduce the following library resources:
2. Exercise in concept formation for focusing a topic
Develop vocabulary for the search using reference backgrounding
sources, controlled vocabulary and keyword searching
WWW Subject Directories
Evaluate Web sites
3. Exercise in note taking and evaluative annotations while gathering
relevant and appropriate information on the focused topic, in print,
electronic and on the Internet.
4. Exercise in locating sources of current information
Recognize opinion in print and Web sites
Form a balanced outline of ideas
5. Exercise in recognizing scholarly, general interest, popular, and
sensational writing in print, electronic and WWW work. Write
6. Presentation of final projects
The completed project is a typed report with a title, a paragraph
describing the thesis of the report, an outline of the ideas and
argumentation supporting the thesis; and a bibliography
following one of the professional publication styles, such as MLA
Methods of Evaluation/Basis of Grade.
Representative Textbooks and Materials:
|Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.||Writing
10 - 30%
|Written homework, Reading reports, Thesis statements, outlines and annotations||
|Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.||Problem Solving
10 - 30%
|Homework problems, Print handouts, electronic assignments||
|Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.||Skill Demonstrations
20 - 40%
|Class performances, Outlines, thesis statements, annotations||
|Exams: All forms of formal testing, other than skill performance exams.||Exams
10 - 25%
|Multiple choice, True/false, Completion||
|Other: Includes any assessment tools that do not logically fit into the above categories.||Other Category
5 - 20%
|Class discussion of skills/assignments||
Instructor developed syllabus.
Supplemental: LITTLE BROWN GUIDE TO WRITING RESEARCH PAPERS by
Meyer, Michael, ed. 1994.
WRITING RESEARCH PAPERS & CITING CYBERSPACE by
Lester, James. D. 1998.
ONLINE! INTERNET GUIDE FOR STUDENTS & WRITERS by
Harnack, Andrew; Kleppinger, Gene. 1997.