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English: Research Skills

Active component (content knowledge)

• The difference between primary and secondary sources
• The concept of plagiarism: how and why to avoid it, the rules for paraphrasing, summarizing, and quoting traditional and
electronic media
Learner outcomes

• An extended research essay (six to 10 pages) built on primary and secondary sources that:
○ Uses evidence to support a thesis statement and related information
○ Paraphrases and summarizes evidence with appropriate fidelity to argument
○ Cites source materials correctly documented in appropriate paraphrases and quotations

Define topic by: Gather Evidence by:

• Narrowing a problem or research topic into • Collecting relevant information from a variety of
questions print, electronic, observational, and surveyed
• Formulating research questions and developing sources to develop a topic and support thesis
a plan to organize and present findings • Selecting quotations, synthesizing information,
identifying perspectives, identifying complexities
and discrepancies from information sources
• Identifying the major concerns and debates in
research field to incorporate in writing
• Making use of wide variety of print and electronic
resources such as books, magazines, periodicals,
and the Internet
Evaluate Sources by: Reporting

• Distinguishing their credibility, reliability, • On progress and completion within a prescribed

consistency, bias, origin, strengths, limitations, time and appropriate length

College Readiness Standards 22082196

and overall quality (Internet sources in • Research based on the support of personal opinion,
particular) and not merely restating existing information
• Discerning a material’s quality based on • How personal claims in writing are verified and
evidence used, strength of argument, and bias supported by outside sources
and perspective of the author
(Conley, 2003; 2005; 2007) (The American Diploma Project, 2004)

College Readiness Standards 22082196

Knowledge and Skills for University Success (KSUS)
English: Writing: Structure and Style
A. Successful students understand and use research methodologies.
B. Successful students know how to find a variety of sources and use them properly.

Cognitive Strategies Emphasized

• Habits of the mind such as:
○ Time management – budgeting time to complete reading tasks
○ Understanding expectations of readings
○ Academic persistence
• Critical thinking skills such as:
○ Ability to discuss materials in-depth by asking engaging questions
○ Problem solving
• Understanding the connection between reading comprehension skills and disciplines:
writing, speaking and research
• Self-analysis – learning from constructive criticism and feedback
• Developing comfort with ambiguity of readings and assignments

Conley, D. T. (2005). College Knowledge. San Francisco: Jossey-Bass.

Conley, D. T. (2003). Understanding University Success: A Project of the Association of American

Universities and The Pew Charitable Trusts. Eugene: Center for Educational Policy Research.

Conley, D. (2007). Towards a More Comprehensive Comprehension of College Readiness.

Eugene, OR: Educational Policy Improvement Center.

The American Diploma Project. (2004). Ready or Not: Creating a High School Diploma that
Counts. Achieve, Inc.

College Readiness Standards 22082196