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Students also consider the various rhetorical moves and research strategies that other writers use. In English , students are introduced to the many ways that research is conducted—from gathering data and information within academic resources to initiating first-hand research of various kinds e. Additionally and importantly, in English students experience various ways of representing research in writing—from using research-based writing to add to or extend an ongoing conversation, to exploring what they think about a question or issue, to making a research-based assertion in some way.

In , students and instructors are encouraged to work in digital spaces as much as possible, and they are also pushed to consider how research-based genres work in a variety of settings. They experience writing as a social interaction for a particular purpose, for knowledge is not created in isolation but through dialogue and writing which is shared with a real audience. The writing classroom is an intellectual community that encourages students to think deeply, where difference is not only accepted but is also seen as an opportunity for learning—and for further inquiry.

The curricular components listed here only begin to capture the energy and commitment necessary for student success in a first-year writing course.

Individual instructors work within these outcomes and curricular expectations in a variety of ways. Boise State creates opportunities. Critical Thinking, Reading, and Writing Working as researchers, students will read and write extensively as they develop and refine their inquiry projects in English English Student Outcomes By the end of English , students will be able to: Curricular Components The curricular components listed here only begin to capture the energy and commitment necessary for student success in a first-year writing course.

Writing Students in writing classes continuously produce written work. This includes evaluated work, such as formal assignments and subsequent revisions, as well as informal and non-evaluated writing, such as research blog entries, annotated bibliographies, collaborative wikis, in-class writing exercises, reflective logs and memos, rough drafts, and peer responses.

Students can expect to write a considerable amount of informal and non-evaluated work from which their formal, evaluated work will grow. Throughout the semester, instructors generally assign three substantial, research-based projects, sometimes building from a particular theme or area of inquiry. As students work in digital spaces, the writing produced should be appropriate for those genres and media. English is a revision-based writing course.

Taken as a whole, the revisions and reflection demonstrate how students have met or exceeded the assessment scoring guide for English Research Instructors assign at least three research-based projects that use multiple and varied sources of information. Further, you must include a minimum of seven 7 sources in your paper, six 6 of which must be considered "secondary sources" explained below , and it must include a "Works Cited" page.

You should feel free to choose from any of the authors we have discussed this semester, and you are more than welcome to find texts from your chosen author or authors that were not included on the syllabus. After you have decided which author or authors you are interested in writing about, you need to decide which texts to include in your discussion; this may change as the paper progresses, but you should begin with a clear idea of which texts you would like to include in your analysis.

The next and most obvious step in the process is to read and then reread--several times--the text or texts you have chosen. In order to say something meaningful about a text, you need to know it backward and forward. As one critic relates, you need to "have a sure sense of what the work itself is like, how its parts function, what ideas it expresses, how it creates particular effects, and what your responses are.

After you are comfortable with your knowledge of the text or texts , the next step is to develop an angle of analysis. In other words, you need to decide how you want to approach and organize your paper.

There are several different ways to organize a literary research paper, but more likely than not you will want to adopt one of the following organizing principles: A research paper that is organized around literary elements generally includes a focused discussion on one or more of the following: A research paper that is organized around a theme, such as death, life, love, race, gender, class, cultural identity, etc.

Whether you knew it or not, you adopted a specific approach to analyzing literature in both of the essays you wrote for class, namely a "formalist" approach to interpretation. There are, of course, a number of other "critical" approaches to interpreting literature, such as feminist, Marxist, pluralist, structuralist, poststructuralist, sociological, biographical, etc. If you are interested in adopting one or more of these models of interpretation, please let me know.

An excellent way of making that decision more clear is to write out several possible titles for your paper. For example, a title that reads "Religion and Politics in James Joyce's Dubliners " will likely adopt an "historical" approach to the text and discuss such issues as how the story both critiques and embodies the ideologies of late nineteenth and early twentieth-century Dublin.

On the other hand, a title that reads "Symbols in the Short Works of Ernest Hemingway" will adopt a more "formalist" approach to interpretation and will likely be focused around an extremely careful discussion of the text. As you surely know by now, a thesis statement is the main point you are trying to make about the literature you are discussing.

All of the information in your paper should, in one way or another, work to support your thesis statement. The text, or texts, that you choose to write about are called your primary texts. They are the main material that your thesis is organized around. In other words, "primary quotations" will serve as your primary form of support textual evidence.

In other words, you will be gathering information from outside sources that are relevant to your thesis and which help support your main points. In general, books and journals are considered reputable sources, while magazines and newspaper articles are considered non-reputable sources. There are, of course, exceptions to the rule, so if you find something that you would like to include in your paper as a secondary source, feel free to discuss the matter with me.

As you may or may not know, Harper's library subscribes to several academic databases, many of which contain full-text reprints of scholarly articles from reputable journals. In general, you will want to conduct your research by using these resources.

Here are a few tips for conducting research online through Harper's library:


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Davis Oldham’s English One sign of a paper that is not sufficiently developed is that it is organized by source rather than by the author's main ideas. Introduction.

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