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Using Research to Support Scholarly Writing

Matthew Bloom; Christine Jones; Cameron MacElvee; Jeffrey Sanger; and Lori Walk

Executive Summary

This project addresses the need for faculty to adopt responsive and flexible instructional delivery methods, particularly in light of the high cost of student textbooks. Aligned with Maricopa’s initiative to create low-cost and no-cost textbook options, this project developed materials specifically for the English 102 – English Composition course, with a focus on research and scholarly writing for students at Glendale and Scottsdale Community Colleges.

The diverse team working on this project brought together a wealth of ideas, integrating critical reading and thinking concepts into the materials to meet the competencies of English 102. Key competencies include finding, evaluating, selecting, and synthesizing online and print sources, examining topics from multiple perspectives, and effectively integrating sources through summarizing, paraphrasing, and quoting to support one’s arguments.

Recognizing that course competencies may evolve, the team identified specific outcomes for the readings and activities developed. These outcomes are centered around five core focus areas: defining an argument, critical thinking, finding sources, evaluating sources, and utilizing sources in academic writing, including both MLA and APA formats.

Final Product

Using Research to Support Scholarly Writing

Contact Information

Matthew Bloom: matthew.bloom@scottsdalecc.edu

Christine Jones: christine.jones@gccaz.edu

Cameron MacElvee: cameron.macelvee@scottsdalecc.edu

Jeffrey Sanger: jeffrey.sanger@gccaz.edu

Lori Walk: Lori.Walk@gccaz.edu

License

Icon for the Creative Commons Attribution 4.0 International License

Using Research to Support Scholarly Writing Copyright © by Matthew Bloom; Christine Jones; Cameron MacElvee; Jeffrey Sanger; and Lori Walk is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.

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