Butler Community College	Academic Achievement Center Faculty
Humanities/Fine Arts Division	Fall 1998

Independent Study In Research Writing
Course Outline

COURSE DESCRIPTION:
EG107. Independent Study in Research Writing. 1 hour credit. Prerequisite: Composition I, II or knowledge of basic writing skills as demonstrated on a diagnostic writing sample. Designed to teach the steps involved in writing the final paper with outline, footnotes, and bibliography.

TEXTBOOK:
Beattie, Sue, ed. Research Writing (workbook). El Dorado, Kansas: Butler Community College, 1981.

COURSE OBJECTIVES:
Upon completing the workbook and viewing the required videos, the student should be able to:

1. select an appropriate topic for 6-10 page paper and decide upon a controlling purpose for that paper
2. write a well-worded thesis statement indicating the controlling purpose
3. make clear, complete bibliography cards
4. understand the note taking process
5. take sufficient and appropriate notes; analyze and sort them before writing the paper
6. prepare an outline
7. document sources used in writing the paper
8. revise, rewrite, edit
9. prepare a list of works cited
10. use the library effectively

TOPICAL OUTLINE OF UNITS:

1. Topic search and selection
2. Prewriting
3. Organizing prewriting questions
4. Reader's guide exercise
5. Bibliography search for sources
6. Evaluating and selecting sources
7. Note cards and note taking
8. Plagiarism
9. Completion of note taking and review of note cards
10. Formulating a thesis statement
11. Writing an introduction for the research paper
12. Organizing an outline
13. Writing the first draft with documentation
14. Transitions
15. Conclusions
16. Revision of rough draft
17. Typing the paper
18. Completion of research paper and evaluation

UNIT REQUIREMENTS:
Upon completing his own research paper, the student should feel reasonably comfortable with each step of the research writing process.

1. selecting and limiting a topic
2. deciding upon a controlling purpose and expressing the purpose in a clearly written thesis sentence
3. making bibliography cards
4. taking notes
5. making a preliminary outline
6. using notes to write a paper
7. knowing the difference between summarizing, paraphrasing, and quoting
8. revising and editing
9. using correct form for a finished paper of 6-10 pages including a title page, final outline, footnotes, and a bibliography page
10. using the library for research

METHODS OF INSTRUCTION:
Methods of instruction include student/teacher conferences, videos, handouts, and workbook.

Telecourses: Independent study of audio/video materials augmented by text and study guide; collaboration and participation with class members and faculty via available means. Faculty role is facilitator of learning experiences.

METHODS OF EVALUATION:
The final grade will be based upon an average of workbook exercises, rough draft, and finished product.

Average of exercises: 20% of grade

Rough draft: 20% of grade

Finished paper: 60% of grade

The paper will be judged on the following criteria:

1. Purpose - Early in the paper, the writer includes a thesis statement (a sentence or two that shows clearly what the paper is about). The reader never wonders what the writer is trying to do because all material included in the paper helps accomplish the purpose. Title reflects purpose.
2. Content - All sentences and paragraphs prove or illustrate the purpose. Examples are clear, specific, and appropriate.
3. Organization - the writer sticks to the purpose as stated in the thesis sentence, presenting support in a logical order, using transitions, and NEVER including material that is irrelevant to the topic. No "rambling".
4. Style - This refers to the over-all manner in which the paper is written. It includes originality, maturity, significance of topic, vocabulary, sentence variety and clarity.
5. Mechanics - This refers to correct spelling, punctuation, and capitalization; complete sentences; neat typing; and correct MLA form.

The finished paper will be graded according to the following scale:

A = excellent, outstanding 90 - 100 = A
B = very good, above average 80 - 89 = B
C = acceptable, average--about 70 - 79 = C the same quality as most college writing
D = substandard, below average 60 - 69 = D
F = unacceptable for college work

Miscellaneous:
Students with impaired sensory, manual or speaking skills are encouraged and have the responsibility to contact their instructor, in a timely fashion, regarding reasonable accommodation needs.