Information Literacy

Information Literacy E1

FIND YOUR PURPOSE A Grand Canyon University Media Publication

FIND YOUR PURPOSE

INFORMATION LITERACY

A Grand Canyon University Media Publication

Edition 1

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Executive Editor: Declan Joyce Consulting Editors: Mark Alexander, Michael Berger, Nicole Quow-Thomason Assistant Editor: Dawn Sizemore Copy Editor: Lindsay Harrel

Contributors

Senior Art Director: Miranda Hildebrand Instructional Designer: Ryan Hughes Art Development and Design / Photography: David Pinter

Art Direction

Grand Canyon University. All Rights Reserved. No part of this book may be reproduced, in any form or by any means, without permission in writing from the publisher.

Photography Credits and Illustrations: Grand Canyon University, Copyright © 2011, 2012, 2013

Copyright Information

Grand Canyon University 3300 W Camelback Rd Phoenix, AZ 85017 602.639.7500

Permissions Contact

Imprint

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Content Summary

Information Literacy – Getting Started 1 Library and Technology Literacy 2 Literacy Strategies 3 Prewriting Strategies Reloaded 4 Communication 5 Communicating Through Writing 6 Preparing for Success in College and Career 7

CHAPTERS

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Table of Contents

Information Literacy – Getting Started1

Library and Technology Literacy2 CHAPTER

CHAPTER

Introduction

Information Literacy Defined

New Knowledge Skills

Library Research

Brainstorming

Library Reference Resources

Concept Mapping

Documenting Your Research Strategies

Have You Located the Information You Need?

Types of Information

Information Explosion

Organizing Information

Introduction

The Research Process

1

1

2

3

4

5

5

5

6

6

7

7

9

9

Essay by: Nita Mailander

Essay by: Dana Shreve

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Literacy Strategies 3

Understanding the GCU Library

• Research & Resources

• Help

The Library Staff

Searching Within Databases

Citing Resources

Summary

11

11

11

12

13

15

20

21

21

23

23

26

28

29

29

30

30

31

32

34

CHAPTER

Introduction

Understanding the Importance of Critical Analysis

Evaluating Your Research and Putting It to Use

Organizing for the Rough Draft

Brainstorming for the Outline

Building an Example Paper

Example Introduction Paragraph

Creating Topics for the Body Paragraphs

Example Conclusion Paragraph

Blank Organizational Information Chart

Developing the Outline

Example Outline

Summary

Essay by: Julie Blair

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Prewriting Strategies Reloaded4 CHAPTER

Introduction

Organizational Strategies

• Alphabetical Organization (ABC)

• Hierarchical Organization

• Chronological Organization

• Categorical or Conceptual Organization

Reviewing the Thesis Statement

From Thesis Statement to Topic Sentences

Word Choice

• Using the Third Person

• Parallel Structure

• Transitions

• Beefing up Vocabulary

What Is an In-Text Citation?

Rubrics: A Roadmap to Success

Organizing Written Documents

Example of a Well-Written Expository Essay

Example of a Poorly Written Expository Essay

35

36

36

36

36

36

37

39

40

40

40

40

41

41

42

42

44

45

Essay by: Beverly Santelli

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Communication 5 CHAPTER

Introduction

Evolution of Communication

Methods of Communication

• Verbal and Nonverbal Communication

• Mismatched Communication

• Written Communication

Effective Communication

• Questioning Techniques

• Communication Techniques

Importance of Communication

Using E-mail

Tools to Assist with Written Communication

Summary

47

48

48

48

49

49

49

50

51

51

53

54

54

Essay by: Lori Eyre

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Communicating Through Writing 6 CHAPTER

Communicating Legally and Ethically

Intellectual Property

Plagiarism

Communicating Ethically

Information and Privacy Issues

Information and Security Issues

Using the First, Second, and Third Person

Rough Draft to Final Draft

Final Checklist: Rough to Final Draft

Application of Organized Information

Organizing Graphics

55

55

56

57

57

58

58

60

61

61

62

Essay by: Nicole Rhoades

Preparing for Success in College and Career7 CHAPTER

Introduction

The Importance of Education

Goal-Setting

Tools for College Success

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64

66

69

Essay by: Dr. Kevin Thrasher

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Reading Strategies

• Before You Read

• While You Read

• After You Read

Other Reading Strategies

• SQ3R

• Predict-Read-Prove

• K-W-L

• Graphic Organizers

• Word Maps for Learning Vocabulary

Test-Taking Techniques

• Objective Examinations

• Essay Examinations

What to Do BEFORE the Test!

• Be Prepared

• Keep Up With Your Homework

• Spread the Learning Out

• Ask for Help

• Never Miss Classes

Reading Response Journal

70

71

71

72

72

72

72

72

73

73

73

73

75

76

76

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76

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Nita Mailander

Dana Shreve

Julie Blair

Beverly Santelli

Lori Eyre

Nicole Rhoades

Dr. Kevin Thrasher

A

A

A

B

B

B

B

Author Biographies A

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ABOUTTHIS BOOK

Introduction

If you are reading this, chances are you have already successfully completed your first class at Grand Canyon University: UNV-103, University Success. In which case, well done! Now that you have become familiar with some of the basic skills you will need to succeed in college, it is time to develop your ability to access, evaluate, and synthesize information. The ability to make sense of the increasingly vast amount of information we are

confronted with daily is known as “information literacy”, and it is this ability that your new class, UNV-104, aims to help you develop. As with UNV-103, the university has developed an original eBook to more fully meet the needs of our students. As such, this book is tailored closely to the principal assignment you will need to complete for

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this class: researching and writing an expository essay. Every stage of this assignment, from accessing and evaluating resources in GCU’s Fleming Library to the writing of an outline, a rough draft, and a final draft, is covered in full detail. Working closely with the eBook as you progress through the stages of UNV-104 is best way to ensure that you get the most out of this class. By completing UNV-103, you have already shown that you have the focus and determination

to succeed. It is our hope that this eBook will help you advance to the next stage in your learning.

Welcome to Grand Canyon University

Information Literacy

CHAPTER 1

GETTING STARTED Nita Mailander, Director of Library Services, Grand Canyon University

Introduction Information literacy encompasses many

skills in our fast-expanding digital world. You may not realize how many times in a day that you use information literacy skills. What used to be a refined skill for students, researchers, and scientists has become es- sential to navigating our everyday personal, school, and work lives. “Information literacy practice empowers individuals, communities, and nations. It underscores the importance of our democratic principles and practices. By systemically integrating it as a key competen- cy for all Americans, we can artfully sustain our primacy as a self-sufficient, prosperous 21st-century nation in today’s ever-evolving, dynamic digital universe” (National Forum on Information Literacy, 2012b, para. 1).

Information Literacy Defined The importance of information literacy has

increased with the electronic and technologi- cal explosion of our modern world. Informa- tion literacy is defined as the ability to “rec- ognize when information is needed and have the ability to locate, evaluate, and use effec- tively the needed information” (American Library Association, 1989, para. 3). With con- stantly changing technologies to master and increasingly large amounts of information to evaluate, information literacy skills are not just a one-time “learn it and forget it” set of skills. What information skills we master to- day in school or at work may be different in one year, will have definitely changed in five years, and perhaps will not even be relevant in ten years.

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For example, the dial-up modem, the use of command line language to input search key- words into the first electronic databases, and waiting for the National Library of Medicine to mail the print output of Medline results, along with an invoice, were all state-of-the- art technologies and methods less than 20 years ago. Before electronic databases, stu- dents browsed large volumes of print journal indexes organized by subject, hand-copied the citations that were relevant to their topic search, and then typed all the citations into an organized list for review. Compare that time-intensive process to our current abil-

ity to quickly perform an on-demand search of millions of clinical medical citations, free of charge, in the PubMed.gov database. As a GCU student, you have access to great data- bases with full-text resources at your finger- tips through the Fleming Library.

New Knowledge Skills Information literacy today encompasses not

only the ability to navigate the library’s re- sources, but also to navigate different media formats and technologies. Information lit- eracy encompasses library, computer, tech- nology, and media literacy. The GCU Fleming Library’s large electronic collections of tens of thousands of journal titles are all avail- able via the library’s website (http://library. gcu.edu). In order to successfully locate the research you need to support your courses, you need to know how to efficiently manage

a computer and the Internet. In order to be information savvy, you also need to be aware of different formats and types of media. Is the article you need for your research available in a PDF format? Are you searching for a stream- ing media file of a theatrical performance? Do you know what format the streaming media file is in and whether you have the correct media player on your computer to watch it?

So much of our personal, work, and educa- tional lives is affected by our mastery of in- formation literacy skills. Think of how you use social media such as Facebook and Twit-

ter and how you use the Internet to commu- nicate with friends and family via e-mail. Are you able to use your favorite apps on your smartphone to find a better shopping deal? A closer coffee shop? Cheaper gas? You have digital information literacy skills that you use repeatedly in your personal life. These every- day information literacy skills are transfer- able to library and Internet research strate- gies. “To prosper in the Digital Age, people must become masters of information” (Stern, 2003).

You have access to

great databases with

ful l -text resources at

your f inger tips through

the Fleming Library.

Figure 1, Source: Braun, 1937

Information literacy, scholarly research skills, and the pursuit of “new knowledge skills” are not new concepts (see Figure 1). What makes information literacy so crucial in today’s world is the expansion and reliance on technology and digital access to information. Our libraries are no longer filled with physi- cal card catalogs and stacks of print journals. In order to be a successful student, you will need to learn effective search strategies, in- cluding identifying key concepts to perform a search in the online library resources.

To find research articles that support the main statement of your essay—your thesis— you will need to understand how to access the library’s databases, find full-text journal articles, and apply limits to your search to re- strict to peer-reviewed articles. (These topics are covered in greater detail in Chapter 2 of this eBook.) The GCU librarians are here to assist you in all of your research needs. You can sign up for a live interactive webinar or call, e-mail, or chat with us for individualized research assistance.

If your information literacy skills need some brushing up, the library is here to help you locate APA citations or refine your search strategies by suggesting key concepts and keywords that will result in the most rel- evant results. Today’s information is located not just in our library databases and the li- brary’s website; GCU’s librarians are talented locators of all information whether they are helping you find statistics or a research ar- ticle to support the latest medical innovation.

LIBRARY RESEARCH Contacting the Library Ask a Librarian: http://library.gcu.edu/AskALibrarian Chat or Sign Up for Webinars and Workshops: http://library.gcu.edu Phone: (800) 800-9776, x6396641

• Determine the extent of information needed. • Access the needed information effectively and efficiently. • Evaluate information and its sources critically. • Incorporate selected information into one’s knowledge base. • Use information effectively to accomplish a specific purpose. • Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally.

STANDARDS

Please remember that you are only a phone call, e-mail, or chat away from the help you need to find the information you require for your course assignments.

Being information-aware also means you should be able to identify the question you want answered and critically evaluate the resources you locate. The American Library Association’s division of the Association of College and Research Libraries (2001) has identified six key infor- mation literacy competency standards. Your coursework and your use of the GCU library will help you develop your ability to apply all of these standards while conducting your research:

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BRAINSTORMING For many of your discussion questions, as

well as your individual and group assign- ments, you will be given topics to research or discuss. For others, you will choose the subject area and define your own research topics. Whether you need to develop ideas for assigned topics or choose a topic yourself, you start with brainstorming. You begin by thinking about your topic, what you know, what you do not know, and what you need to investigate further. The Fleming Library has wonderful resources you can use to browse subjects to help you choose, refine, or re- search a topic.

Several of the library’s databases allow you to peruse current topics organized by subject area. On the library’s “Find Journal Articles” or database pages, you can locate “Opposing Viewpoints” or “Issues and Controversies.” Both of these databases have great articles and resources to help you further define or choose a topic. You can review “Issues in the Headlines”, click through the areas of “Need a Research Topic?”, or browse “Featured News” sections or topics currently under national debate. Alternatively, you can click through the different main subject headings to find a topic of interest.

When you have chosen a topic, you will need to identify the key concepts that you want to

Source: National Forum on Information Literacy, 2012

address and begin to identify resources and keywords relating to your topic. In addition to the library’s resources, a general Internet search can be a great place to start. You will be able to find some blogs, Wikipedia entries, images, and articles to help you begin to have a base understanding of your topic. However, while a general Internet search can help you think about and process the elements that you want to include in your research, it is often not where you will locate the main resources to cite in your assignments. The Internet has great quality information at your fingertips, but you will have to learn to evaluate that information based on multiple factors, in- cluding authority, reliability, and credibility of the author and content. For example, it is important to consider whether an article was written as an opinion piece by someone with little authority or whether you have located a website written by a renowned professional association in the field of your topic.

Library Reference Resources Rather than using what may be unreliable Internet websites, use the library to find authori-

tative general reference sources. On the library’s website, you will find the Credo Reference database, which consists of over 600 encyclopedias, dictionaries, biographies, and much more. Credo Reference is a wonderful starting point to find quality, reliable general information on your research topics. Access Credo Reference via the library’s website at http://library.gcu.edu and click on “Find Journal Articles.”

Concept Mapping One of the other highlights in the Credo Reference database is the concept-mapping feature.

When you are brainstorming and identifying keywords associated with your topic, it can be helpful to diagram the associations between concepts with a visual map. You can search the concept maps available in Credo Reference (see Figure 2) or you can hand draw your own visual map or graphic organizer.

“The big struggle is over what kind of information Google and other search engines kick back to users. In the age

of social media where users can be their own content creators, it might get

harder and harder to separate high- quality material from junk.” (Pew, 2010,

para. 33)

Documenting Your Research Strategies One of the goals of brainstorming your research topic is to identify synonyms and keywords

to help you with your search strategies to locate scholarly resources. For example, in the med- ical field, there are many different words that can be used to describe the same condition (e.g., “heart attack” versus “myocardial infarction”, “high blood pressure” versus “hypertension”). Or think about online education; when searching this topic, you could use the keywords “distance education,” “virtual classrooms,” “web-based education,” or “Internet in education.” An orga-

nized concept map or list of keywords will help you ensure that you have an effective search strategy to retrieve rele- vant results in the library’s databases. As you brainstorm, jot down in a research journal or log your keywords and con- cepts. Write down what keywords result in good, relevant information and what do not. Make notes on what databases to target. You can also write down important authors you want to research more or additional references you want to read. When you need to recreate your search or review and update your strategy, you will be able to remember what you have already done.

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Figure 2:

periencing or involved in the original event? Consider, for example, the well-known work The Diary of Anne Frank. Her diary is autobi- ographical and is therefore primary informa- tion. If you were to read the diary and then use it as a resource for an essay about the historical context of war, the Holocaust, and persecution, you would be creating second- ary information. The majority of the infor- mation and journal articles that you will use to support your GCU assignments will most likely be secondary information.

It is important not only to identify the type of information, but also who created it. Knowing who published or produced the in-

formation can help you identify its authority, validity, and credibility. Who wrote the ar- ticle and why? Who owns the information? Is it full text? Does the information present an opposing position that you need to address? What about the format of the information? Is it in the form of a journal article or research paper? Are you citing information from an oral presentation or online lecture? The in- formation you process and review can come in many forms. The GCU Fleming Library has physical books, digital books, journal articles, streaming videos, and more. Identifying the format of the information you are seeking or retrieving will also help you determine its usefulness. Think of all the different formats of information you have used: graphics for PowerPoint presentations, streaming video as a part of an oral presentation, or a chapter from an eBook.

Have You Located the Information You Need? Once you have done some brainstorming and established your concepts and keywords, you

can begin to determine if you have enough information to support your writing. Do you need to revise or refocus your essay arguments or statements? Now that you are armed with sub- ject information, does your original thesis or framework need to be revised? Does the infor- mation retrieved support your thesis? Does further research or information gathering need to be performed? Does your search strategy need to be updated? Remember, the GCU librarians are here to help you revise, refocus, and develop your information-gathering techniques and strategies.

Types of Information As you gather and evaluate information, you will need to identify different types. Do you

need factual information about a historical figure to write a biographical summary? Can you identify any bias in the information you are reading? Is the author writing objectively or does he or she have an opinion or relationship that is making his or her views and writing subjec- tive? Are you reviewing primary information that has been documented by the person ex-

SUPPORT YOUR THESIS

“Information literacy is a survival skill in the Informa-

tion Age. Instead of drowning in the abundance of

information that floods their lives, information liter-

ate people know how to find, evaluate, and use infor-

mation effectively to solve a particular problem or

make a decision, whether the information they select

comes from a computer, a book, a government agen-

cy, a film, or any number of other possible resources.”

(American Library Association Presidential Committee on Information Literacy, 1989,

para. 19)

Information Explosion Information itself has not changed as much as the sheer amount and increased accessibility of

information. Our increasingly powerful smartphones, tablets, and new mobile devices will only increase our connectedness to a continual flood of information. Forty-six percent of American adults now own smartphones (Pew, 2012). We skim our Google results to find the right one to click on and give a cursory overview of our e-mail inboxes. We no longer wait for the postal ser- vice to read in-depth correspondence from family or friends. We connect with them on Facebook and by other electronic means (e.g., a quick e-mail or text on our smartphones, video conferenc- ing for a group assignment or to catch up with relatives living far away). It is not the things we do that have changed, but the way we do them in a digital world. Understanding where to find help with your computer; where to update your e-mail contact information; and where to find reliable, credible research and factual information are all part of 21st-century information skills.

Organizing Information The coming years of innovation and change will no doubt bring incredible advances in how we

access and process information. Information growth from 1999 through 2002 alone was estimat- ed at 30% (University of California, Berkley, 2003). This information explosion will only continue. You will need to develop strategies to filter, group, and retain the vast amount of information that you come across. It is important to document where you found information. Some strategies for doing this include bookmarking the website by adding it to your favorites list, saving the PDF of the journal article you found, or copying and pasting the citation of the book chapter you want to review. For large amounts of research-gathering for a long-term project, consider using one of

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References American Library Association, Presidential Committee on Information Literacy. (1989). Final report. Washington, DC: Author. Retrieved from

http://www.ala.org/acrl/publications/whitepapers/presidential American Library Association, Association of College and Research Libraries. (2001). Information literacy competency standards for higher

education. Chicago, IL: Author. Retrieved from http://www.ala.org/acrl/standards/informationliteracycompetency Braun, S. (1937). The world wants new knowledge [Poster]. Ohio: Federal Art Project. Retrieved from http://www.loc.gov/pictures/item/98517175 National Forum on Information Literacy. (2012a). Information literacy skills. Retrieved from http://infolit.org/wp-content/uploads/2011/10/

IL-Umbrella.jp National Forum on Information Literacy. (2012b). Welcome! Retrieved from http://infolit.org/about-the-nfil/welcom Pew Research Center. (2010, February 10). Does Google make us stupid? Retrieved from http://pewresearch.org/pubs/1499/google-does-it-

make-us-stupid-experts-stakeholders-mostly-say-no Pew Research Center. (2012, March 1). Nearly half of American adults are smartphone owners. Retrieved from http://pewresearch.org/

pubs/2206/smartphones-cell-phones-blackberry-android-iphone Stern, C. (2003). Information literacy unplugged: Teaching information literacy without technology [White paper prepared for UNESCO, the

US NCLIS, and National Forum for Information Literacy]. Prague: UNESCO. University of California, Berkeley, School of Information Management and Systems. (2003). How much information? Retrieved from http://

www2.sims.berkeley.edu/research/projects/how-much-info-2003/execsum.htm

the library’s citation management tools such as RefWorks or EndNote Web (see Chapter 2). As you continue your scholarly work, you will experience trends over time that will im- pact not only your education but your profes- sional career. The way you learn or relearn information and how you digest and retain that information will have a large impact on your school experience, career, and personal success.

In several years, you will look back on the skills you gained doing your scholarly re- search and marvel at how access to informa- tion has changed. Many of your parents will recall the physical card catalogs and lack of digitized content in the past. Compare that to today, where all of our library resources are accessible via the Internet 24/7 and librarians are at your fingertips via your mobile device. As you continue your studies and your profes- sional work, remember the importance and application of the information skills you are acquiring and how to keep them fresh and in tune with the advancements of the future.

By reviewing the information literacy skills outlined in this chapter, you should now have a better understanding of the availability of information resources at your fingertips, how to evaluate their credibility, and how to orga- nize your information search results. By ap- plying your critical thinking skills and brain- storming and concept-mapping techniques, you are on the right track to implementing research and study habits that you will use throughout a lifetime of technological ad- vances.

“Information literacy forms the basis for life-

long learning. It is common to all disciplines,

to all learning environments, and to all levels

of education. It enables learners to master con-

tent and extend their investigations, become

more self-directed, and assume greater control

over their own learning.” (American Library Association, Association of College and Research Librar- ies, 2001, para. 4)

Library and Technology Literacy

CHAPTER 2

Written Dana Shreve, Reference Manager,

Grand Canyon University Fleming Library

Throughout your time at GCU, you may be given written assignments ranging from short expository essays, as in this course, to full-length dissertations. The best tool to help you with finding research for these essays is the Fleming Library. This chapter will cover how to develop a topic, use the library web- site, search within databases, and cite and format your sources.

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Defining a topic for an assignment can be easy (one given by the in- structor) or tricky (one you have to develop). If the assignment is given by the instructor, then proceeding with the research and writing pro- cess is relatively easy. You just need to know what resources to use and how quickly you need them. Reviewing the assignment thoroughly can give you valuable clues.

The following is an example assignment:

Write a 500–750-word, five-paragraph essay that is supported with at least one credible resource. Submit this by the end of Day 7 of Module 1. Please choose only one topic from the following options:

• Video games and violence • Internet and workplace • Exercise and obesity • Academic achievement and library

As you can see from the example, you are given a list of topics to choose from, a type of resource, and a deadline. Your next step would be to choose a topic that interests you and begin to look for your credible source. Using the GCU Fleming Library electronic resources is a great way to accomplish this task, as it has more than 46,000 full-text jour- nals available at your fingertips. Having this many readily available re- sources will aid in your academic success from this class through gradu- ation.

But what if you have to choose a topic on your own? Here is an ex- ample of such an assignment:

Write an essay of 500–750 words containing an analysis of your personal learning styles and intelligences. Use the GCU Library to re- search a minimum of three articles you can cite in your essay.

Now what do you do? First, you would read the module’s lecture and assigned textbook readings to get an understanding of what your personal learning style is and how it connects to intelligence. As you read, write down keywords that you can use to help you locate the articles you will use to sup- port your argument. The second step is to use the Fleming Library (http://library.gcu.edu)

to find articles using the keywords you just learned. Third, make sure the full-text box is checked in the database you are using so you can retrieve the PDF of the article immediate- ly (see the “Searching within Databases” sec- tion of this essay for further explanation of this). Last, once you have your articles, begin with your thesis statement and start to write.

A database is a com- prehensive collec- tion of related data organized for conve- nient access, gener- ally on a computer.

Being able to assess the criteria of your as- signment and knowing how long you have to complete it and where to find the appropri- ate resources will allow you to submit your paper on time and with ease.

Understanding the GCU Library As you learned from the UNV-103 textbook,

University Success, the Fleming Library has what you need to complete your scholarly re- search. Here is a refresher on the library and what is has to offer.

Research & Resources Find Books & More: Over 190,000 books

(electronic and print) and streaming media. Find Journal Articles: Over 80 subject-fo-

cused databases covering business, commu- nications, computer science, counseling and psychology, education, fine arts, general re- search, health care administration, history, justice studies, language and literature, lead- ership, newspapers and news sources, nurs- ing and health sciences, sciences, social sci- ences, and theology. These databases allow access to more than 46,000 journals and mil- lions of full-text articles. RefWorks & EndNote Web: You can manage

your citations with these tools, which auto- mate the creation of your reference lists in the style format of your choice. InterLibrary Loans: Request books or ar-

ticles (that the GCU Library does not already have access to) to be sent to your inbox or mailbox for free.

Help Ask a Librarian: If you need librarian as-

sistance, just fill out the required form and receive a response within 24 hours. Ask for help with search terms, finding credible re- sources/websites, and APA questions.

Citation Guidelines: Use the Center for Learning & Advancement (CLA) or the OWL at Purdue to help with your APA questions.

Frequently AskedQuestions: Use the FAQs for quick answers on how to access library resources, check out a book, etc.

Report a Broken Link: If the link to an e- Library resource is not working, you can use this feature to report it to a librarian, who will investigate.

Tutorials: You can use these video tutorials to learn more about how to create a persis-

tent link, review Boolean operators, or search the library and many of its databases. You can view the tutorials as many times as you need to.

Webinars & Workshops: You can also sign up for a live demo on how to navigate the library and search in the databases. Topics include education, nursing, doctoral research, library intro, and RefWorks.

As a student, you should get in the habit of using the library early and often. Use the li- brary when your assignment states to and use it because it is free and comes with built-in experts (librarians) to help guide you through the process. The library can help you find peer-reviewed, empirical, or news articles; evidence-based reviews; systematic reviews; and meta-analyses. In short, everything you will need to complete your assignments.

Most students today, not surprisingly, are more comfortable with using online search engines like Google to find information. There is plenty of information on the Internet, but it is often not free, scholarly, peer-reviewed, or current. Using Google is good when first learning about a topic. It will provide you with a nice snapshot of what is out there from publishers, organizations, the govern-

ment, businesses, or everyday people. But your assignments are going to ask for cred- ible resources and that usually means journal articles.

When is a website okay to use? You may use government data (including census data), education-focused sites (e.g., National Educa- tion Association), and organization websites when investigating a particular company or organization (e.g., the American Cancer Soci- ety). (For more information, read Chapter 3, Literacy Strategies.) Data found on these sites is not collected in journal articles but is of- ten available as information or reports in PDF format for easy viewing, saving, and printing.

To find articles for your assignment using

When is a website okay to use?

USE LIBRARY EARLY AND OFTEN

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When you click on “Education”, you will see a list of recommended education-focused databases. Clicking on a title of a data- base will allow you to search within a set of journals and articles that are more close- ly related to your topic. Your results will be more on target for your assignment and you will spend less time looking for articles.

the Fleming Library, start at http://library.gcu. edu. Click on the Find Journal Articles button. The next page is a decision point. How do you know which database to use? Let’s imagine that you’ve been given an assignment that requires you to cite 3–5 scholarly articles on classroom management. You could start with the “Don’t know where to start?” box and choose one of the general multidisciplinary databases listed there (Figure 1). However, for better results choose one of the subject data- bases. In the case of this assignment, the best choice would be “Education” (Figure 2).

Try searching one of our general multidisciplinary databases

Search 500+ reference books with one click or browse Credo Reference

Credo Quick Fact Search

Search

CREDO

The Fleming Library has a huge amount of resources available to you 24/7. Just as im- portant, the library has a full-time staff that is available to answer your questions. The li- brarians are an invaluable resource. They are experts in finding information, whether on a database or the Internet; they are trained on how to use the Fleming Library website and databases and love to share tips and tricks; and, from speaking with faculty and students, they are familiar with your coursework and assignments and can help guide you to the right resources or the right people.

The Library Staff Some of the tips and tricks the librarians love to share are explained in the video tutorials found at

http://libguides.gcu.edu/Tutorials

Figure 2:

Figure 1:

REFERENCE

All librarians hold Master’s degrees in li- brary science. With that schooling comes an understanding of how databases perform and how other librarians organize materials. The library staff knows how to navigate the library website, determine which database would be best, and efficiently search for ar- ticles. Part of being a librarian is also to teach and share knowledge with students. Don’t hesitate to contact them for assistance.

The resources gathered by the librarians have been evaluated and chosen with care. Your instructors know they can trust the re- sources found at http://library.gcu.edu and use them in their coursework and personal research.

Searching Within Databases So, let’s say that you have chosen a topic and

a database for an assignment you are work- ing on. Your instructor may also have speci- fied additional criteria for your article, de- pending on the type of paper you are writing. Instructors may ask for articles to be:

• Peer reviewed • Scholarly • Written within the past five years • Written by a nurse • Empirical • Evidence-based research

To make it easier for you to find articles that meet any or all of the above criteria, the da- tabases provide limit or search options. For example, for peer-reviewed or scholarly ar- ticles, there is often a checkbox available on the search page. You will see (Figures 3 and 4) that these options are not always grouped together, as they do not have the same mean- ing.

Search options

Limit to: Full text

Date range:

Evidence-based resources

Male

All dates

Humans Animals Females

Peer reviewed Scholarly journalsi i

Limit your results

Full text

Scholarly (Peer Reviewed) Journals

Figure 3: Figure 4:

A scholarly article is written by researchers, professors, or students and is published in re- search or academic journals (University of Maryland University College, 2012). Newspapers and popular magazines are not considered scholarly. A peer-reviewed article is an article that has gone through a process in which it is reviewed by experts in the same field prior to being published in a journal. Sometimes, you will not see this option at all, as with PsycINFO. This is because all articles within that database are peer reviewed. (Where this is the case, the da- tabase description will indicate it.)

In some databases, the ‘Full Text’ box is checked by default. This is because the databases have millions of articles, but the GCU Library does not have access to all of them. Having the box checked when searching will ensure the results come back with either a PDF or HTML version of the article. This will save you time and frustration when needing an article imme- diately.

Our criteria above also require that the articles be current. The definition of “current” will depend on the discipline you are searching. For history and art, it may mean the last 10 years, as this kind of research takes time to produce. However, for the sciences and business courses, nothing exceeding five years is considered current. See Figures 5 and 6 for examples of date- range interfaces in databases.

Please note that we have provided more than one example of how to limit by peer review, scholarly, full text, and publication date. This is because each of the library databases is pro- vided by a company that has its own look and feel. Not only does each database have a spe- cialized focus, it can also have specialized features. For example, the nursing database called CINAHL Plus with Full Text has check boxes for research articles, a nurse as the first author, and evidence-based practice, and has an option to find the proper heading for each topic. (For more information, please review the CINAHL tutorial at http://tutorials.gcumedia.com/ CINAHLTutorial/vp02.swf.)

PEER REVIEW

1. Can I put in the question from my instructor? No. Databas- es searches are based on words, not sentences. 2. Do I have to put a word in each of the search boxes? No. Some topics are simple and do not require multiple words or phrases. 3. How do I know which words to enter? Break your topic down into concepts.

The key to searching is to be able to come up with all the variations of the topic/con- cept that authors or researchers have used. Here is an example assignment to illustrate this concept:

Identify at least three scholarly sources that provide information related to the worldview of the individual you have selected.

Ask yourself, “What does ‘worldview’ mean?” It can mean someone’s philosophy, religion, or—as seems obvious—world view (the way a person looks at the world). So, which word do you type in the search box? All of them. Using the Boolean operator OR, connect the words together in one search box (“world- view OR philosophy OR religion”). When you click “Search,” the database will look for any of these three words in the title, subject terms, or abstract listed in the detailed re- cord of the article (see Figure 7).

Figure 5:

Figure 6:

Okay. You have chosen your topic, picked a database, checked the appropriate boxes, and entered dates. Now, what words do you put into the search boxes? Let’s ask some questions:

BOOLEAN OPERATORS

CONNECT THE TERMS/KEY- WORDS OF A

TOPIC

Subject terms are words used to describe the overall theme or top- ic of an article. They are a set list of words that help bring articles of similar nature together. An ab- stract is a summary of an article (generally written by the author) that describes the thesis and con- clusions of the article. Finding your topic/concept in these sec- tions increases the likelihood that the article will be a good fit for your assignment.

If you are having difficulty com- ing up with your keywords, con- tact the library (http://library. gcu.edu/AskALibrarian) and let the experts help out.

Citing Resources At this point, you have chosen

your topic, picked a database, checked boxes and entered dates, added your keywords, clicked “Search”, and chosen an article that meets your criteria. Before you start reading, however, you must grab the citation of the ar- ticle.

A citation contains the full bibliographic in- formation of a work: Title, author, publica-

tion, and date. It can also include page numbers and

publisher, depending on the material (book

or article). p. 15

CITATION

Figure 7:

p. 16

ACCIDENTALLY PLAGIARIZING?

YES XNO NOT SURE

copy the citation of the article right away

This is for two reasons. Firstly, it is a serious breach of the univer- sity’s academic policy to plagiarize, and the best way to avoid doing this accidentally is to copy the citation of the article right away. Secondly, if you need to find the article again, you have all the necessary information. The location of the citation in the page will vary slightly depending on the database, but look for the “Cite” link. Following are examples of this in two different databases (Figures 8 and 9).

In EBSCO databases, the Cite feature is found in the Tools section to the right of the article. Click “Cite” and citation options for AMA, APA, MLA and other styles will be shown above the article title. Copy and paste this information into the reference section of your assignment.

Figure 8:

Figure 9:

In ProQuest databases, the Cite feature is found in a toolbar above the article title. Click “Cite” and citation options for AMA, APA, MLA and more will be shown in a light box on top of the detailed re- cord. Copy and paste this information into the references section of your as- signment.

Please note that not all citation infor- mation is 100% correctly formatted. As a student, it is your job to ensure that all references submitted to your instructor are correct. Visit the Writing Center lo- cated in the Student Success Center in your online classroom for templates, contact the Center for Learning and Advancement (CLA) at https:// students.gcu.edu/student-resources/ student-success/ace-centers/academic- resources.php, or visit Purdue University’s Online Writing Lab (commonly referred to as OWL) at http://owl.english.purdue.edu/owl/re- source/560/01/.

You have one more step before you can read your article. If you want to be able to retrieve the article again or if your instructor or classmates want to view the article, you can provide them with a link rather than telling them which database you searched in and the key- words you used. It is much easier to use the permanent link provided by the da- tabase.

This link can be called a:

A. Permalink (EBSCO) B. Document URL (ProQuest) C. DOI (Emerald Management, ScienceDirect)

p. 17

For a guide on how each database provides a permanent link, view the Persistent Links Guide at http://libguides.gcu.edu/PersistentLinks.

Figure 12:

Figure 11:

Okay, you’re ready to read. To read an article in EBSCO, look to the left of the article title and abstract. You should see either an HTML Full Text link or PDF Full Text link (Figure 12).

Click on the file for- mat of your choice and the article will be opened. Here is an example of a PDF in EBSCO:

p. 18

P R

O Q

U E

ST

As with the Cite option, the location of the permanent link varies according to provider. EB- SCO shows the permalink above the article title while ProQuest uses a field (Document URL) at the bottom of the detailed record (Figures 10 and 11).

Figure 10:

Figure 13:

Figure 14:

To read an article in ProQuest, look to the right of the article title. You will see a PDF Full Text link (Figure 14). Click on the link and the article will be opened. See Figure 15 for an example of a PDF in ProQuest.

PROQUEST CENTRAL

Figure 15:

Figure 16:

If you are experiencing any issues opening a PDF document, please contact Technical Sup- port at (602) 639-7200 or (877) 428-8447 (toll free) or view the website for chat or e-mail options at http://www.gcu.edu/Student-Life/ Technical-Support.php.

But what if you are not using a library da- tabase? What about a website, lecture notes, or a movie? How are those cited? Refer to the same sources mentioned above (Writing Cen- ter, CLA, or OWL at Purdue). They are full of information to help you. You can also call the library for citation help.

It was mentioned earlier that you should copy and paste your citation into the refer- ence section of your assignment, but how is it formatted in Microsoft Word? Here are some tips and tricks to help with that. You can ei- ther pre-format your paper with the follow- ing instructions or you can post-format your paper by highlighting all the references on the page and following the instructions be- low.

If you are using Microsoft Word 2007 or 2010, go to the Home ribbon and click on the small arrow and box in the lower right corner of the Paragraph section (Figure 16).

p. 19

HUGE TIP

Figure 17: Figure 18:

The Paragraph dialog box will open up. The box is separated into four parts: General, In- dentation, Spacing, and Preview. Using the dropdown menu under the Indentation sec- tion, choose “Hanging.” Leave the “By:” set at “0.5” (Figures 17 and 18). PARAGRAPH

EDITING CLICK

OK

If you are experiencing any issues with for- matting or have any other technology ques- tions, contact Technical Support at the afore- mentioned phone and website.

Congratulations! You have learned how to develop a topic, use the library website, search within the databases, and cite your sources. Now it is time to start writing.

Summary In this chapter, you learned how to define a

topic by reading your assignment and decid- ing which resources you need and how quick- ly you need them. The Fleming Library offers a variety of services, including help with find- ing journal articles and books, citation man- agement, and several methods to contact li- brarians (phone, e-mail, chat, in person). The library also offers webinars and workshops, tutorials, and guides on how to use these re- sources. The library website has databases organized by subject and offers quick access to multidisciplinary databases for getting started. Use library resources rather than the Internet because they are reliable, come with built-in assistance (librarians), and are trust- ed by faculty.

The library databases have options available to help narrow the search results to those

that best fit the assignment criteria. Results can be limited to full text, scholarly, peer re- viewed, empirical, evidenced-based, by date, and much more. Knowing how to choose the correct keywords for searching by asking questions and critically thinking about the topic will aid you in finding relevant results.

References University of Maryland University College. (2012). Locating and evaluating scholarly articles.

Retrieved from http://www.umuc.edu/library/libhow/articles.cfm

Literacy Strategies

CHAPTER 3

Julie Blair, Full-time Online Faculty, Grand Canyon University

p. 21

expository ESSAY

In Module 1 of this class, you selected a topic, brainstormed ideas for your topic, and put together your initial thesis state- ment. In the previous module, you reviewed the research process, the library, and how to locate, retrieve, gather, and evaluate the in- formation you found that supported your ar- guments and selected topic. Now it is time to start to organize the thesis and information you found into the next step of the writing process: creating your outline.

This chapter will help you explore prewrit- ing strategies to get your ideas and thoughts organized before you commit them to an out- line format, which in turn will prepare you

to write your rough expository essay draft, which you will be creating in the next mod- ule.

Understanding the Importance of Critical Analysis In the previous chapter, you also reviewed

the importance of critical analysis, how it tied into locating your research for your topic, and how to evaluate the information found. Critical analysis, or how to think critically as a writer and researcher, is very important at the college and scholarly level. What you are doing when you are critically analyzing

p. 22

information is questioning it and how it re- lates to your topic. At the college level, you are expected to think outside your bound- aries of personal judgment, knowledge, and social conditioning (Capella University, 2012). Because you are pursuing a higher degree in a career field, it is your responsibility as a learner at this level to break away from your comfort zones and own prior knowledge and experiences and look into a broader spec- trum to gain insight and information, as this is where the real learning and thinking takes place. There is a whole world out there, full of information and willingness to share, and it is all at your fingertips, literally…go find it!

Some tips to help you critically analyze and organize your research include:

Consider whether your topic and selected journal article correlate to one another. Utilize the abstract in the journal articles; this is a time- saver and helps you to see what the entire article will cover. If it is not helpful to your cause, move on.

Have questions already formed in your mind or written down on what you wish to find in your article. You need to be actively using the in- formation given to help you find the support for your claims made in the thesis statement.

Highlight key terms, words, or phrases you are not familiar with; this helps you understand and retain information as well as increase your vocabulary in the subject area.

Read the article more than one time! In order to fully understand in- formation, one needs to review, review, and review.

Use the References section in your journal article as a follow-up to other articles and authors, if needed. This is helpful if you find a great citation or supportive fact in the article.

If you are not sure what the article is stating, go find another one; there is a ton of informative research out there, but you must take the time to look. Do not rush research.

Create a Word document with all your references, especially the per- malink and APA citation of the article. It is also helpful to copy and paste the abstract, so you can go back and review the summary of the article if needed. Save this and create a Research Folder or place the document in the folder already created for the online course.

The reason you should research support- ive information from peer-reviewed journals is to help you find claims that professionals have made to back up your arguments. It is good to have your own original thoughts and ideas in your writing, but you also have to have accurate, reliable, current, and credible sources to help you prove your point.

The purpose of critical analysis is to keep you thinking and using your own intellect to form ideas and opinions of your own that you can apply to your writing and learning. Good writing and learning is a never-ending jour- ney of pursuing knowledge, and this should be reflected in not only your learning but also in your writing. Therefore, you should see your writing change from each step of the writing process; that is when you know you are pushing yourself and becoming a critical thinker and writer.

1

2

3

4

5

6

7

Evaluating Your Research and Putting It to Use So, you have your thesis and the research

you have gathered. Now what? What you need to do before you move on to writing your outline is to see what you have and if it will fit as solid support for your arguments. At this time, you need to have all your re- search or your article readily available and follow the guidelines below.

Ask yourself whether your article matches your topic area. If yes, you are set; if no, you need to go back and locate an article that is supportive of your topic and arguments in the thesis statement. Remember the key is to support your thesis arguments; if you have found good information on the topic and want to keep it, talk with your instructor about changing the thesis direction. It is not too late to change the thesis around, but you will want to do so now as op- posed to farther down the line.

A Highlight the important information and start pulling important ci-

tations from the author(s). Use the organizational chart on page 25 or another chart or method that works for you. The key here is to stay organized with what you have and make it easy to go back and see what you have pulled from the article(s).

B

C Ask yourself if you have enough information. If all points of your ar-

guments have been supported, you are good to go; if not, you may need to locate another peer-reviewed article on your topic. If you are struggling with locating information, ask your librarians.

Double-check whether your information is peer reviewed (credible), current, accurate, and relevant to your content. You do not want old or outdated information or information that has nothing to do with the direction of your essay. Remember that you need to stay focused and on target with your topic and arguments.

D Save your research. Do not waste time or get frustrated by not sav-

ing and documenting your research. Create a research folder now or make sure to save in the current course folder. Remember: you want to work smarter, not harder.E

THESIS

If at any time during the gathering resources stage you are con- fused and not sure what to do, use the resources available to you, such as communicating with your instructor, reaching out to a librarian, or using resources in the Student Success Center, such as the Center for Learning Advancement (CLA).

Pulling Your Information and Organizing It for the Rough Draft On the next page you will see a graphic or-

ganizer for documenting your citations. This is just one method; another method is to simply create a blank Word document for all citations. What you want to be sure you are saving is the actual citation or paraphrased information (i.e., the parts of the article that you will be quoting directly or referring to), the entire APA citation that is noted, and the permalink; the abstract can be helpful too, if you are using multiple articles, as it will help refresh your memory on what the entirety of the journal article was discussing. Here is more information on each component:

• Direct citation or paraphrased in- formation: Copy and paste what you feel is helpful information. Try and avoid copying and pasting a huge portion, as you have to be careful how much you are citing in this type of short expository essay. You will have a word count minimum and maximum, and will also have to stay within a certain per- centage of cited material. A good rule is to not copy more than two sentences in length if it is a direct citation; if it is more, para- phrased information is best. The percentage of cited work will be addressed in more de- tail in the next chapter, but it is important now to make sure you are not copying huge amounts of information. Rather, learn to pull

what is relevant and what you need to sup- port the claim you are arguing in that par- ticular paragraph. • APA citation: You need the entire ci-

tation, as you will be creating what is called an “in-text” citation as well as creating a Ref- erence page at the end of your essay to docu- ment the sources you have used in creating your essay. Citing will be covered in more de- tail in Chapter 4, as you prepare to write your rough drafts. • Permalink: You want to be sure you

are copying the permalink and not the URL in

the browser. URLs change, while permalinks will not. • Abstract (if needed): If you are work-

ing with more than one journal article (which we certainly encourage, although only one is required) and you feel you need to re- fresh your memory about what the article discussed and what position it took, be sure to copy and paste the abstract as well. This is not needed for any reason other than to help you in retaining information for your re- search.

Thesis Argument / Support

Thesis Argument One/Support One: Citation/Paraphrase:

Thesis Argument Two/Support Two: Citation/Paraphrase:

Thesis Argument Three/Support Three: Citation/Paraphrase:

APA Citation: Permalink:

APA Citation: Permalink:

APA Citation: Permalink:

Remember, in all this, the goal to undergraduate writing is finding good sources to support good arguments, regardless of whether you are selecting the topic or given one to write about.

You created your thesis statement in Module 1, found some good information on the selected topic and arguments in Module 2, and have now gathered your cited support. Your next step is to organize all of this information and start think- ing about what you want to include as support for your five-paragraph essay. This is where you will need to brainstorm a little more and create sub-topics for your arguments, so you can add your own ideas to the cited information to create an expository essay.

p. 26

set to start your essay outline, but you need to get your sub-topics organized under your main topics for your supporting paragraphs.

You are almost BRAINSTORMING FOR THE OUTLINE

T his step is important for making sure you get all your ideas out on paper. Now, some of you may say you prefer to just start writing, but with this type of essay and format it is important to see what informa- tion you have and what you may be lacking. An outline can be your best defense in mak- ing sure you stay on track and focused with your topic and arguments.

During this step, it is important to simply get your ideas on paper and not to worry just yet about everything you want to say, as that will come later. Right now, just focus on your thesis statement, your three supportive argu- ments—which you will use as your topic sen- tences for the three body paragraphs of the five-paragraph essay—and ideas you want to address in your introduction and conclusion paragraphs. To help you think about each of these areas, see below for what you should include in each area:

INTRODUCTION PARAGRAPH, OR PARAGRAPH ONE:

Hook: You will want an attention grabber to get the reader’s attention; this could be a quote, a startling statistic, or an anecdote:

Quote: This should tie in your sub- ject/topic and come from a recognized au- thority in the field. Using a quote will give your writing believability and help convince your reader to read on. Make sure to connect your quote to the overall message of your paper, just as you would with any quotation you use.

Startling fact or surprising statistic: Use one of these to arrest the reader’s at- tention and to shock, anger, or amuse your reader into reading more. You can pull sta- tistics from the text or from independent re- search.

Anecdote: Telling a brief story about someone or something connected to your topic will involve the reader and also help you to illustrate a point or tell a moral. Again, remember that you need to connect this story to the overall message of the piece.

BODY PARAGRAPHS (these are paragraphs 2, 3, and 4 of the essay):

CONCLUSION (this is paragaph 5 of the essay):

Bridge: This will tie the hook and the thesis together; usually this is where some background knowledge about the topic should come into play, in- cluding a basic summary or explana- tion of the topic or argument that will be discussed in the essay. You do not need to give away information about what will be discussed in the essay, just the purpose or the reasoning be- hind the topic stance.

Thesis: Place the thesis statement here as the last sentence in the para- graph. It is important to place it here, as it gets the reader ready for what the body paragraphs will be discuss- ing. This is the most important part of your essay. The thesis statement pres- ents the argument that your essay will be defending with your original thoughts and ideas, along with your research. Your thesis should have al- ready been approved at this time by your instructor.

Body Paragraph One: Discuss your first argument in the thesis statement. It is important to keep the arguments and body paragraphs aligned. If you change your arguments around, the body paragraphs will also need to change to match that order. If you take out an argument, then you will also need to take out the paragraph on that topic.

Body Paragraph Two: Discuss your second argument in the thesis state- ment.

Body Paragraph Three: Discuss your third argument in the thesis statement.

Restate your thesis statement.

Highlight the main arguments that were covered in the body paragraphs.

Close with a strong point of view or stance on the topic.

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Another important detail to remember when writing an expository essay is to make sure you are writing in the correct point of view. In this case, you will want to write in the third person, as opposed to the first or second person. As you write in more detail in the rough draft and final stages, this will be discussed more; however, here is a brief breakdown of the different points of view:

First-person approach: I will discuss the following… The personal pronoun “I” is used throughout

the writing; this is more common in a reflec- tive piece of writing like a journal or personal narrative. Other common pronouns for first- person writing include me, my, mine, and myself.

Second-person approach: You will be able to discuss the following… This point of view uses the pronoun “you” in

writing; this is more common with a “how to” approach such as with advice feedback or in cookbooks, or other writing in which a gen- eral audience is being directed on a topic.

Third-person approach: The research will show… This approach is stating a specific—in this

case, the research—to support your claim. For this approach, you will want to stay away from the use of the pronoun “I,” as you need to take the attention away from the author (you) and make the reader look at the facts of the topic and arguments you are trying to prove true. You do not want this to sound like a personal reflection or opinion piece. Writ- ing in the third person is the most common approach to writing at the college or schol- arly level, and the one most required by your college instructors and professors.

THIRD PERSON

Building an Example Paper For our example, we will be using the following topic and thesis statement:

Topic Selected: Online learning and being a successful student.

Thesis Statement Created: Students can attain success in the online classroom through dedication, accountability, and effective time management.

Example Introduction Paragraph Hook: Success is not necessarily measured by when people achieve

their goals, but how they meet their goals and the necessary steps they take in order to attain them.

Bridge: Online learning and taking courses in an online classroom can definitely pose challenges; however, these challenges can be overcome with successful strategies set in place by the online learner.

Thesis: Students can attain success in the online classroom through dedication, accountability, and effective time management.

Creating Topics for the Body Paragraphs Looking at the thesis statement above, you will see the three areas

we wish to address in the essay: dedication, accountability, and ef- fective time management. These will be the topics of the body para- graphs and thus the areas you will want to branch off of in creating supporting details. The details do not need to be complete sentences at this time.

An example will be shown first, and then a blank organizational chart so you can see how to utilize this for your writing.

(Quick review: In the thesis statement, remember to have the topic and the three areas you will be discussing in the essay; in the literary world, these are often called the “prongs” of the thesis statement.)

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Completed Chart: Body Paragraphs

Example Conclusion Paragraph Thesis Restated: Students can attain success in the online classroom through dedication, ac-

countability, and effective time management.

Main Points: It is important to have all these elements while making the decision to pursue a postsecondary degree, as college is not an easy road. One needs to plan ahead and take all the necessary precautions, as well as prepare oneself mentally and physically for the demands of college. Learners must make sure they are mentally ready by knowing they have the desire and passion to dedicate themselves for the time period it will take in order to obtain their degree, as well as making sure they have the time set aside in order to study and complete requirements and hold themselves accountable for these requirements. If they do not, the journey will not be successful.

Ending Argument/Stance: Earning a college degree is not easy, nor is it a right; it is a privi- lege. As an online learner at the college level, it is important to keep goals in sight and follow the necessary steps as discussed in this essay. In the end, students will be proud of the degree earned, but they will feel even more successful by looking at how far they have come on their personal journey and finally reaching their destination.

Blank Organizational Information Chart The following gives you the opportunity to practice organizing the information for your own

essay in the manner performed above in the example.

Introduction Paragraph

Hook:

Bridge:

Thesis:

Conclusion Paragraph

Thesis Restated:

Main Points:

Ending Argument/Stance:

NOTES:

BODY PARAGRAPHS

developing the outline You now have the entire thesis, the research (which you will add

in the next chapter in your rough draft), and the ideas for your paragraphs. It is time to put it all together and see what you have. With the outline, you should strive for complete sentences with your supporting ideas, as this will prepare you in forming the body paragraphs with the rough draft. The goal here is to get you as ready as possible to be able to start formatting your five-para- graph essay. Therefore, the more work you put in now, the less you put in later, so you can focus on the research, the editing, and refining in the steps to come.

Below is an example of what your essay outline should resem- ble. Please review the elements we have discussed previously and note the structure and why each element is important to include so you are better prepared for the start of your rough draft. (This will be mirroring the assignment for this module and the ex- pected requirements you should have for a completed outline.)

A. Hook: Success is not neces- sarily measured by when people achieve their goals, but how they meet their goals and the necessary steps they take in order to attain them. B. Bridge: Online learning and taking courses in an online classroom can definitely pose challenges; however, these challenges can be overcome with successful strategies set in place by the online learner. C. Thesis: Students can at- tain success in the online classroom through dedication, accountability, and effective time management.

A. Detail 1: In order for stu- dents to be successful in any type of school setting, there needs to be an inner drive or dedication in them to want to obtain their degree. B. Detail 2: Motivation is a key trait in all persons that have proven to be successful, and the same can be said for a successful student, especially in the online setting. C. Detail 3: A student’s deci- sion to commit to an education is another key trait that one should possess in order to be a successful student. D. Supporting Citation (Note: The next chapter will discuss how to fit the citation or paraphrased information into the paragraph, but you should place what you wish to have in this paragraph here, so you know what research piece you want in this paragraph to support the topic discussed.)

A. Detail 1: Students must hold themselves accountable to see positive re- sults in their own learning, especially in the online setting. B. Detail 2: A good first step in the direction of being a more accountable online student learner is setting personal and realistic expectations for oneself. C. Detail 3: Another important part of being a more accountable student is to have effective communication skills, so that you can send, receive, and understand infor- mation with your instructors. D. Supporting Citation

Introduction Paragraph

Dedication

Accountability

1

2

Body Paragraphs

A. Detail 1: Time manage- ment is crucial in creating and maintaining a schedule for any adult student learner, as their daily lives and routines are already hec- tic and school could become a non-priority if it is not included in the schedule. B. Detail 2: Not only is setting a schedule a must in maintaining good time management, but it is also necessary for stu- dents to set realistic goals and make sacri- fices to fit school into their lives. C. Detail 3: Effective time man- agement can create a more structured and balanced life for any college student, but it is a vital piece for success in online learning. D. Supporting Citation

A. Thesis Restated: Students can attain success in the online classroom through dedication, accountability, and effec- tive time management. B. Main Points: It is important to have all these elements while making the decision to pursue a postsecondary degree, as college is not an easy road. One needs to plan ahead and take all the necessary precau- tions, as well as prepare oneself mentally and physically for the demands of college. Learn- ers must make sure they are mentally ready by knowing they have the desire and passion to dedicate themselves for the time period it will take in order to obtain their degree, as well as make sure they have the time set aside in order to study and complete require- ments and hold themselves accountable for these requirements. If they do not, the jour- ney will not be successful. C. Ending Argument/Stance: Earning a college degree is not easy, nor is it a right; it is a privilege. As an online learner at the college level, it is important to keep goals in sight and follow the necessary steps as dis- cussed in this essay. In the end, students will be proud of the degree earned, but they will feel even more successful by looking at how far they have come on their personal journey and finally reaching their destination.

Effective Time Management

Concluding Paragraph

3

You will also be responsible for creating a References page that lists the source(s) that you used for your research; these are the sup- porting citations that you will add later into the paragraphs using in-text citations and paraphrased material from your source(s).

A blank template of the outline is included in the classroom resources. Please make sure to utilize the template, as it is a good way to ensure you are covering all required elements and to see where you are with your writing and research. Remember, good critical think- ing and writing is an ongoing process and you should strive to refine and better your writing along each step of the writing pro- cess; this is just your outline, not your final draft, so now is the time to monitor and ad- just if needed.

REFERENCES PAGE

p. 34

Summary After reading this chapter, you should feel more confident in doing the following:

1. Explaining the importance of critical analysis and what it means to be a “critical thinker” at the college level.

2. Evaluating your resources for rel- evancy, accuracy, currency, and overall con- tent and how they tie in with your topic for research.

3. Pulling your research and docu- menting the necessary items for later use when citing in the rough draft process (sav- ing your full citation, author information, and permalink).

4. Breaking down and brainstorming from your thesis to get your supporting para- graphs organized.

5. Creating an introduction and con- cluding paragraph, and understanding all el- ements that should be present in these para- graphs.

6. Organizing your thoughts to create your essay outline for your Module 3 assign- ment.

Check for Understanding A. What is an expository essay, and

why would that be important to know in cre- ating your outline and essay?

B. Does your thesis have the topic, along with three arguments or prongs, to ex- plain what you will be covering in the essay?

C. Do you have an article that will be helpful in supporting your thesis and argu- ments?

D. Do you need additional research?

References Capella University. (2012). The writing

process. Retrieved from http://www.capella. edu/interactivemedia/onlineWritingCenter/ downloads/TheWritingProcess.pdf

E. What are the key elements to save as you are researching for later use when apply- ing the research to your essay?

F. How many paragraphs are you orga- nizing your outline into to get ready for the essay format?

G. What are these paragraphs? H. What is included in the introduction

paragraph?

I. Where does the thesis go in the in- troduction?

J. How do the body paragraphs need to be aligned in regards to the thesis statement? Can you just change the thesis statement and not change the body paragraphs?

K. What is included in the concluding paragraph?

L. Do you need to include research in the outline and essay?

M. Why is it important to create an out- line and not just free-write the rough draft of an essay?

N. What is your next step in the writing process?

O. What questions and concerns do you still have about this chapter or the outline process? Write these down, and discuss them with your instructor, as this is the best time to ask questions on the essay in general, your topic, or your research.

Prewriting Strategies Reloaded

CHAPTER 4

p. 35

Why Organizing Information is Important

Organizational Information

Beverly Santelli, Full-time Online Faculty, Grand Canyon University

trying to learn the alphabet but learning the letters completely out of order, with no notion of which letters pertain to which sounds. Most likely you would find the infor- mation useless and frustrating. In other words, knowing the elements of a language is of little use unless you are able to use them to clearly and concisely convey information.

Writing a research essay is one way of communicating information, and there are rules that you must learn to follow in writing one. Organization is extremely important in writ- ing an effective paper. As you can see, you have already taken some important steps in organizing your writing process. The following flowchart shows where you have been and where you have now arrived. Congratulate yourself! The next step is to put your thoughts together into a first draft.

IMAGINE

Organizational Strategies There are different strategies for organizing

information. It is important to understand how and when to use these strategies. These include but are not limited to alphabeti- cal organization, hierarchical organization, chronological organization, and organization by category or concept (Solomon, Wilson, & Taylor, 2012).

Alphabetical Organization (ABC) Examples of alphabetical organization in-

clude glossaries, indexes, dictionaries, the- sauruses, and course catalogs. When you know what you need to find and have a vast amount of information to go through, this strategy works best. Most of us do not have time to go through a phonebook to look for one specific number. Can you imagine flip- ping through every single page? Likewise, in a business customers are categorized typi- cally by last name in a system. This classifi- cation is important to maintain, as the ease in finding information is key. For this class, alphabetizing information will mainly be uti- lized in the reference page of your essay. The references should be listed alphabetically ac- cording to the author’s last name. You can see an example of a reference page later in the chapter.

Hierarchical Organization Hierarchical organization means that you

are organizing information from least to greatest or greatest to least in importance. For example, Bloom’s taxonomy is struc- tured in a hierarchy to show levels of think- ing and applying information. You can view the Bloom’s taxonomy pyramid at http://smu. edu/ir/Bloom%20pyramid.jpg.

An education student may demonstrate hi- erarchal structure in the components of a lesson plan. The student may begin with the general goal of the lesson that is aligned with

the state standards. From there, he or she can show what the objectives of the lesson are. After that, the activities and materials come into play. Finally, the assessment of the lesson is given. Within the hierarchy design of the lesson plan, the teacher can go backward or forward a step or two in order to make sure that the students’ comprehension is aligning with the goals.

Chronological Organization Chronological organization involves setting

information down as a sequence of events. History textbooks are usually set in chrono- logical order. You may start learning about World War I and complete your learning through the end of World War II. It is essential to know the facts that came before WWII to better understand why everything happened the way that it did. Timelines are created in chronological order as well. For example, a psychology student can easily see that Freud founded the discipline of psychoanalysis and that many others have come after him, refin- ing, expanding, or rejecting his precepts. A chronology of events is equally important in a narrative piece of writing or a novel. Since the story needs a beginning, middle, and end, the author must give some background as to what was before, what is currently happen- ing, and what is to come in order for the story to make sense.

Categorical or Conceptual Organization Organizing by category or concept is the

key to writing your first draft. Although the aforementioned organizational strategies are important to know and understand, this par- ticular strategy will help you in writing your expository essay. Breaking down information in such a way as to have it easily followed and understood is crucial in communicating through informational text. The expository essay organizes information in this way, tak- ing the reader by the hand and guiding them logically from one thought or comment to the next. Your thesis statement is the backbone of this approach. Therefore, before you start writing the first draft of your essay, you must be sure that you have met the requirements for an excellent thesis statement.

Reviewing the Thesis Statement The thesis statement for an expository essay is very specific. The most impor-

tant reason for a thesis statement is to let the reader know what the paper will be about. This should be done in one sentence and be concise and to the point. The statement sets the tone and structure for the entire paper. The OWL at Purdue is particularly helpful for directions on how to write a thesis statement for an expository essay (http://owl.english.purdue.edu/owl/resource/545/1/).

Which example is the appropri- ate one for an effective thesis statement?

examples of thesis state-

ments are giv- en below. One is acceptable and the other

is not.

2

Subject matter: How to be

a successful online student

Example 1: Students can attain success in the on- line classroom through dedication, accountability, and effective time management.

Example 2: You can be successful in the online class if you just put your mind to it.

ANSWER p. 37

IF YOU PICKED EXAMPLE 1, you are correct. Example 1 gives the pertinent information and points out three main areas of focus for the paper. Example 1 also uses professional, academic language. It is easy to see how the three ideas given in the thesis statement can be expanded on in the three supporting body paragraphs.

IF YOU PICKED EXAMPLE 2, you are unfortunately incorrect. The first problem is that the thesis statement does not list three main points. This means that the structure of the paper can easily go off-task.

The reader will not know what to expect and may feel lost connecting with the material. Furthermore, the language is not academic and is written as if the student were talking to a friend. Finally, the statement is written in the second person; the third-person voice should be used in an expository essay of this kind (see Chapter 3).

Thesis Statement → Topic Sentences

A t t h i s p o i n t i n t h e c l a s s y o u s h o u l d h a v e a s t r o n g t h e s i s

s t a t e m e n t w i t h t h r e e m a i n p o i n t s . Yo u n o w n e e d t o u s e t h e s e

m a i n p o i n t s t o s u p p o r t t h e b o d y p a r a g r a p h s o f y o u r e s s a y . T h e

b e s t w a y t o d o s o i s b y c r e a t i n g t o p i c s e n t e n c e s . T h i s s h o u l d

h a v e b e e n d o n e i n y o u r o u t l i n e . Fo r r e v i e w , l e t ’ s m a k e s u r e y o u

u n d e r s t a n d t h i s c o n c e p t . H e r e i s o u r s a m p l e t h e s i s s t a t e m e n t :

S t u d e n t s c a n a t t a i n s u c c e s s i n t h e o n l i n e

c l a s s r o o m t h r o u g h d e d i c a t i o n , a c c o u n t a b i l i t y,

a n d e f f e c t i v e t i m e m a n a g e m e n t .

p. 39

The three main topics in the thesis state- ment have been underlined. Now it’s time to translate the three areas to the topic sentenc- es for the supporting body paragraphs.

Here are the three main topics: dedication, accountability, and time management. Translation

TOPIC TIME MANAGEMENTACCOUNTABILITYDEDICATION

Topic Sentences In order for students to be successful in any type of school setting, there needs to be an inner drive or dedication in them to want to at- tain their degree.

Students must hold themselves account- able to see positive results in their own learning, especially in the online setting.

Time management is crucial in maintain- ing a balanced and structured life, es- pecially for a college student.

Word Choice Using the right words, in the right way, and

in the right order is crucial in creating a piece of work that has influence on a reader. Here are other some go-to guidelines to keep as reminders when it comes to using the ap- propriate voice, parallel structure, seamless transitions, and hearty emphasizers. You can make your paper sound great by following these guidelines.

Using the Third Person Writing in third person is the most com-

mon way to write a paper. Students should write a research paper in third person unless told otherwise. Think of this type of writing as similar to a news report. The reporter is giving the information to a third party (the audience watching at home). Below are some appropriate word choices for writing in third person:

He, she, him, her, individual, one, them, they, person, people

Here is an example of how you can use third person in your writing:

One may come across many obstacles when creating a masterpiece of research writing;

however, he or she may continue to flourish with new ideas each day.

Parallel Structure As important as writing in third person is,

it is also essential that the structure of your sentences and paragraphs makes sense. Let us take the example from above.

The sentence starts out mentioning that one (meaning someone or an individual) may come across some obstacles. The second part of the sentence points out that he or she (again referencing that individual) may flour- ish with new ideas. This sentence has parallel structure, as the words “one” and “he or she” all point to a single person.

The sentence would not be parallel if the subject went from singular to plural in the same sentence and/or idea. Here is an exam- ple of a sentence without parallel structure:

One may come across many obstacles when creating a masterpiece of research writing; however, they may continue to flourish with new ideas each day.

As you can see, the writer starts by talking about the subject as one (one person or indi-

vidual) and ends the same sentence with us- ing the word “they” for the subject. This does not make sense. Singular must stay singular and plural must stay plural.

This is equally important with word end- ings. For example:

A. Parallel Structure: Mrs. Jones has been running, walking, and jumping around for 45 minutes now. B. Unparallel Structure: Mrs. Jones has

been running, walk, and jumped around for 45 minutes now.

Transitions Transition words and devices are useful in

helping the paper to flow. If transitions are not used, the paper may seem choppy and ideas may not seem to link or flow together.

Transitions can have different purposes. One of the most common types of transition is to sequence. Since a paper is written in a spe- cific sequence, the transitions help the reader to move along from one component of the paper to the next. Here are some examples of sequencing transitions:

Teachers are willing to help students, but they are unable to pick up on non-verbal cues, such as a look of confusion on a student’s face.

Although eager to help, teachers can find difficulty in picking up on non- verbal cues from online students, such as looks of confusion (Balke, n.d.).

“Teachers are willing to help students, but they are unable to pick up on non-verbal cues, such as a look of confusion on a student’s face” (Balke, n.d., para. 4).

Balke, S. (n.d.). What makes a successful online learner? Retrieved from http://www.iseek.org/education/successonline.html

“Next, then, following this, at this time, now, at this point, after, afterward, subsequently, finally, consequently, previously, before this, simultaneously, concurrently, thus, therefore, hence, next, and then, soon.” (Weber & Stolly, 2011, para. 10).

The following are examples of sequencing be- tween sentences:

First, the online student must create a schedule for time management purposes. Now, not all students will have the same

type of schedule. Consequently, each individual should make

the choice of how his or her schedule will take priority each day while still allowing a family balance. Finally, students should reflect each week

on goals met and any changes that need to be made to the schedule.

To see other types of transitions, visit: http://owl.english.purdue.edu/owl/re- source/574/02/

Beefing up Vocabulary One good way to beef up your vocabulary is

to use a thesaurus. A thesaurus can take ordi- nary or unimpressive words and make them stand out.

For example:

• Simple sentence: Online students benefit from creating a schedule that allows for balance between family, work, and life. • Enhanced sentence using a thesau-

rus: Online students can greatly benefit from crafting an individual schedule that allows for a well-adjusted family, work, and life bal- ance.

As you can see, the second sentence stands out. If you take the time to use a thesaurus to expand your vocabulary, your sentence structure will be more appealing and inter- esting to the reader. You can utilize a thesau- rus in a few different ways. First, you can use a physical thesaurus in paper form. Secondly, you can utilize an online thesaurus. Finally, you can use the options in Microsoft Word. Using synonyms or the thesaurus tool will greatly enhance the academic tone of your paper. It can also help in emphasizing parts of sentences that you want to stand out.

What Is an In-Text Citation? As you begin to write your paper, it is important for you to know

how to cite and reference all of the sources you are using. In-text citations are used within the text of your paper and should not be confused with the References page at the end of your paper, which is where you must provide full citation information for all of the sources that you used in your paper. For every reference on your references page, there MUST be a matching in-text cita- tion in your essay, and vice versa.

Below are some examples of how to apply in-text citations us- ing both direct quotes and paraphrased information. Recall from earlier in the textbook that paraphrased information means tak- ing an idea and restating it in your own words, while being sure to credit the source. With direct quotes, however, you are taking information directly, word for word, from the source. It is okay to use direct quotes; however, they should be used sparingly and for emphasis.

The table below shows how to utilize in-text citations for para- phrased and quoted information. Also, the GCU Style Citation (this is the full citation that will be on your reference page at the end of your paper) is shown in correct format.

ORIGINAL INFORMATION

PARAPHRASED INFORMATION

DIRECT QUOTE FROM INFORMATION

GCU STYLE CITATION (THIS GOES ON REFERENCE PAGE)

p. 42

Rubrics: A Roadmap to Success Most of the papers that you write at GCU

will use rubrics. A rubric allows you, the stu- dent, to know ahead of time exactly what is required for a particular assignment. In fact, since the instructor will use the rubric to grade your assignment, you have an easy way to understand how to get the best grade possible. Use both the assignment guidelines and the rubric as a roadmap to help you suc- cessfully meet the assignment requirements. Make sure that you look at your rubric before you begin writing. You can utilize your syl-

labus and assignment instructions to begin, but without the rubric you will not be able to understand the criteria fully.

A rubric tells you what the end results of an assignment should look like. By planning backwards, you can first make sure you are setting goals to reach the highest criteria of each section in the rubric. You can then double-check your work as you go through the paper.

HOW TO BE A Successful Online Student

Organizing Written Documents Now that we have discussed the key compo-

nents and parts of the essay, we will look at how the outline translates to the first draft of your essay. This process is important, as the structure needs to stay intact. Remember that the thesis is the backbone of the paper and that everything will get more detailed from there. In the box on the next page, part of the essay outline has been placed next to the opening part of the first draft. Notice how more detail is added for the paper, but the structure still remains the same.

p. 43

How to Be a Successful Online Student

Success is not necessarily measured by when one achieves

one’s goals, but how one met the goals, and took necessary

steps in order to attain them. Online learning and taking

courses in an online classroom can definitely pose challenges;

however, these challenges can be overcome with successful

strategies set in place by the online learner. Students can

attain success in the online classroom through dedication,

accountability, and effective time management.

First, in order for students to be successful in any type of

school setting, there needs to be an inner drive or dedication

in them to want to obtain their degree. Motivation is a key

trait in all persons that have proven to be successful, and

the same can be said for a successful student, especially in

the online setting. The more students find value in a goal,

the more motivated they will be to put their time and hard

efforts forward to achieve the goal (Sanson, Fraughton,

Zachary, Butner & Heiner, 2011). A student’s decision to

commit to an education is another key trait that one should

possess in order to be a successful student. Dedication is one

important component to success, as are other factors that

will be mentioned.

Essay Outline

I. Introduction Paragraph

A. Success is not necessarily measured

by when one achieves it, but how one

achieves it.

B. The online classroom definitely poses

challenges; however, the obstacles

that lie in a student’s path can be

overcome with diligence.

C. Students can attain success in

the online classroom through

dedication, accountability and

effective time management.

II. Dedication

A. First, students must be dedicated

in order to achieve success in

the online academic environment.

B. Motivation to succeed

C. Supporting citation

D. Decision to commit

E. Dedication is one important

component to success, as are other

factors that will be mentioned.

HOOK

BRIDGE

SUPPORT 1

SUPPORT 2

THESIS STATEMENT

TOPIC SENTENCE

CLOSE AND TRANSITION

SUPPORTING CITATION

Sammy Student November 1, 2012 UNV 104 Instructor Jones

How to Be a Successful Online Student Success is not necessarily measured by when people achieve their goals, but how they meet their goals

and the necessary steps they take in order to attain them. Online learning and taking courses in an online classroom can definitely pose challenges; however, these challenges can be overcome with successful strategies set in place by the online learner. Students can attain success in the online classroom through dedication, accountability, and effective time management. First, in order for students to be successful in any type of school setting, there needs to be an inner drive

or dedication in them to want to obtain their degree. Motivation is a key trait in all persons that have proven to be successful, and the same can be said for a successful student, especially in the online setting. The more students find value in a goal, the more motivated they will be to put their time and hard efforts forward to achieve the goal (Sansone, Fraughton, Zachary, Butner, & Heiner, 2011). A decision to commit to an education is another key trait that one should possess in order to be a successful student. Secondly, students must hold themselves accountable to see positive results in their own learning, espe-

cially in the online setting. A good first step in the direction of being a more accountable online student learner is to set personal and realistic expectations for oneself. Another important part of being a more accountable student is to have effective communication skills, so that you can send, as well as receive and understand, information to your instructors. “Teachers are willing to help students, but they are unable to pick up on non-verbal cues, such as a look of confusion on a student’s face” (Balke, n.d., para. 4). While accountability and dedication are essential components of being a successful student, there is one last piece that is important too, and that is having an effective time management strategy in place. Time management is crucial in maintaining a balanced and structured life, even more so for a college

student. Creating and maintaining a schedule is a must for any adult student learner, as daily life and routines are already hectic and school could become a non-priority if it is not included in the schedule. Not only is setting a schedule a must in maintaining good time management, but it is also necessary for students to set realistic goals and make sacrifices to fit school into their lives. One goal-setting strategy is known for its acronym SMART. This stands for specific, measurable, achievable, realistic, and timely (Bovend’Eerdt, Botell, & Wade, 2009). This model can generally be applied to any goal that is being set. It is effective for both long-term goals and short-term ones, such as completing a single college course. Effective time management can create a more structured and balanced life for any college student, but it is a vital piece for online learners to be successful. In conclusion, students can attain success in the online classroom through dedication, accountability,

and effective time management. It is important to have all these elements while making the decision to pursue a postsecondary degree, as college is not an easy road. One needs to plan ahead and take all the necessary precautions, as well as prepare oneself mentally and physically for the demands of college. Learners must make sure they are mentally ready by knowing they have the desire and passion to dedi- cate themselves for the time period it will take in order to obtain their degree, as well as making sure they have the time set aside to study and complete requirements and hold themselves accountable for those requirements. If they do not, the journey will not be successful. Earning a college degree is not easy, nor is it a right; it is a privilege. As an online learner at the college level, it is important to keep goals in sight and follow the necessary steps as discussed in this essay. In the end, students will be proud of the degree earned, but they will feel even more successful by looking at how far they have come on their personal journey and finally reaching their destination.

References Balke, S. (n.d.). What makes a successful online learner? Retrieved from http://www.iseek.org/education/

successonline.html Bovend’Eerdt, T. H., Botell, R. E., & Wade, D. T. (2009). Writing SMART rehabilitation goals and achieving

goal attainment scaling: a practical guide. Clinical Rehabilitation, 23(4), 352-361. Retrieved from http:// library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=371987 27&site=ehost-live&scope=site Sansone, C., Fraughton, T., Zachary, J., Butner, J., & Heiner, C. (2011). Self-regulation of motivation when

learning online: The importance of who, why and how. Educational Technology Research & Development, 59(2), 199-212. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.as px?direct=true&db=a9h&AN=59398572&site=ehost-live&scope=site

Example of a Well-Written Expository Essay

What was the first thing that stood out to you in this paper?

Was it structure, organization, gram- mar, or transitions? The organization and overall look of the paper will either attract or repel the reader. Not only that, how confi- dent would you feel reading the work of an author who misspells words, has messy format- ting, and does not know how to cite information? It is important to make a commitment to aca- demic writing. By using the examples of what to do and what not to do, you will be on your way to writing a success- ful paper.

On the next page is an example of a less

successful paper:

Example of a Poorly-Written Expository Essay

How can you identify a good versus poorly written thesis statement?

What components of a thesis statement set up the struc- ture of an outline?

How can you “plan backwards” by using a rubric?

What is the purpose of an in-text citation and references page?

Check for Understanding

A B C D

p. 45

p. 46

References Student video: Viewing an originality report [Video file]. Available from http://vimeo.com/29333644 Academic integrity: Quick reference guide. (n.d.). Retrieved from http://www.gcu.edu/Academics/Academic-Integrity/

Quick-Reference-Guide.php Assessment resources. (2012). Retrieved from http://smu.edu/ir/Assessment.htm Balke, S. (n.d.). What makes a successful online learner? Retrieved from http://www.iseek.org/education/successonline.html Bovend’Eerdt, T. H., Botell, R. E., & Wade, D. T. (2009). Writing SMART rehabilitation goals and achieving goal attainment

scaling: A practical guide. Clinical Rehabilitation, 23(4), 352-361. Retrieved from http://library.gcu.edu:2048/login?url=http:// search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=37198727&site=ehost-live&scope=site Grand Canyon University: Technical support (n.d.). Retrieved from http://www.gcu.edu/Student-Life/Technical-Support/

Student-Success-Webinar.php Olson, A., & Brizee, A. (2011). What is a cover letter? Retrieved from http://owl.english.purdue.edu/owl/resource/549/01/ Paiz, J., Angelia, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2012). In-text cita-

tions: The basics. Retrieved from http://owl.english.purdue.edu/owl/resource/560/02/ Prezi. (n.d.). Retrieved from http://prezi.com/ Sansone, C., Fraughton, T., Zachary, J., Butner, J., & Heiner, C. (2011). Self-regulation of motivation when learning online:

The importance of who, why and how. Educational Technology Research & Development, 59(2), 199-212. Retrieved from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=59398572&site=eh ost-live&scope=site Solomon, A., Wilson, G., & Taylor, T. (2012). 100% information literacy success (2nd ed.). Boston, MA: Wadsworth, Cengage

Learning. Retrieved from http://gcumedia.com/digital-resources/cengage/2012/100-information-literacy-success_ebook_2e. php Tardiff, E. & Brizee, A., (2011). Tips and examples for writing thesis statements. Retrieved from http://owl.english.purdue.

edu/owl/resource/545/1/ Weber, R, & Stoley, K. (2011). Transitional devices. Retrieved from http://owl.english.purdue.edu/owl/resource/574/02/ Wikispaces: Education (n.d.). Retrieved from http://www.wikispaces.com/content/student

Communication

CHAPTER 5

p. 47

VERBALLY AND NONVERBALLY COMMUNICATION BREAKDOWNS ARE COMMON

Lori Eyre, Full-time Online Faculty, Grand Canyon University

Introduction Most people have had the experience of say-

ing something in conversation that later turns out to have been completely misunderstood, resulting in hurt feelings or even the loss of a friendship. Such communication breakdowns are common. The difference in the 21st cen- tury is that we have a vastly expanded array of ways to make ourselves misunderstood. Today, we communicate verbally, nonver- bally, through written means, via telephone, e-mails, social networks, blogs, instant mes- saging, and more.

How we communicate is just as important as when and through which method. Communi-

cation is an exchange of information through a process between individuals that includes a common system of symbols, signs, and be- havior (“Communication”, 2012). Throughout time, the way in which we communicate has evolved, and with that comes new under- standing and knowledge about how to be ef- fective in what we are communicating.

This chapter is going to analyze the concept of communication by exploring the impor- tance of verbal, nonverbal, and written forms, addressing the tools that assist and improve this communication, and how you can apply this to your online classroom environment.

Evolution of Communication From cavemen chiseling on stone tablets

to Twitter, communication has come a long way. Let’s take a look at a timeline to give us a better understanding of how communication got us to where we are today. Students at William Penn School put together an outline that covers some of the major communica- tion breakthroughs in history. The following is a smaller version of this, but it will give you an idea of how far as a society we have come in our options of interacting with one anoth- er (“Communications through the Ages,” n.d.);

• Cave Paintings (Paleolithic Era) • Hieroglyphics (Ancient Egyptians, 3,000 B.C.) • Storytelling • Printing Press (1440s) • Newspapers (1450s) • Typewriter (1700s) • Telegraph (1830s) • Facsimile (Fax – 1840s) • Pony Express (letters by mail, 1860) • Telephone (1870s) • Gramophone (1880s) • Radio (1900s) • Television (1920s) • Tape Recorder (1930s) • Computer (1940s) • Cell Phone (1970s) • Internet (1980s) • Skype (2003) • Facebook (2004) • Twitter (2006) • Smartphones (2010)

Today, cell phones make us immediately available to others, and personal computers and the Internet have made it easy for us to locate information and communicate with one another at ever-increasing speed. You can use your cell phone to speak with anoth- er person, play games, surf the Internet, or post in a discussion forum. You attend college using a computer, or even a cell phone or tab- let. As a result, we have become used to fast, easy, and immediate communication.

Methods of Communication Communication can be broken down accord-

ing to how information is transmitted. We transmit information via nonverbal gestures

such as facial expressions and body language. About 55% of our communication is nonver- bal. The remainder, verbal communication, is made up of words (7%) and tone (38%).

Spoken Words 7%

Tone of Voice 38%

Non Verbal 55%

VERBAL AND NON-VERBAL COMMUNICATION

Verbal and Nonverbal Communication When we are having a conversation with

someone face-to-face, we can see them nod their head, smile, and make eye contact. We hear the inflection in their voice rise up with excitement or lower with anger and stress. We are able to better assess emotions and in- tent when we can see the whole picture. When you are having a discussion, and someone’s voice is raised, you can generally assume he or she is stressed, upset, or an- gry. If someone is timid and quiet, he or she is likely shy, uneasy, or trying to keep the conversation private.

In an online class, you have none of these cues to guide you, and must rely almost exclusively on written communication. This makes it especially important that you choose your words with care. Because you do not have facial expression, tone, voice inflection, or body language to assist you in interpret- ing language, you can easily find yourself in trouble if you start to make assumptions about what is said. Remember, based on our graph, you are down to just 7% of the normal amount of information you receive in a face- to-face situation!

Mismatched Communication Can you think of any experiences where the

nonverbal cues did not match what was be- ing said to you? For example, say you are in a traditional classroom setting and your teach- er returns graded papers. The student next to you leans over and observes that you earned an “A” grade. He scrunches up his nose, fur- rows his eyebrows, and grimaces while say- ing to you, “Hey, good job.” Would you believe him?

How confusing is it when someone nods, in- dicating that they agree with what you are saying, but then speak as if they disagree? A mismatch of verbal and nonverbal cues can lead to miscommunication, unclear under- standing of directives, and numerous con- sequences that include bad grades at school or being written up at work for making a mistake. When speaking with someone in person, be sure that you are demonstrating effective nonverbal cues that support what you are saying, so that the message received is clear. See the box on this page for some nonverbal cues that support, modify, and en- hance verbal discussion.

Facial expressions

Body movements

Posture

Gestures

Eye contact

Touch

Voice characteristics

Appearance (Helpguide.org, n.d.).

Written Communication Have you entered into a discussion forum at

school or an online chat room only to discov- er that some of the language is coded? BRB, ROTFL, or LOL do not belong in an academic

environment. Also avoid emoticons with smiley faces or winks. All of these are fine, of course, when you’re chatting with family, peers, and friends, but are not appropriate for academic discussion.

Avoid text-type talk in the classroom, check your spelling, be academic, support your dis- cussion, and avoid speaking to your peers in class as casually as you would to your friends. Something such as, “Hey, that was totally cool what you said, I feel you” is not appropriate in academic discussion. Instead, say some- thing like, “I liked what you said in your post, and I can relate to what you said.”

Effective Communication Communication is a process that consists of

someone sending a message to another per- son, who then has to decipher what is being said. Effective communication involves coop- eration from both parties (see Figure 1). The sender sends a message to the receiver that is

encoded with information that is known to them (the sender). The message passes through a channel where the receiver has to determine what the message is and what is being said, and then provide feedback based on his or her understanding (“Components of Communication Process,” 2008). This process repeats itself throughout the conversation, with both partici- pants adjusting their comments and tone in response to signals from the other.

FEEDBACK

Figure 1 (Kryder, 2006, as cited in Mayer, 2007)

Because communication is essentially a very finely tuned process of sending, receiving, and decoding signals, learning to listen as op- posed to just hearing someone talk is one of the most important parts of communicating effectively. Without hearing the message cor- rectly, the original intent will not be captured. There are many reasons why we do not listen properly to others. What if you have strong opinions on the subject being discussed? Are

you less inclined to listen if what is being said does not conform to your views? What does your body language tell you about how you are receiving and processing the message that you are listening to? Other reasons why we may not hear a message correctly include inattention, lack of interest, closed-minded views, preoccupation with something else, and drawing conclusions before the other person is finished speaking (Solomon, Wilson, Tyler, & Taylor, 2012).

Ways to ensure you are effectively listening include: • Taking time to listen to the full mes-

sage • Being attentive to the discussion

Learning to listen as opposed to just hearing someone talk is one of the most important parts of

communicating effectively

• Actively participating in the discussion • Not interrupting • Paying attention to body language

Questioning Techniques We get more information if we ask ques-

tions. There are ways to gain this informa- tion without shutting the conversation down. Let’s say you are speaking with a colleague

about his or her upcoming vacation. You ask, “How many days will you be gone on vaca- tion?” Your colleague responds with “Five days,” and then the conversation is over and there is an awkward moment of silence. The problem is that the question you asked was closed-ended, that is, it did not invite fur- ther discussion beyond a single answer. The other way you could have approached this was to ask an open-ended question, such as, “So, have you a lot planned for your vacation or will you just be taking it easy?” This will prompt the person you are speaking with to give you more than one-word responses. They may respond with a positive reaction and say something like “I’m actually going to the Florida Keys to visit family, and will be gone for about five days, but we have a full

schedule of fun things to do down there like sailing and fishing.”

Closed-ended questions are typically used to confirm information. The response is typi- cally brief and will more than likely end the conversation. Open-ended questions leave room for further discussion to take place.

Communication Techniques One way we can better interact with others

is to also understand what is not effective in building open communication. Some things we want to avoid include being too aggres- sive, passive, or passive-aggressive. A better and more effective approach is to be asser- tive. Here are definitions of each:

• Aggressive: Ag- gression usually presents with frustration, impa- tience, and anger. There is a difference between be- ing persistent and being aggressive. Characteristics that go along with this form of communication are raised volume or tone of voice, narrowed eyes, abra- sive words, and tone and manners or gestures that are inappropriate or overly firm (Solomon, Wilson, Ty- ler, & Taylor, 2012).

• Passive: A passive person is typically timid or shy. Someone who is being passive will have a softer voice and avoid eye con- tact. They may not be very good at expressing them- selves, which can leave these people feeling as if they have not been heard (2012).

• Passive-Aggres- sive: This term covers many types of behavior, but in general is characterized by the use of passive means to achieve aggressive ends. For example, if a passive- aggressive individual does not get his or her way, he or she may respond with sulkiness, silence, or a gen- eral obstructiveness and unwillingness to cooper- ate. The goal is the same as with an aggressive person, but the methods are different.

• Assertive: When we are assertive, we are firm in our tone but not harsh. We have a calm demeanor that allows us to express ourselves, our wants, and our needs with di- rect eye contact and confidence. This form can be sharpened by using “I” statements to express yourself. Something such as “I feel that you could have put forth more effort on this project” shows that you are explaining how you feel about something but are also

taking ownership of these feelings. Being able to take ownership means that you are also able to let others know when you do not un- derstand them or when you need something from them.

Now that we have discussed what commu- nication is and how we can be more effective

at it, let’s talk some more about how effec- tive communication will help to set you up for academic success.

Importance of Communication Good communication allows us to send mes-

sages to others about our wants and needs (Caresearch, 2009), to build good relation- ships with our classmates and instructors, and to work efficiently and save time and un- necessary effort. To build communication in the online environment: p. 51

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(Tyler, 2009)

By being proactive in these ways, you can save yourself headaches and misunderstand- ings that can lead to conflict in the classroom. Miscommunication is avoidable, but it takes being proactive and being aware of what you are saying and how you are saying it. How many times have you read a post and made a judgment or assumption based on what that person said? Did you ask the person to clari- fy, or did you just harbor ill feelings?

Sometimes avoiding controversial issues (e.g., religion and politics), unless we are asked to write about them, is a smart way to go. We are all human, and we all have values, morals, and beliefs. No one person is better than another, and in that regard we need to have mutual respect. As noted previously, be sure to avoid slang, cursing, and text-talk or type. Structure your discussion in a manner that is clear, and be as concise and to the point as possible. Have your grammar and spell check options automated and review what you have said before you hit “Submit.”

However, all that said, bear in mind that there is a difference between conflict and lively discussion. No one wants a discussion board thread that consists of a series of polite messages because everyone is afraid of hurt- ing anyone else’s feelings. You should feel free to challenge your classmates’ assumptions, just as you should be willing to have your own challenged. This is an essential part of the process of developing an educated mind. And, with the best will in the world, all of us are going to encounter overly sensitive in- dividuals who are easily offended even if we communicate with care. The point is to “keep your side of the street clean” as much as pos- sible by ensuring that you communicate with respect, understanding, and tolerance rather than with an aggressive, overly opinionated, tone-deaf style.

• Do not make assumptions • Ask questions • Refrain from overly controversial issues • Stay on topic • Be mindful of tone • Do not hide behind the computer • Be forgiving • Have mutual respect and appreciate diversity

Using E-mail How many times have you hit the “Send” button on an e-mail, only to cringe because you sent something in frustration or anger or to an unintended recipient? All of us have at one point said something we wish we could go back and reset or do over. Review your e-mail for emotion and tone before you hit “Send” and remember that nothing is truly private when it is electronic. Ask yourself how you would feel if someone else besides the intended recipient saw the email. While some programs have retrieval options, chances are once you hit the Send button, your email is out in the ether forever.

Also be aware of how much you are writing. Some people skim information if they are rushed and do not have time for details, so short, clear, and to the point is good practice. When you are e-mailing faculty, a good idea is to be as specific as possible so they can assist you. Which one of the following fits our guidelines?

The second option here is clear and to the point and tells the receiver what the problem is. Can you see how the first one might create more back-and-forth dialogue that may be quicker to address in a phone call due to the nature of how it was written?

Other tips to assist you in writing emails are to try and avoid sarcasm, jokes, slang, and un- necessary e-mail dialogue (e.g., “just e-mailing to check in”). Be mindful of e-mail etiquette.

“Hi, Instructor Eyre, can you assist me with my worksheet? I am lost and do not know how to answer number 3.”

“Hi, Mrs. Eyre. I am trying to complete my assignment for ‘gathering resources’ in Week 2, and I am confused on what I am supposed to do for the APA citation box. Can you assist me?”

Communicate with:QUIZ respect

understanding

tolerance

aggressiveness

overly opinionated behavior

a tone-deaf style

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hint:

]

A. Be informal and not sloppy

B. Keep messages to the point

C. Use proper letter cases; all caps means you are yelling

D. Use the copy and blind copy features correctly

E. Do not use e-mail to avoid personal contact

F. Do not forward junk mail or spam

G. Use group e-mail sparingly

H. Include signature with contact information

Microsoft offers a nice list of things to do and to avoid (Stack, 2012):

Tools to Assist with Written Communication Solomon, Wilson, Tyler, and Taylor (2012) of- fer a fairly comprehensive list to assist us with improving our writing:

• Dictionary • Thesaurus • APA manual: www.apa.org • Purdue Online Writing Lab (OWL):

http://owl.english.purdue.edu/owl/ • GCU Writing Center: http://gcume

dia.com/lms-resources/student-suc cess-center/writing-center/index. html

• Citation Generator: http://citation machine.net/index2.php

• Software programs such as Scholar Word or Perrla

• GCU Tutoring Services: http://www. gcu.edu/Learning-Resources/Center- for-Learning-and-Advancement.php

Summary Communication skills and writing skills go

hand in hand and are important to our success as students as well as professionals. Learning how to communicate effectively takes some practice. Each environment we encounter will require slightly different forms of com- munication, so understanding how we should engage in each one is critical to building our scaffolding for success. Now more than ever we need to be careful about what we say and how we say it. Keep an open mind, refrain from judgments and assumptions, and be professional and academic at all times.

Check for Understanding

• What is communication? • How did communication evolve? • What are the methods of communi-

cation? • What is the difference between communication and effective communication? • Why is communication important? • What tools are available to assist

you with better communication? • What guidelines should you follow

for effective communication?

References Ancient Egypt’s cryptic hieroglyphs. (2000).

Nature, 403(6770), 595-595. doi: http://dx.doi. org/10.1038/35001131 Caresearch. (2009). Why is communication

important? Retrieved from http://www.ca- research.com.au/caresearch/tabid/1095/De- fault.aspx Communication. (2012). In Merriam-Web-

ster. Retrieved from http://www.merriam- webster.com/dictionary/communication Communications through the Ages and Into

the Next Century (n.d.). Retrieved from http:// library.thinkquest.org/5729/ Components of Communication Process

(2008). Retrieved from http://www.manage- mentstudyguide.com/components-of-com- munication-process.htm Films Media Group. (2010). Listening essen-

tials [H.264]. Available from http://library.gcu. edu:2048/login?url=http://digital.films.com. library.gcu.edu:2048/PortalPlaylists.aspx?aid =12129&xtid=40422&loid=88099 Helpguide.org. (n.d.). Nonverbal communi-

cation improving your nonverbal skills and reading body language. Retrieved from http:// www.helpguide.org/mental/eq6_nonverbal_ communication.htm Mayer, T. (2007). What makes a good leader

& how might the performance of leaders be measured? Retrieved from http://www.grin. com/en/e-book/86906/what-makes-a-good- leader-how-might-the-performance-of-lead- ers-be-measured. Segal, J., Smith, M., & Jaffe, J. (2012). Non-

verbal communication. Retrieved from http:// www.helpguide.org/mental/eq6_nonverbal_ communication.htm Science and nature: Prehistoric life. (2012).

Retrieved from http://www.bbc.co.uk/sn/pre- historic_life/human/ Solomon, A., Wilson, G., Tyler, L., & Taylor,

T. (2012). 100% student success (2nd ed.). Re- trieved from http://gcumedia.com/digital-re- sources/cengage/2012/100-student-success_ ebook_2e.php. Spotlight Social Skills. (2011). What do we re-

ally pay attention to when we talk? Retrieved from http://spotlightsocialskills.com/?p=450 Stack, L. (2012). 12 tips for better e-mail eti-

quette. Retrieved from http://office.microsoft. com/en-us/outlook-help/12-tips-for-better-e- mail-etiquette-HA001205410.aspx Tyler, M. R. (2009). Avoiding online miscom-

munication. Retrieved from http://thistime- thisspace.com/2009/08/13/avoiding-online- miscommunication/

Communicating Through Writing

CHAPTER 6

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Communicating Legally and Ethically

Laws regarding copyright and academic rules

As you begin to develop your essay-writing skills, it is important that you also under- stand how to communicate legally and ethi- cally in your writing. It is the responsibility of each student to be aware of the laws regard- ing copyright and the academic rules regard- ing plagiarism. Claiming ignorance will be of no help to you if you end up with improperly cited information in your final paper.

Intellectual Property Legal and ethical communication involves

intellectual property, copyright, and plagia- rism. Intellectual property is the construction of information and ideas from one’s mind. There are several types of intellectual prop-

erty, including artwork, symbols, literary works, music, and discoveries. These types of intellectual property are protected by copy- right (What Is Intellectual, n.d.). Copyright gives the owners of intellectual property cer- tain rights, including deciding who can use the property or benefit financially from it (Copyright, n.d.). There have been hundreds of high-profile court cases that involve the ille-

Nicole Rhoades, Full-time Online Faculty, Grand Canyon University

gal use of someone else’s intellectual proper- ty and hence the violation of copyright laws. Many of these cases involve the imposition of large fines or criminal damages. If you do not have hundreds of thousands of dollars to pay in monetary fines and legal fees, it is best to understand copyright before you decide to use someone else’s intellectual property as your own. Moreover, as times change, it is important for an information-literate per- son to keep up-to-date with the current laws and regulations regarding copyright laws and intellectual property. The best place to find current information about copyright laws is the Library of Congress website (Copyright, 2012).

Plagiarism Plagiarism is the publication of someone

else’s ideas, thoughts, language, or expres- sions and claiming them as original work. To be authentic, honest, and legal in your writ- ing, you must give accurate credit to those whose intellectual property you use to sup- port your ideas or topics in your writing; this means not plagiarizing. As an information- literate person, you must understand what plagiarism is, the consequences of plagiariz- ing, and how to give proper credit to those whose information you use to support your personal, academic, and professional writing.

As a college student, you will probably run into issues involving plagiarism more often than those involving copyright. Plagiarism is a serious offense and can cost everything you have worked so hard to achieve academi- cally. If you plagiarize academically, you run the risk of receiving a failing grade on your assignment or in a class, being expelled from college, or having legal action taken against you. Moreover, if you plagiarize academically, you may find it difficult to progress in your chosen career. If employers find that you have been academically dishonest and have plagiarized, they may regard this as a charac- ter flaw and choose not to hire you. They may regard it as a sign that you are someone who takes shortcuts, lets others do their work for them, and disrespects the law. Therefore, make sure you completely understand how to communicate legally and ethically by know- ing what plagiarism is and the consequences of being caught doing it.

Grand Canyon University uses a program called Turnitin, which checks for similar- ity between your submitted work and any sources on the Internet. This also includes any of your past student papers from GCU and other institutions; copying work that you

Grand Canyon University uses a program called Turnitin, which checks for similarity between your submitted work and any sources on

the Internet. This also includes any of your past

student papers.

have already turned in for another assign- ment is known as self-plagiarism and will be treated the same way. A general guideline for Turnitin is to keep your similarity index rela- tively low. By keeping your similarity index at 20% or lower, you are assuring that at least 80% of the written work is your own. Tur- nitin’s report showing similarity percentages is known as an Originality Report. Please re- view this video to help you understand how to utilize your Originality Report in Turnitin. All students are expected to comprehend this

information: http://vimeo.com/29333644

In academia and academic writing, it is im- perative as a student that you know and un- derstand how to give proper credit to others whose information you use to support your own work on a topic. This involves creating in-text citations and a References page to go along with your in-text citations. (Refer back to Chapter 4 for specific information on how to correctly format your in-text citations and References page according to APA Style.)

Some plagiarism is deliberate, but often a student will end up plagiarizing accidental- ly. While this may seem like a lesser offense than doing so deliberately, your instructors will treat both accidental and deliberate pla- giarism with equal severity because they will have no way of being sure that it was an hon- est mistake. In other words, you will not be given the benefit of the doubt. Here are some of the most common causes of “accidental” plagiarism as well as some effective ways to avoid them:

Use the correct in-text citations as you are writing your essay to indicate whether you have paraphrased the information or have directly quoted the information.

Not understanding the difference between paraphrasing and directly quoting

Keep a working page of all of your references with the perma- link, author information, and article information.Lack of note-taking skills

Improve your time management skills and do not wait until the last minute to start your essay.

Lack of time management

(Hacker, 1999)

Communicating Ethically As discussed, it is also important to commu-

nicate information ethically. To communicate information ethically, you must make sure it is accurate, honest, and unbiased. Accurate ethical communication involves being sure that the information that you are providing to your audience is correct. As you will recall from a previous chapter, this is best done by relying on resources that appear in scholarly or peer-reviewed journals. Using and refer- ring to valid researched information will sup- port and validate the truthfulness of the topic and the message you are trying to convey. Be sure that the information you are present- ing is honest and that you do not withhold crucial evidence or information about the topic. Withholding critical information about your topic can show to your audience that you may not be trustworthy. In addition, it is important to communicate information without bias. To be biased in your research means you are presenting only those parts of your research that support your conclusions, thus distorting the truth. This is an unethical practice in an academic community.

Remember always to take ownership of your work. It is helpful to use outside resources,

but they are there to enhance and support your work, not replace it. Resources should always be cited. This means that the resource should be cited both in-text and on the Refer- ences page at the end of the paper. If you do not remember how to do this, be sure to refer to the Writing Center. There are also numer- ous sites, guides, and templates to help you.

Information and Privacy Issues It is equally important, especially in today’s

world, to protect yourself and your informa- tion and prevent others from obtaining it and using it against you. Privacy in this case means keeping private information from be- ing used by unauthorized people or parties. Information such as your medical records is protected by HIPAA (Health Insurance Por- tability and Accountability Act of 1996). This act guarantees that your medical records and other personal medical information will re- main private and will not be divulged to any other people or parties without your consent (U.S. Department of Health & Human Services, n.d.). However, advances in technology have made keeping your information private more difficult. Websites can store data, passwords, and other personal information you do not

p. 58

As you polish your final draft, remember that you need to be writing your essay in the third-person point of view (see Chapters 3 and 4). For academic writing, it is important

to write in the third person because it allows your writing to be viewed as more credible and sound more authoritative (“Online Writ- ing Lab,” n.d.). Let’s review each written point of view, when you should use it, and some examples of each; but keep in mind you must write your expository essay in the third per- son.

want others having access to. The Internet is a public forum; therefore, if you put per- sonal information on the Internet, it is there for anyone to collect and view. It is important that you take the precaution of setting up and installing security software on your comput- er so your information cannot be hacked and used without your consent.

Information and Security Issues To protect your privacy, you must educate

yourself on the different types of security is- sues. Here are some guidelines to follow to ensure your security:

Keep your usernames and passwords private

Do not save your usernames and pass- words on a computer that is not your

own

Change your passwords often

Have security software installed on your computer

Do not use your employer’s computer for personal use

Do not send or create vulgar, offensive, discriminatory, or unethical materials

Do not violate copyright laws

Do not violate privacy laws

Back up your files and information on your computer

Be aware of Internet scams

Following and being aware of these guide- lines in your academic, personal, and profes- sional lives will allow your information as well as others’ to remain confidential and to be used in a legal and ethical manner.

Using the First, Second, and Third Person

First, what is first-person point of view? Writing in first per- son involves the use of the pronouns “I” or “me.” Here is an example of a sentence using the first person:

“To be a successful online student, I think it is helpful to learn how to use the library.”

“To be a successful online student, it is helpful for one to learn how to use the library.”

“Attending school online is the best way for you to obtain your degree. You can work your full- time job and still be able to get your degree.”

“Attending school online is the best way for working adults to obtain their degree. They are able to work full time while also working to at- tain their degree.”

Using the word “I” in this sentence or “I think” makes your essay sound unsure and weak. Why do you think this? What do you base your opinion on? Where is your evidence? To change this sentence to the third-person point of view, change the word “I” to a third-person word or eliminate the pronoun altogether:

The second-person point of view involves the use of the pronoun “you.” The second person is rarely used in academic writing because it can alienate an audience by sounding overly pre- scriptive or preachy and because the information may not always pertain to the reader. Here is an example of a sentence written in second person:

Many of your readers may not be working full time and/or may not be taking online classes and so will likely feel that your essay as a whole has no application to them. Here is the same sentence, this time using the correct third-person point of view:

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Rough Draft to Final Draft If you have not paid sufficient attention

to academic honesty in your essay, there is still time to address it, as well as any other changes you need to make, before you turn in your final draft. By now, you should have completed your rough draft and received feedback from your instructor about what changes to implement in your final draft. It is imperative that you review the feedback and comments on your essay carefully before you start to make the necessary changes. It is also important to keep the feedback in mind and apply it as you move forward in your future courses. Taking and applying feedback will continue to be a large part of your learning and success not only in your college courses but professionally as well. It will help you to practice using the correct elements of writ- ten communication and enable you to write clear, concise, and accurate essays.

When you get your essay back from your instructor, you will see changes highlighted in red within your writing. You will likely also see comments from your instructor con- tained in bubbles on the right-hand margin of your essay. You can review (and, after you have reviewed them, remove) both the

in-text changes and the comments by using the “Review” menu in MS Word. Once you have addressed the changes that you need to make, be sure to remove all the changes made by your instructor so that your final- ized document is your information only. Your entire essay needs to be double-spaced, in the same font and size, and in black lettering (see the GCU Style Guide for formatting specifics).

Before submitting your final draft, make sure that it meets the word count require- ment (remember that the References section and the title do not count towards your final word count). It is important to meet this re- quirement to ensure that enough information has been included in the assignment to sup- port your thesis. Moreover, make sure to do one last read-through before submitting your final draft. A good tip is to print out a hard copy of your paper and read it through; often, typos and other errors that went unnoticed onscreen are easier to see on a hard copy.

Make sure to also submit your paper to Tur- nitin to ensure that no more than 20% of your

work consists of the reference(s) that you have used to support your topic. If you do have more than 20%, you need to go back through your essay and either do more paraphrasing or include more of your own thoughts and ideas about your topic.

Your entire essay needs to be double-spaced, in the same font and size, and in black lettering.

Final Checklist: Rough to Final Draft

• Are my margins, fonts, and head- ings in the correct format?

• Is my thesis statement clear and aligned with my three supporting paragraphs?

• Did I meet the word count? • Have I used at least one peer-re-

viewed source with in-text citations to support my topic?

• Are my sources correctly para- phrased in my own words?

• Are my in-text citations in the cor- rect APA Style format?

• Do I have a References page? • Are all of my references cited

at least once in my essay, and vice versa?

• Are all my references correctly cited in APA Style on my References page?

• Have I removed all of the Track Changes from my instructor?

• Have I followed all of the sugges- tions given by my instructor?

• Have I done a final proofread of my document to check:

Grammar Spelling Appropriate use of third person • Have I submitted my essay to Turni-

tin and made sure that my report has a similarity percentage of less than 20%?

• Have I closely reviewed the rubric and compared it to my final draft to ensure I have covered all of the re- quired areas?

Application of Organized Information Writing an academic research paper is a

great way to showcase your written commu- nication skills, your original ideas, and your well-executed research. These skills are also “fungible”, that is, they will also be of use to you in a variety of environments throughout your career. Think, for example, how impor- tant it is in seeking a job to be able to put together an impressive resume and cover let- ter. Human Resource departments typically have to process dozens or even hundreds of resumes and cover letters for a single posi- tion, and an application that is carefully and thoughtfully crafted will help you stand out in a crowded field. Having a well-written re- sume and being able to craft a succinct and effective cover letter are crucial to impress-

C H

E C

K L IS

T Remember that the References section and the

title do not count towards your fi- nal word count

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p. 62

ing a potential future employer. Cover letters give an applicant a chance to tell a little bit about why they are a good candidate for the position. To read more about cover letters, please visit the following page from Purdue’s OWL: http://owl.english.purdue.edu/owl/re- source/549/01/.

Microsoft Word offers templates you can use to create your resume. There are also many other free resume templates on the Internet. Resumes usually include information such as a Personal Profile, Education, Professional Experience, and Activities or Achievements.

Organizing Graphics Although written information often comes

in essay form, it can also be made more vi- sually appealing. You will find that many of your courses will require you to create a PowerPoint presentation. PowerPoint pre- sentations allow you to create slides with brief overviews of information. These can be presented to a group and you can even add fun pictures and animation.

GCU offers extra help with PowerPoint by giving regular webinars. You can refer to the technical support link below to view times for the webinars and sign up: http://www.gcu.edu/Student-Life/Technical- Support/Student-Success-Webinar.php

Another fun, visual way to show information is using Prezi. Prezi has features that allow the user to pan and zoom, add media, present online and offline, work collaboratively, and even add a storyline. Feel free to check out the Prezi site here: http://prezi.com/index/.

Finally, Wikispaces is a creative way to share thoughts and ideas with others. Wikispaces allows you to create your own web page and share your information. This is also a great way for students to display their information to instructors, friends, or family: http://www. wikispaces.com/content/student.

The aforementioned tools are only a few of the many available to you to communi- cate thoughts, work, and ideas. Remember that organizing your information is always

the key to creating an effective presentation. This goes for research papers, PowerPoints, or even Web pages. Make sure to start by fol- lowing the structure and order that has been outlined for you in this eBook.

Check for Understanding

• What does it mean to com- municate information legal- ly and ethically? • What is plagiarism? What are the consequences of getting caught plagiariz- ing? • What are some guidelines to follow to ensure your in- formation security? • What are some methods you can use to proofread your written communica- tion? • Why is it important to take and keep applying feedback after this course?

References Copyright. (n.d.). In Collins English Diction-

ary – Complete & Unabridged 10th Edition. Retrieved from http://dictionary.reference. com/browse/copyright Copyright. (2012). Retrieved from http://

www.copyright.gov/ Hacker, D. (1999). A writer’s reference (4th

ed.). Boston & New York: Bedford/St. Martin’s. Retrieved from http://uss.tufts.edu/arc/writ- ingresources/documents/avoid.pdf noredink. (2012). Retrieved from http://

noredink.com/ Online writing lab. (n.d.). Retrieved from

http://www.aims.edu/student/online- writ- ing-lab/tools/point-of-view U.S. Department of Health & Human Ser-

vices. (n.d.). Health information privacy. Re- trieved from http://www.hhs.gov/ocr/priva- cy/index.html What is intellectual property? (n.d.). Re-

trieved from http://www.wipo.int/about-ip/ en/

Preparing for Success in College and Career

CHAPTER 7

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HARD WORK AND DEDICATION

OPENED DOORS OF OPPORTUNITY

Introduction Many people assume that success re-

quires luck or superior talent, but this is not true. The vast majority of successful people achieve their goals through one simple combination of characteristics: hard work and dedication. Although there are those lucky few who win the lottery, this is not a smart way to plan for your fu- ture. If you are going to improve your life, you must stack the cards in your favor so that you are given more advantages (in a way, more “doors of opportunity” through which you can choose to enter) over those in society with whom you must compete for access to the best jobs. The key to this door is applying the virtues of hard work and dedication to your education. Educa-

tion will open up far more doors of oppor- tunity in your life than luck or fate will. Education truly is one of the most impor- tant determiners of those who “make it” in this world and those who do not.

Twenty years ago, you could enter the workforce and acquire an entry-level job with just a high school diploma. Many in- dividuals prior to the 1990s were able to find a job pretty easily after graduating high school and, as long as they stuck with the same company, they could work their

Dr. Kevin Thrasher, Executive Director, Center for Learning Advancement

way up the ladder and eventually gain access to better positions and higher salaries over time. However, those days are gone. Dur- ing the 1990s, individuals started needing a Bachelor’s degree in order to be considered competitive and to have opportunities for ad- vancement to higher levels of management in a company. Those who went to college and obtained a Bachelor’s degree stood out as having an advantage and therefore were of- ten hired more quickly by employers seeking the best and brightest talent.

As you can see, these individuals did not win a Bachelor’s degree by playing the lottery. In- stead, it took years of dedication and hard work in college. By now, it should be obvious to you that the best way to be successful in life is to have a clear plan. The plan should include achieving a degree in college so that you have more opportunities for the better- paying and more fulfilling jobs.

This chapter will focus on a set of topics that will prepare you for success in college. None of these strategies is magical. With plenty of hard work and unyielding dedication, anyone can apply these techniques and achieve a col- lege degree. Below is a list of topics that will be outlined in this chapter. Each section is in- troduced with an activity to get you thinking about the topic and finishes with a reflection opportunity for reviewing the information related to the section’s topic:

• Importance of education • Goal-setting • Strategies for college success (read-

ing strategies and test-taking tech- niques)

The Importance of Education

WHAT DO YOU THINK? It seems obvious that education provides impor- tant benefits. Before reading the next section, list three advantages in life that you believe are provided as a result of having an education be- yond high school.

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As noted in the introduction to this chapter, individuals with an advanced education have far more advantages and opportunities than those without one. Not only do edu- cated people have a greater chance of being hired for the better jobs, but they are also paid significantly more over their lifetime than those with less education. The U.S. Cen- sus Bureau (2012) has shown that individuals who do not graduate high school earn on average $12,000 a year less than those with a high school diploma. That is about $1,000 per month difference in in- come. However, individuals with a Bachelor’s degree earn

far more than someone with only a high school education. Statistics estimate this differ- ence to be as large as $1,600 per month. At first, this might not seem like a lot, but when you multiply this monthly difference over the working lifetime of the average adult (approximately 40 years), it turns out to be a dramatic dif- ference in earnings.

Let’s look at the numbers again. If someone with a high school diploma earns about $1,000 more per month than a high school dropout, this equates to about $480,000 more in lifetime earnings over 40 years (i.e., almost one

half a million dollars more). With a monthly difference of $1,600 between someone with a Bachelor’s degree and someone with a high school diploma, we get $768,000 in a lifetime of paychecks. That is more than three quarters of a million dollars. In addition, these monetary amounts are probably low estimates be- cause individuals with college degrees are also more likely to receive bonuses, pay increas- es, and job promotions over the 40 years of their work- ing life. Therefore, the total amount is most likely well over a million dollars more if you simply have a college de- gree.

Three Quarters of a Million Dollars

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And the story does not stop there. Since individuals with college degrees are more likely to be hired for the better jobs, they typically receive superior benefits (like health coverage, re- tirement plans, unemployment benefits, etc.), are less likely to be laid off, and are considered more financially secure. They also receive better credit scores from banks and so are more likely to be able to borrow money for buying a house, car, more education, etc. Finally, since individuals with college degrees are hired for the better jobs, job satisfaction is higher and physical demands lower than for individuals with less education, who often need to work in manual labor, in the heat and cold, for hourly pay that is sometimes seasonal. With less wear and tear on the body, college-educated individuals end up living longer, are able to afford better quality nutrition, live in safer and less stressful neighborhoods, and experience fewer work-related health injuries. All of these benefits far exceed any monetary advantage and add to the quality of life of the college-educated individual.

To summarize, the importance of education cannot be exaggerated. Those who have a college degree are estimated to earn much more money in a lifetime (probably exceeding one million dollars per person) and are able to receive many other quality-of-life benefits related to health and standard of living. By now, there should be no doubt how necessary it is for you to gradu- ate with your Bachelor’s degree. It is the first step toward opening many more doors of op- portunity and happiness in your future. But to do this you must set a goal and then stick to it.

IT ‘S TIME TO REFLECT.

WHAT DO YOU THINK?

Spend a few minutes and think about your re- sponses to the following questions: Which of the above reasons for a college degree are most important to you? How will your life be differ- ent after you obtain your diploma and graduate from GCU?

Before reading the next section, please think about these questions: What are your goals in life? What has helped you reach some of those goals? What were some obstacles that prevent- ed you from reaching some of your goals, if any?

GOAL-SETTING

ANSWERS:

ANSWERS:

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Setting a goal is not the hard part. The dif- ficult part is keeping momentum toward reaching the goal. Achieving long-term goals, especially ones that take four years to reach like a college degree, is never easy if we only focus on the final goal. In other words, in or- der to achieve a long-term goal you must first focus on smaller pieces of the larger goal and use the smaller pieces as easier, more imme- diate milestones to reach. For example, those amazing individuals who have climbed to the summit of Mt. Everest never focused only on

the summit point. Instead, they focused on reaching certain smaller milestones along the way as “stepping stones” to reaching the bigger goal of the final summit’s peak. They broke the bigger task into smaller tasks that were achievable and thus allowed for targets along the way. In other words, they planned!

The hikers might plan to reach the first base camp within two days. Then, after spending some time there to acclimate to the altitude, they might decide to reach the second base camp in one more day of trekking. Next, the hikers might plan to leave before dawn and reach a certain point on the mountain’s el- evation by midday so that they could rest and evaluate the weather conditions before venturing up the final section of the jour- ney, while the whole time calculating for the amount of oxygen they have in their tanks and the number of hours necessary to ascend

and then descend without running out of oxy- gen. As you can see from this example, the big goal of standing on top of the world’s highest peak and looking out over the breathtaking sights of the Himalayas did not really happen as a single goal but instead was made up of smaller, more achievable goals that allowed progression and accomplishment along the way. You must approach your goal of achiev- ing a college degree in the same way. That is, do not focus on the one-time, four-year goal at the end but try to divide the years

into smaller chunks (se- mesters, class- es) that allow you to chip away at reaching smaller targets that eventu- ally will bring you closer to the greater goal of graduating with your college degree.

To do this, start with knowing the expecta- tions of your degree program. Go to the GCU website and save a copy of your Program of Study. Then, print it and fill in the planning grid in Figure A. You might need to add more rows, depending on whether you are taking courses online or on campus and whether or not you are taking summer classes. The grid is just an example that you can modify to plan out how you will break the big goal of completing your degree into smaller pieces, course by course or semester by semester.

Figure A:

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THE GRID

Keep this grid visible by posting it some- where that it can be seen on a regular basis, like your bathroom mirror, the front of your refrigerator, or beside your computer. View- ing the grid will do two things: 1) It will keep you focused on both the small goals and the big goal; and 2) it will help you evaluate on a regular basis if you are on target with your planned timeline.

As mentioned in the beginning of this sec- tion, just setting a goal is not the hard part. Sticking to the goal is. So, just filling out the above planning grid will not be enough to get you to your destination. Let’s use another analogy to illustrate. Suppose you want to travel from Washington, D.C., to Los Angeles, California. A wise traveler will start by break- ing the larger journey into smaller, achiev- able pieces. So, you might plan to drive from D.C. to Louisville, Kentucky, on your first day. Then, you might decide to travel from Louis- ville to Kansas City, Missouri, on Day 2. Next, you might calculate driving from Kansas City to Denver, Colorado, on Day 3, and from Den- ver to Las Vegas, Nevada, on Day 4. Finally, on Day 5 you might contemplate finishing your journey by traveling from Las Vegas to Los Angeles. As can be seen from this five- day journey, you were able to break the larg- er goal into smaller, more easily achievable tasks that allowed you incremental progress and success along the way. However, merely breaking the segments of the journey into smaller pieces with different cities as your daily targets is not enough to guarantee that you will complete your journey. You might have a flat tire along the way, there could be detours due to construction, you might be in- terested in staying another day in one loca- tion, you might get tired and decide to stop at a different city to rest, and so on. All of these diversions can interfere with the planned timeline for your journey.

The educational journey toward graduat- ing with your college degree is similar to this journey across America. That is, each semester you have a plan for the number of courses you need to take and where you need to be along the timeline toward graduation. Just as your journey across America can be interrupted by unforeseen distractions, your journey toward graduation can also be inter- rupted with roadblocks along the way that can detour you from your path. Sometimes life gets in the way. We have marriages, jobs, children, bills, etc., that act as road bumps in our journey.

Remember, creating the plan is the easy

part. Staying focused on finishing the journey and reaching the destination is the hard part. You must plan for what you will do when “life happens” and you have a roadblock that appears. Knowing that roadblocks are part of the journey and staying determined to problem-solve the temporary setback is often enough to keep you moving forward on your journey. Do not let the roadblocks discourage you and never let them be a reason to stop you from reaching your destination. Just as every prudent traveler will have some tools to use when his or her car breaks down along the journey, all college students must have a set of skills or tools to assist them in their academic journey toward graduation.

IT ‘S TIME TO REFLECT.

WHAT DO YOU THINK?

After reading the above section, how will you ap- proach your goal of earning a college degree dif- ferently? What did you learn from the planning grid? How much are you on track to accomplish your goal? If you are off track, what caused the detour from your path and what will you do to get back on track?

What are some of the most important skills col- lege students must have in order to be success- ful in class? What “tools for success” do you re- call from your University Success course (UNV 103) and how have you tried to use some of those tools since completing that course?

TOOLS FOR COLLEGE SUCCESS

There is no single tool that is the magic wrench for all projects. Instead, the success- ful college student must have a collection of different skills and strategies at his or her disposal and know when to use the right tool for the task at hand. Time management, note- taking, and study skills are some very impor- tant tools for a successful college journey. Since these were already discussed in your University Success course (UNV 103), we will not spend time discussing them in this chap- ter. However, you should review the UNV 103 textbook for a refresher on these.

The next section of this chapter will focus on adding some new strategies to your college toolbox: reading strategies and test-taking techniques. Since college work is heavily de- pendent on your being a strong reader who independently comprehends assigned texts, we will start our discussion with strategies for being a better reader. We’ll then move on to discussing ways to be a better test-taker, since exams are often the instruments by which professors evaluate your understand- ing of the course’s content.

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READING STRATEGIES

Have you ever read a chapter and then thought, “What did I just read? I don’t un- derstand or remember anything!” This is a common occurrence, especially for dense, expository texts in college courses. Text- books are not primarily designed to be read for pleasure, but instead for information. If we do not pay attention to our comprehen- sion as we read, we will often not remember what we read. College reading requires meta- cognition, the ability to think about your own thinking and to monitor your mental activity. Every college student needs to understand that there are four variables that interact and affect the quality of reading:

The reader: What are your reading skills, prior knowledge about the topic, interests, attention span, or other physical factors like hunger?

The text: How difficult is the text? What genre is the text (e.g., a novel, a science text, a magazine)? Is there graphical support or summary infor- mation?

The strategies: How do you ap- proach the reading task? What do you do as you read?

The goal: Why are you reading the text? What do you want to accom- plish by reading the text?

The reader interacts with the words in the text by applying strategies that

help him or her comprehend the message printed on the

page. The act of reading can be broken into three

key periods: before, during, and after. By following the

suggestions below, you can increase your reading

effectiveness.

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1

2

3

4

• Try to read earlier in the day when you are most alert. • Make sure you choose an area that is quiet and has good lighting. Do not lie in your bed or have distractions near you (such as the TV, computer, phone, music, etc.). You must choose a location that allows you to concentrate and have peace. If pos- sible, always use this study area for reading only. • Set a goal for reading. Ask yourself what you want to learn. Why are you reading the text? • Survey and preview the chapter by looking through it and paying attention to the titles, headings, bold print, figures, tables, charts, and pictures. If there is a summary of the chapter, read it first. By surveying the text, you will be able to get the big ideas of the chapter before you actually read about the details. • While surveying and pre- viewing the chapter, ask questions based on the headings, subheadings, and bold printed words that you find in the text. For example, if a heading in a science text is “Mammals,” you could ask a question like, “What are mammals?” Then, when you read the chapter, look for the answers to your own questions.

Before You Read

While You Read

BE FO

RE DU

RI NG

• Write as you read. Keep notes and answer the ques- tions you created when surveying the text. Be sure to also record the points where you have difficulty un- derstanding so that you can ask your instructor later in class or during of- fice hours. • It is also helpful for students to keep a T-Chart Journal as they read. To make a T-Chart, draw a line across the top of your page (from left to right) and then a line down the middle of your page (from top to bot- tom) so that there is a big capital let- ter T on your page. As you read, copy important information on the left side of your T-Chart and then add your personal thoughts on the right side of your T-Chart. This will help you more deeply process and therefore remem-

ber the information you are reading. • Another way to make your text more meaningful is to use a coding system like the one be- low:

“+” means that it is new information “?” means that it is information you have a question about or do not un- derstand “√” means you already know the in- formation

As you read the chapter, use these codes and write a +, ?, or √ in the text to show your reaction to the text. Afterward, you can return to the “?” marks to reread or ask questions of your instructor later. • Divide the reading into smaller pieces like sections or

page amounts instead of trying to do a whole chapter at once. • Take breaks as you read, usually about every 45 minutes. During the breaks, reflect or review what you just read. Get up and walk around so that oxygen flows to your brain. This will help you remain alert. • Use the Reading Re- sponse Journal (see example at end of this chapter) to help you more active- ly process the information in the text you are reading.

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• When you finish reading the chapter (or even after reading each section before a break), write a quick two-minute summary of what you read. For two minutes, write everything you can remember. • Return to each of the ques- tions that you made in the beginning and try to answer them without looking at your an- swers. If any question is difficult to answer, return to that section and reread it.

After You Read

af te

r means new information means not sure about means already know

+ ? √

C O D I N G S Y S T E M

Other Reading Strategies This section provides a brief list of some

powerful strategies that you can use to help you better understand what you read in col- lege.

SQ3R SQ3R is a popular strategy for increasing

your comprehension when you read (Harvey & Goudvis, 2000). It stands for Survey, Ques- tion, and 3 R’s (Read, Recite, Review). • Survey: Look over the text before you read and pay attention to the titles, headings, pictures, diagrams, graphs, tables, bold words, etc. • Question: Create your own questions about the topic before you read. • Read: Read the text or sec- tions and try to answer your own questions. • Recite: After reading each section, close the book and recall everything you can remember about what you just read before going on to the next section. • Review: Be sure to return to the text on a regular basis in order to review the material you read so that it stays fresh in your memory.

Predict-Read-Prove Divide the text into segments or sections and

follow this three-step process (Roe, Smith, & Burns, 2005): • Based on the heading or title (or what you have read so far), make pre- dictions about what the next section or para- graph will discuss. For example, if the next section in your history text talks about the Pilgrims, you might make several predictions like, “I think the section will talk about why they left Europe, their journey to America, and what happened when they got here.” • Next, read the section and search for answers to your predictions. • Finally, based on what you read, look for evidence that shows whether or not your predictions were correct.

K-W-L Another great tool for improving your learn-

ing and helping you as you read is the KWL model (Alexander, 2006). Each letter repre- sents a word or phrase: K= Know, W= Want to Learn, and L= Learned. To use this strat- egy, follow these steps:

• K (Know): For this step, you write everything you already know about something. Before you read about a topic, write down everything you know about it. Just brainstorm short sentences related to the topic. If you are going to read about the Pilgrims, you might write, “They came to America on the Mayflower. They landed on Plymouth Rock. They were some of the first Europeans to settle in the New World.” • W (Want to Learn): For this step, you write down things that you want to learn about the topic. For example, you might write, “Why were the Pilgrims perse- cuted for their religion? How many days did it take to travel on a ship across the Atlantic? What problems did they experience on the journey? What hardships did they experience once they arrived here?” • L (Learned): Finally, read the text and look for answers to the things you wanted to learn. You might not find the an- swers to all your questions. That’s okay. You can read other sources to find the answers, if you choose. Once you are finished read- ing, write down everything that you learned about the topic from the readings. This is not only a good way to practice remembering, but also helps you create notes about any- thing new that you learned.

Graphic Organizers Graphic organizers are visual tools that

help you gather and organize information as you read (Slavin, 2003). It basically takes the printed information and turns it into a pictorial diagram that summarizes the im- portant concepts. By using the right graphic organizer, you can increase your understand- ing of the information you read and create a study tool that summarizes what you read at the same time. Click here to see examples of graphic organizers: http://www.eduplace. com/graphicorganizer/ http://www.enchant- edlearning.com/graphicorganizers/.

Word Maps for Learning Vocabulary Word maps are a handy strategy to use for

learning new vocabulary words. Using the Word Map, you can expand your understand- ing of words, increase your recollection of them, and make a good review sheet for fu- ture studying. Click here for an example of a Word Map: http://www.readingquest.org/ pdf/wordmap.pdf.

Another useful tool for learning vocabulary is the Frayer Model, which can be found by clicking this link: http://www.readingeduca- tor.com/strategies/frayer.htm.

If you have tried the above strategies and still need help, contact the Center for Learn- ing & Advancement at GCU (www.gcu.edu/ centerforlearning) to make an appointment for tutoring.

The above section provided a synopsis of key strategies that will help you become a more effective reader. You do not need a huge as- sortment of tools in your college toolbox. You just need a collection of the right ones for the job at hand. The strategies described here are some of the best and most well researched. Give them a try and you will quickly see the benefits of these simple reading strategies. Now, we will examine ways to improve your performance on tests.

IT ‘S TIME TO REFLECT. Which of the above reading strategies did you like best? How will you use one of the strategies to in- crease your reading comprehension? Try the new strategy while reading the next section!

TEST TAKING TECHNIQUES Not all exams are created equal. Different

types of tests require different kinds of test- taking strategies. How you take a multiple- choice test is very different from how you ap- proach an essay test. Below are some tips for taking different types of tests. Remember, be sure to follow the suggestions in the “Study Tips” section of the UNV 103 textbook. The test-taking tips below are only good if you have adequately prepared for the test by ef- fectively studying beforehand.

Objective Examinations: True/False, Multiple- Choice, Matching, Fill-in-the-Blank Since many students are anxious when tak-

ing a test, it is important to know a couple of simple techniques that can improve perfor- mance. Think of the Disney character Shrek as a strategy for taking objective exams (i.e., those that have answers that are either right or wrong). Each letter in the word SHREK stands for a prompt: S= Surveying, H= Have confidence, R= Read directions, E= Easy ques- tions first, and K= Key words (Vacca & Vacca, 2005).

SHREK

Key words: Look for one or more key words. A key word is one that carries the weight of the question and determines how you will choose your answer. For example, in the following question, “Which factor pre- vented Napoleon from escaping his final fate?”, one of the key words is “prevented” because the question really hinges on this word. It is not ask- ing how he escaped his final fate or even what his final fate was, but what prevented him from escaping. It is critical to pay close attention to the key words in the question so that you can focus your answer on what exactly is being asked.

K

S Surveying: Look over the whole test to find out what types of ques-tions are being asked. Surveying helps you to know what to expect and allows you to organize your plan of attack for the test.

H Have confidence: Remember to relax. You are more likely to do better if you are calm. The best way to eliminate your worries about a test is to make sure you are adequately prepared. This means doing a good job of studying and reading during the days before the test.

R Read directions: Read the directions carefully! Answer the ques- tions exactly the way the directions state. Sometimes the directions indi- cate to answer “only one” or “choose two,” etc. Many times, students miss questions even though they know the answer because they do not follow directions.

E

Easy questions first: Spend your time answering the easy ques- tions first. If you come to a hard question or one that you cannot answer within a minute or so, skip it and come back to it later. If you waste a lot of time on one or two hard questions in the beginning of the test, you may end up running out of time before you even have a chance to answer other, easier questions. When answering multiple-choice or matching questions, always scan all the choices first and then eliminate the wrong answers in order to narrow down the choices. Sometimes the answer to one question is revealed in the other test questions. Therefore, skip any questions you do not know and maybe the answer will become clear in another question later in the test.

When answering multiple- choice or matching questions,

always scan all the choices first and then

eliminate the wrong answers

in order to narrow down the choices.

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Essay Examinations Most students dread essay exams the most.

However, there is no reason to fear if you follow a couple of easy tips. First, always be aware of your time. Since essay questions take more time to complete, pay attention to how much time you have left in order to answer the questions fully. If there is more than one essay question, pick the ones that are easiest to answer first so you can save more time for the harder ones. Always keep your eye on the clock so that you use your time effectively.

As in multiple-choice tests, read the direc- tions carefully and pay attention to the key words the instructor has included. Words like “list,” “describe,” “compare and contrast,” and “outline” are important signals for how to answer the question. That is, do not merely “describe” if the professor is asking you to “compare and contrast.” Next, it is important to brainstorm and organize your ideas be- fore you even begin writing your essay an- swer. Start by doing a “memory dump.” This requires you to brainstorm a list of words for everything you know about the topic in the question. Then, use the list as points of discussion while writing your answer. Or- ganize your answer around the words you brainstormed by grouping them together in your response. Mark things off the list as you talk about them. Also, be sure to support your ideas by giving examples from the readings or lectures as references.

Finally, when you are finished, reread the questions and your answers to make sure that they match, that you answered the questions fully, and that your writing makes sense. Re- member that good handwriting (where ap- plicable), grammar, punctuation, and spelling are very important. A well-written, grammat- ically correct answer is more likely to receive a higher grade than a poorly written, gram- matically incorrect answer.

One strategy you can use to prepare ahead of time for essay questions is called PORPE (Simpson, 1986). As with SHREK, each letter in PORPE stands for a word: P= Predict, O= Organize, R= Rehearse, P= Practice, and E= Evaluate.

PORPE Predict: As you study and prepare for the essay test, predict potential essay questions that your instructor is likely to ask. Many times, your notes, syllabus, or textbook readings point to big topics that could serve as potential essay questions.

Organize: Take all the keywords and concepts from your chapter readings, syllabus, and notes. Write them as a list and organize them so that words are grouped together into a hierarchy or outline that consists of categories and subcat- egories of ideas and words. A good way to do this is to make a semantic web (like a spider web of connected ideas) to or- ganize all the words. Click here for an example of a semantic web: http://literacy.kent.edu/eureka/strategies/semantic_ mapping.pdf. Also, be sure to use mnemonics for helping remember groups of ideas. SHREK and PORPE are examples of mnemonics, in which the letters represent words that aid in remembering things more easily.

Rehearse: Once you’ve organized your ideas into a visual outline or web, study it. Try to use the graphic information as a way to learn (and eventually remember) the information related to the test.

Practice: Most students stop at the “rehearse” stage above. That is, they just study the content but never self-assess. To be a better test-taker, you must practice taking a test. To do this, create your own essay test by returning to the poten- tial questions you generated during the “predict” step above. Now, without looking at your outline or web, try to answer your questions by writing out complete answers as if you were really taking a test. Be sure to time yourself so that you will have an estimate of the amount of time you will need to answer the essay questions.

Evaluate: Finally, after you write your answers for the prac- tice test, you need to evaluate your answers for complete- ness, accuracy, and appropriateness. Compare your answers to the visual graphic you created during the “organize” step (i.e., your hierarchy or web). Did you leave anything out or put something in the wrong place? If so, focus your attention on re-studying those areas.

P

O

R

P

E

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IT ’S TIME TO REFLECT. What is the difference between the SHREK and PORPE techniques? Can you recall what each let- ter represents? If not, review them now.

What to Do BEFORE the Test!

Be Prepared Nothing can take the place of studying on a regular basis. All the tricks in the world will not help

you if you do not take the time to prepare for your test.

Keep Up With Your Homework Homework and assignments provide you with practice and help you build knowledge related

to the course and exams. Obviously, exam questions come from the homework and assignments related to the class, so be sure to complete all homework regularly so that you can benefit more from the daily lectures and readings.

Spread the Learning Out by Reviewing Regularly Reviewing a little each day is a good way to keep things fresh in your head. Try to review class

notes, your homework, and the textbook for a few moments every day, especially right after and right before class. Add information to your notes when you review them and focus your time on the hard stuff. Flash cards are good for doing this as well.

Ask for Help Many students do not ask for help when they need it. If you do not understand something, it is

your obligation to ask for help. The best choice is to ask for clarification from your instructor. Set up a time during their office hours when you can have more one-on-one time. Also, form study groups with your classmates. Even if you are an online student, you can communicate directly with your professor for extra help or contact other classmates via e-mail to establish opportuni- ties for sharing ideas and gaining insight into difficult concepts in the class. Contact the Center for Learning & Advancement for guidance if needed (www.gcu.edu/centerforlearning).

Never Miss Classes Stay engaged in what is going on. The temptation to miss class can lead to serious problems,

even for online students. Always go to class unless it is absolutely unavoidable. If you must miss class, contact your instructor immediately and get notes from a classmate. You might want to exchange e-mails or phone numbers with a peer during the first week of class in case one of you misses. For online students, try to log in daily so that you are on top of everything that is happening in class and remain abreast of any last-minute news that appears in the course or an- nouncements.BE FO

RE

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IT ’S TIME TO REFLECT. Which of the five test-taking tips above do you need to do better on? Which ones are your strengths? How is studying online different than going to class in a face-to-face classroom? Knowing that there are differences between online and ground classes, how can you modify the suggestions to benefit you regardless of the type of classes you take?

B E P R E PA R E D K E E P U P W I T H Y O U R H O M E W O R K

S P R E A D T H E L E A R N I N G O U T B Y R E V I E W I N G R E G U L A R LY A S K F O R H E L P

N E V E R M I S S C L A S S E S

The previous section discussed several techniques for improving your performance on both objective and essay exams (SHREK and PORPE, respectively). In order for these strategies to work, you must start practicing them now. Do not wait until the last minute. Procrastination is the enemy of success in college. It is the number one reason college students fail. As discussed in the beginning of this chapter, success is not about luck or fate—it is achieved through hard work and dedication.

Will you begin your college journey on the right foot or will you take your chances and just wing it? The choice is up to you. Make a plan, stick to it, and stay focused. By using the strategies explained in this chapter, you can reach the destination of your journey and have strong tools in your toolbox for when there is a speed bump in the road. When you arrive at graduation, all the hard work will have been worth it!

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FINAL REFLECTION

• How important is education? Provide some examples. • What will you do to achieve your goal of graduating? Be specific in your plan. • Name two strategies for improving your reading effectiveness. Explain how to use both. • What makes the PORPE technique so unique? How is PORPE different from other ways of studying for exams?

Spend some time thinking about the following items:

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Reading Response Journal

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Name five key points from the readings. Provide a summary of the most essential in- formation to know from the readings.

Create a graphic representation of the in- formation from the readings.

What questions do you still have or want to know more about from the readings?

1

2

3

?

?

?

?

?

4

5

References Alexander, P. A. (2006). Psychology in learning and instruction. Merrill Prentice Hall: Upper Saddle River, NJ. Harvey, S., & Goudvis, A. (2000). Strategies that work. Stenhouse Publishers: Portland, ME. Roe, B. D., Smith, S. H., & Burns, P. C. (2005). Teaching reading (9th ed.). Houghton Mifflin Company: Boston. MA. Simpson, M. L. (1986). PORPE: A writing strategy for studying and learning in the content areas. Journal of Reading, 29, 407-414 Slavin, R. E. (2003). Educational psychology: Theory and practice. Allyn & Bacon: Boston, MA. U.S. Census Bureau. (2012). College degree nearly doubles annual earnings. Retrieved from http://usgovinfo.about.com/od/

censusandstatistics/a/collegepays.htm Vacca, R. T., & Vacca, J. O. (2005). Content area reading. Allyn & Bacon: Boston, MA.

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Notes:

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p. A

Author Biographies

Nita Mailander, Director of Library Services, GCU

Nita Mailander is the Director of Library Services at Grand Canyon University. She has over 15 years of library experience and holds a Master’s degree in Library and Information Science from the University of Illinois. Along with the rest of the library staff, she is dedicated to providing the best scholarly resources and assisting stu- dents with mastering proper research techniques and evaluation of sources.

Dana Shreve, Reference Manager, GCU Fleming Library

Dana Shreve is the Reference Manager at Fleming Library. In this role, she focuses on ensuring the best customer service for students, faculty, staff, and community through all avenues of contact. She holds a Master’s of Library and Information Science and a Master’s of Science in Information Architecture and Knowledge Man- agement, both from Kent State University. Involved in the library community for over 15 years, Dana has extensive experience with library procedures, practices, and techniques. She believes in connecting people with the knowledge and tools to help them succeed in school and life.

Julie Blair , Full-time Online Faculty, GCU

Julie Blair is a full-time online instructor at Grand Canyon University. She has served as a content lead for UNV-104 and recently began working with the College of Education team for online instruction. Julie has over a decade of experience at the secondary level, where she worked as a special education teacher for students with learning and emotional disabilities, and also as a general education teacher in the area of English, where she taught at the freshman and junior levels. Julie is an alumnus of Arizona State University, where she earned her B.A.E., and Northern Arizona State University, where she earned her Master’s in Educational Leadership/ Administration. She has a passion for helping students become stronger writers and thinkers and for learning new and innovative ways to instruct, teach, and moti- vate students to reach their optimal potential.

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Beverly Santell i , Full-time Online Faculty, GCU

Beverly Santelli is a full-time online faculty member teaching Critical Thinking and Communication and Literacy at Grand Canyon University. She is an Arizona certi- fied elementary teacher and also a GCU alumna, with a Master’s in Education in Curriculum and Instruction with an emphasis in Technology. Beverly is also cur- rently working on a second Master’s at GCU in Industrial and Organizational Psy- chology. Teaching is her passion and she hopes to continue teaching, writing, and inspiring in the education field.

Lori Eyre, Full-time Online Faculty, GCU

Lori Eyre has worked in higher education for over ten years and is a faculty member in GCU’s College of Arts and Sciences. She holds a BA in Psychology and Master’s degrees in both Business and Psychology. She is currently pursuing a doctoral degree in General Psychology through GCU, with an emphasis in cognition and instruction. Her professional interests include student academic achievement, pro- fessional development, and academic integrity. She has a passion for autism and spectrum disorder in both children and adults and is currently considering disser- tation ideas.

Nicole Rhoades, Full-time Online Faculty, GCU

Nicole Rhoades is an online full-time faculty member at Grand Canyon University. Her educational background is in business management and she holds a Master’s in Education with an emphasis in Adult Education and Training, and is committed to student learning and success. Her primary career goal is to educate students in how to be professional when communicating in all facets of communication, and then helping them use those skills into both their future courses and the profes- sional world in order to achieve the career of their dreams.

Dr. Kevin Thrasher, Executive Director, CLA

Dr. Kevin Thrasher is the Executive Director of Grand Canyon University’s Cen- ter for Learning and Advancement, which provides student success services and tutoring support. He has shared the strategies outlined in this book with his own college students over the years. His professional interests focus on examining the effective instructional practices of high-performing teachers.