Module one:  Research proposal (1000 word minimum) – This module teaches State of Texas ACGM Course Objectives (Student Learning Outcomes) 1, 2, 3, and 4, with an emphasis on 3.

ACGM Course Objectives (Student Learning Outcomes):

• Demonstrate knowledge of individual and collaborative writing processes;
• Develop ideas with appropriate support and attribution;
• Write in a style appropriate to audience and purpose;
• Read, reflect, and respond critically to a variety of texts;
• Use Edited American English in academic essays.

The proposal is an introduction of the research topic. Students will identify the topic of the semester’s research paper and the argument being made, as well as explaining why and how the topic is being written about. Think of this like a conversation (in a more academic/formal tone than just talking amongst friends). If someone asked what the student is writing about, this paper would be his or her answer to explain it.

The Research Proposal should contain (in a logical order):

• Introduction: A specific, clear statement of the topic
  • The research question/thesis: What the student wishes to learn or prove about the topic
    • How did the student arrive at the thesis question?
    • Explain the interest in the topic.
• Body: What is the purpose of the research question (persuade, inform, argue, etc)?
  • What are some potential difficulties the student foresees with the research?
  • What preliminary research (if any) has been done? Briefly summarize those results.
• Conclusion: What does the student hope readers will take away from the finished product (the research paper)?

Module Two: Reader-response/interpretive/close reading essay (1000 word minimum) – This module teaches State of Texas ACGM Course Objectives (Student Learning Outcomes) 1, 2, 3, 4, and 5, with emphasis on 3 (analyze, interpret, and evaluate texts) and 5 (conventions of citation styles).

ACGM Course Objectives (Student Learning Outcomes):

• Demonstrate knowledge of individual and collaborative writing processes;
• Develop ideas with appropriate support and attribution;
• Write in a style appropriate to audience and purpose;
• Read, reflect, and respond critically to a variety of texts;
• Use Edited American English in academic essays.

The Reader Response/Interpretive/Close Reading Essay asks students to look at their research & consider how it applies to the chosen topic – does it support the argument/thesis, does it contradict the point (in which case, students will explain where the problem with that research lies), does it set up the argument/provide context, etc?

The Reader-Response/Interpretive/Close Reading essay should contain (in a logical order):

• Introduction: State the argument or claim culminating in the thesis statement.
• Body of Essay
  • Summary of sources: For each source, write a summary of the source.
  • Analysis & response: For each source used, provide an analysis and response.
  • Quotations/Paraphrasing: Students will need to include at least one direct quote (word for word) OR paraphrase (putting it in their own words) with a parenthetical in-text citation per source in this assignment; these quotations should be properly formatted/sandwiched in the text.
• Conclusion: Wrap up the current discussion; explain how these sources affect the topic or offer a discussion about why these sources are important to what has been discussed (a mini “so what?” paragraph).
• Properly formatted Works Cited/Reference/Citations page: Cite the sources quoted in the essay in the proper citation format assigned (APA, MLA, Chicago, etc).

Module 3: Formal multi-source research paper (1200-1500 words) as capstone, with various appropriate scaffolding as chosen by the instructor but to include reading in the form of conclusion of the research process; informal writings; and some collaborative element. This module teaches State of Texas ACGM Course Objectives (Student Learning Outcomes) 1, 2, 3, 4, and 5, with emphasis on 2 (synthesize sources), 3 (analyze, interpret, and evaluate texts) and 5 (conventions of citation styles).

ACGM Course Objectives (Student Learning Outcomes):

• Demonstrate knowledge of individual and collaborative writing processes;
• Develop ideas with appropriate support and attribution;
• Write in a style appropriate to audience and purpose;
• Read, reflect, and respond critically to a variety of texts;
• Use Edited American English in academic essays.

The Research Paper is a cohesive, persuasive argument about the chosen topic, with integrated source material to support the given claim, adding transitions & clarifying information (or cutting extraneous information) as necessary. It is a culmination of the Research Proposal & Reader Response/Interpretive/Close Reading assignments.

The Research Essay should contain (in a logical order):

• Introduction of topic & a clear statement of the thesis/argument statement, with a brief explanation of interest in the topic
• Body of Paper
  • Minimum of 3 properly integrated outside/secondary, academic sources
  • In-text Citations: Each source used in the essay needs to have at least one direct quotation or paraphrase done as a properly formatted in-text citation within the text of the essay.
  • Analysis & explanation of the argument & source materials together
• A Conclusion that wraps up the argument and ends the discussion without merely repeating or summarizing the thesis/essay; it offers an explanation of why the topic is important & why the reader should care about the argument.
• Properly formatted Works Cited/Reference/Citations page: Cite the sources quoted in the essay in the proper citation format assigned (APA, MLA, Chicago, etc).