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Brainstorming and Beginning Research Worksheet

Access and complete the “Brainstorming and Beginning Research Worksheet” assignment.

To assist you with this assignment, be sure to review the “The Writing Process” media; this is a great resource for you to use as you create your essay throughout the course.
Access and complete the “Brainstorming and Beginning Research” worksheet. This assignment will walk you through the writing process steps of choosing a topic, brainstorming techniques, research strategies, and research.

Submit the completed assignment to the final assignment drop box by the end of Topic 1 (Sunday, by 11:59pm, Arizona Time).

Name:

Course:

Date:

Instructor:

Expository Essay: Brainstorming and Beginning Research

Before you begin any writing assignment, it is often necessary to complete several “pre-writing” activities necessary for completing your expository essay including selecting a topic, brainstorming, research strategies, and research. Follow the instructions to complete these pre-writing activities.
Make sure you complete all sections of this worksheet.

Part 1: Select a Topic – Pick One

Below are lists of essay topics to use for the expository essay please highlight/bold your topic choice so your instructor will know your selection.

Three services Veterans need to successfully return to civilian life

Three characteristics of good leaders

Three ways bullying can negatively impact children

4. Three ways technology can impact communication

5. Three issues found in a large classroom

6. Three services the Christian church can provide the community

Part 2: Brainstorming Strategies

Read: Topic 1 Lecture.

Review: “Invention: Finding Your Ideas” section of “The Writing Process” media piece:

https://lc.gcumedia.com/unv104/the-writing-process/index.html

Complete: In box 1, use the brainstorming method of “Free Writing”.

Brainstorm Method: Free Writing:

Set a timer for 10 minutes and complete your free write brainstorm activity in this box to show your work.

Part 3: Research Strategies – Key Words & Phrases

Step 1: Pull keywords that were generated from your brainstorming activity in part 2. These keywords need to pertain to the topic selected from part

Step 2: Combine keywords to come up with Boolean search terms. Boolean Search Possibilities: Boolean search terms utilize AND phrases and is covered on page 15 of the course eBook.

An example table is provided below to demonstrate how you should complete this. Please do not use any part of the example as part of your own table.

Example Tables

Keywords pulled from brainstorming	Boolean: Phrases from Keywords
1. Online Learning	1. Online Learning AND Education
2. Student Success	2. Online Learning AND Student Success
Keywords pulled from brainstorming	Boolean: Phrases with Keywords – Boolean search terms utilize AND phrases. This is covered on page 15 of the course eBook
	1.
	2.
	3.

Part 4: Define Sub-topics

State three potential sub-topics you want to write about based on the topic you selected in Part 1. Subtopics are the main ideas you plan to use to explain your chosen topic.

1. Sub-topic 1:

2. Sub-topic 2:

3. Sub-topic 3:

Part 5: Navigating the GCU Online Library

Overview: The GCU Library will be a vital resource for you during your academic career. The Library contains a wealth of resources that will help you find, research, and broaden your understanding on any given topic. Learning to correctly use resources to support your writing is an essential component of your academic success.

Before starting this section, review the short walk-through tutorial on the GCU Library.

http://tutorials.gcumedia.com/mediaElement/library-walk-through-tutorial/library-walk-through-tutorial-v1.1.php

Step 1: How to Access the Library

There are a number of ways to access the library’s website; here is one path to reach the Library Research & Resources page:

Please click on the following link:

http://library.gcu.edu/

Question 1: On the Library Research & Resources Page, list three ways in which you can contact the library for assistance if needed. If at any point, you find yourself searching more than 15 minutes with no results: STOP and contact a librarian.

1.
2.
3.

Step 2: Finding Journal Articles

For this section, you will be searching using LopeSEARCH. LopeSEARCH is a federated search that allows you to search many databases across many subjects with one search. Follow the instructions below to access and begin searching in LopeSEARCH.

1. On the Library Research & Resources page, click the link Find Journal Articles.

2. Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

3. Sign in if prompted, using your GCU Username and password.

Question 2: Provide the title of the first journal article that is listed in the results.

Step 3: Article Details

In addition to the actual full text of the article, the databases will provide valuable information about an article. You will see things such as authors, source, subject terms, and abstract. The abstract is a brief summary of the article you found.

1. Click on the title of the first article you found in Step 2.

2. Scroll down this page and find the Article Abstract.

Question 3: Copy and paste the abstract from the article you have found in the space below AND explain how an abstract is valuable to your research process and how it will save you time.

Step 4: Permanent and Persistent Links

Databases are designed as powerful searching tools; unfortunately, this means the website link located at the top of any page in a database is temporary and is based on your search at the time. Should you try to save that link as a bookmark or copy and paste it to use at a later time, it will not work. However, the databases have links that are tied directly to the articles you find. Follow the steps below to find the permalink (persistent, durable link, or document URL) to the article you accessed in Step 2.

1. On the same page where you found the abstract, look to the right for the Tools column.

2. Click on the link that says Permalink.

3. A box will pop up above the article title with a permanent link.

Question 4: Copy and paste the permalink to the article you have found in the space below AND explain why a permalink could be an important item to copy.

Step 5: Using Library Databases to Cite Articles

Another important option under the tool bar is the Cite button. In academic writing, citing your sources is very important. It will tell your reader that the information that you are using is the property of someone else. It will also show your reader exactly where you found this information and how to access this information again. This is a necessary step in avoiding academic dishonesty issues like plagiarism.

Note: Remember, GCU Style required for your undergraduate coursework is a simplified version of APA. It is possible for there to be errors in the reference citations available in the GCU Library database, so check the GCU style manual located in the Student Success Center: The Writing Center to ensure your reference is properly formatted.

1. On the same page where you found the abstract look to the right for the Tools column.

2. Click on the link that says Cite.

3. A box will pop up above the article title with different citation styles.

Question 5: Copy and paste the APA reference you have found from the article in the space below. According to the GCU Style Guide, where should you include this information in your essay?

Part 6: Gather Resources

Step 1: Go to the GCU Library website and start a
search for peer-reviewed journal articles
.

· On the Library Research & Resources page, click the link Find Journal Articles.

· Under the LopeSEARCH type in your first Boolean Search Phrase. This should include your main topic and one of the subtopics you created in Part 4. Check the box beside Peer Reviewed and click SEARCH

· Sign in if prompted, using your GCU Username and password.

Step 2: Complete the table below using the 3 most relevant peer-reviewed journal articles you found on the topic chosen from part 1.

An example table is provided below to demonstrate how you should complete this portion. Please do not use any part of the example as part of your own table.

Example

Peer-reviewed article 1	Title of Resource: Factors influencing adult learners’ decision to drop out or persist in online learning.	Boolean terms/ Keywords Used: Online Learning AND Student Success
			Permalink	http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=44785109&site=ehost-live&scope=site
			Abstract	The number of adult learners who participate in online learning has rapidly grown in the last two decades due to online learning’s many advantages. In spite of the growth, the high dropout rate in online learning has been of concern to many higher education institutions and organizations. The purpose of this study was to determine whether persistent learners and dropouts are different in individual characteristics (i.e., age, gender, and educational level), external factors (i.e., family and organizational supports), and internal factors (i.e., satisfaction and relevance as sub-dimensions of motivation). Quantitative data were collected from 147 learners who had dropped out of or finished one of the online courses offered from a large Midwestern university. Dropouts and persistent learners showed statistical differences in perceptions of family and organizational support, and satisfaction and relevance. It was also shown that the theoretical framework, which includes family support, organizational support, satisfaction, and relevance in addition to individual characteristics, is able to predict learners’ decision to drop out or persist. Organizational support and relevance were shown to be particularly predictive. The results imply that lower dropout rates can be achieved if online program developers or instructors find ways to enhance the relevance of the course. It also implies that adult learners need to be supported by their organizations in order for them to finish online courses that they register for. [ABSTRACT FROM AUTHOR]
			APA Reference	Park, J., & Hee Jun, C. (2009). Factors influencing adult learners’ decision to drop out or persist in online learning. Journal Of Educational Technology & Society, 12(4), 207-217.

Permalink

Abstract

APA Reference

Boolean terms/ Keywords Used:

Permalink

Abstract

APA Reference

Peer-reviewed Article 1	Title of Resource:			Boolean terms/ Keywords Used:
Peer-reviewed Article 2		Title of Resource:

Title of Resource:

Boolean terms/ Keywords Used:

Permalink

Abstract

APA Reference

Peer-reviewed Article 3

Information Literacy E

FIND YOUR PURPOSE

A Grand Canyon University Media Publication

FIND YOUR PURPOS

INFORMATION LITERACY

A Grand Canyon University Media Publication

Edition 1

p. i

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

without permission in writing from the publisher.

Grand Canyon University
3300 W Camelback Rd
Phoenix, AZ 8

602.639.7500

Permissions Contact

Imprint

p. ii

p. iii

p. iv

Content

Summary

Information Literacy – Getting Started 1
Library and Technology Literacy

Literacy Strategies 3

Prewriting Strategies Reloaded

Communication

Communicating Through Writing

Preparing for Success in College and Career 7

CHAPTERS

p. v

Table of Contents

Information Literacy – Getting Started1

Library and Technology Literacy2

CHAPTE

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

5
5
5
6
6
7
7

Essay by:

Nita Mailander

Essay by:
Dana Shreve

p. vi

Literacy Strategies 3

Understanding the GCU Library

• Research & Resources

• Help

The Library Staff

Searching Within Databases

Citing Resources

Summary

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

p. vii

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

36
36
36
36

40
40
40

Essay by:
Beverly Santelli

p. viii

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

48
48

49
49

Essay by:
Lori Eyre

p. ix

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

Essay by:

Nicole Rhoades

Preparing for Success in College and Career7
CHAPTER

Introduction

The Importance of Education

Goal-Setting

Tools for College Success

Essay by:
Dr. Kevin Thrasher

p. x

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

72
72
72
72

73
73
73

76
76
76
76
76

p. xi

Nita Mailander

Dana Shreve

Julie Blair

Beverly Santelli

Lori Eyre

Nicole Rhoades

Dr. Kevin Thrasher

A
A

B
B
B

Author Biographies

p. xii

ABOUTTHIS BO

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

p. xiii

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.

p. 1

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).

Yo u h a v e a c c e s s t o

g r e a t d a t a b a s e s w i t h

f u l l – t e x t r e s o u r c e s a t

yo u r f i n g e r t i p s t h r o u g h

t h e F l e m i n g L i b r a r y.

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:

http://library.gcu.edu/AskALibrarian

http://library.gcu.edu

p. 4

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.

p. 5

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

p. 7

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 Ref Works 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.

p. 9

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.
Ref Works & 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 Asked Questions: 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 Ref Works.

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

p. 12

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

CRED

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:

http://library.gcu.edu

http://www.gcu.edu/Student-Life/Library/Tutorials.php

http://libguides.gcu.edu/Tutorials

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:

http://tutorials.gcumedia.com/CINAHLTutorial/vp02.swf

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 SU

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

https://students.gcu.edu/student-resources/student-success/ace-centers/academic-resources.php

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

O
Q

U
E

S
T

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:

http://www.gcu.edu/Documents/upload/Academics/Library_Persistent%20Links%20Guide

http://libguides.gcu.edu/PersistentLinks

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

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
E S S AY

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).

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.

p. 28

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,

countability, 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.)

p. 29

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

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

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 .

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.

http://smu.edu/ir/Bloom%20pyramid

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.

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 . Y o 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 . F o 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

T O P I C 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:
h t t p : //o w l . e n g l i s h . p u r d u e . e d u /o w l / r e –
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)

http://owl.english.purdue.edu/owl/resource/574/02/

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.

H O O K

B R I D G E

S U P P O RT 1

S U P P O RT 2

T H E S I S
STAT E M E N T

T O P I C
S E N T E N C E

C LO S E A N D
T RA N S I T I O N

S U P P O RT I N G
C I TAT I O N

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%).

S p o ke n Wo rd s 7 %

To n e o f Vo i c e 3 8 %

N o n Ve r b a l 5 5 %

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).

• P a s s i v e – A g g r e s –
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

p. 52

(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

p. 53

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/

http://www.apa.org

http://owl.english.purdue.edu/owl/

http://gcumedia.com/lms-resources/student-success-center/writing-center/index.html

http://citationmachine.net/index2.php

http://www.gcu.edu/Learning-Resources/Center-for-Learning-and-Advancement.php

Communicating Through Writing

CHAPTER 6

p. 55

C ommunicating 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:

p. 59

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

p. 61

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
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/

http://www.gcu.edu/Student-Life/Technical-Support/Student-Success-Webinar.php

http://prezi.com/index/

Preparing for Success in College
and Career

CHAPTER 7

p. 63

H A R D WO R K A N D D E D I C AT I O N

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

W H A T D O Y O U T H I N K ?

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.

p. 64

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

p. 65

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.

I T ‘ S T I M E T O R E F L E C T .

W H A T D O Y O U T H I N K ?

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:

p. 66

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:

p. 67

T H E G R I D

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.

I T ‘ S T I M E T O R E F L E C T .
W H A T D O Y O U T H I N K ?

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.

p. 69

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.

p. 70

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
N
G

• 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.

p. 71

• 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

a
ft

er
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 .

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.

I T ‘ S T I M E T O R E F L E C T .
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).

http://www.readingeducator.com/strategies/frayer.htm

http://www.eduplace.com/graphicorganizer/

http://www.enchantedlearning.com/graphicorganizers/

www.gcu.edu/centerforlearning

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.

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.

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.

p. 74

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 . 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

p. 75

I T ’ S T I M E T O R E F L E C T .
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

p. 76

I T ’ S T I M E T O R E F L E C T .
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 P A 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 L Y
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!

p. 77

F I N A L R E F L E C T I O N

• 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:

p. 78

Reading Response Journal

p. 79

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.

p. 80

Notes:

p. 81

p. A

Author Biographies

N it a M a i l a n d e r , D i re ct o r o f L i b ra r y S e r v i c e s , G C U

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.

D a n a S h reve , Re f e re n c e M a n a g e r ,
G C U F l e m i n g L i b ra r y

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.

J u l i e B l a i r , F u l l – t i m e O n l i n e Fa c u lt y , G C U

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.

p. xixp. B

B eve r l y S a nte l l i , F u l l – t i m e O n l i n e Fa c u lt y , G C U

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.

L o ri E y re , F u l l – t i m e O n l i n e Fa c u lt y , G C U

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.

N i c o l e R h o a d e s , F u l l – t i m e O n l i n e Fa c u lt y , G C U

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.

D r . Kev i n T h ra s h e r , E xe c u t i ve D i re ct o r , C L A

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.

Book Cover

INFORMATION LITERACY

Imprint / Contributors
Content Summary

Information Literacy – Getting Started
Library and Technology Literacy
Literacy Strategies
Prewriting Strategies Reloaded
Communication
Communicating Through Writing
Preparing for Success in College and Career
Table of Contents

ABOUT THIS BOOK

CHAPTER 1
Information Literacy
GETTING STARTED
Introduction
Information Literacy Defined
New Knowledge Skills
LIBRARY RESEARCH
Contacting the Library
STANDARDS
BRAINSTORMING
Library Reference Resources
Concept Mapping
Documenting Your Research Strategies
Have You Located the Information You Need?
Types of Information
SUPPORT YOUR THESIS
Information Explosion
Organizing Information
References
CHAPTER 2
Library and Technology Literacy
Written Assignments
EXAMPLE ASSIGNMENT
UnderstandingtheGCU Library
Research & Resources
Find Books & More:
InterLibrary Loans:
Citation Guidelines:
FrequentlyAskedQuestions:
Tutorials:
The Library Staff
Searching Within Databases
REFERENCE
PEER REVIEW
BOOLEAN OPERATORS
CITATION
Citing Resources
ACCIDENTALLY PLAGIARIZING?
PROQUEST CENTRAL
PARAGRAPH EDITING
Summary
References
CHAPTER 3
Literacy Strategies
Expository Essays
Understanding the Importance of Critical Analysis
Some tips to help you critically analyze and organize your research include:
THESIS
EvaluatingYourResearch and Putting It to Use
Pulling Your Information and Organizing It for the Rough Draft
Direct citation or paraphrased information:
APA citation:
Permalink:
Abstract (if needed):
Thesis Argument / Support
BRAINSTORMING FOR THE OUTLINE
INTRODUCTION PARAGRAPH, OR PARAGRAPH ONE:
Hook:
Quote:
Startling fact or surprising statistic:
Anecdote:
Bridge:
Thesis:
BODY PARAGRAPHS (these are paragraphs 2, 3, and 4 of the essay):
Body Paragraph One:
Body Paragraph Two:
Body Paragraph Three:
CONCLUSION
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.
THIRD PERSON
First-person approach:
Second-person approach:
Third-person approach:
Building an Example Paper
Example Introduction Paragraph
Creating Topics for the Body Paragraphs
Quick review:
Completed Chart: Body Paragraphs
Example Conclusion Paragraph
Thesis Restated:
Main Points:
Ending Argument/Stance:
Blank Organizational Information Chart
Introduction Paragraph
Conclusion Paragraph
BODY PARAGRAPHS
Developing the Outline
EXAMPLE OUTLINE
Body Paragraphs
Introduction Paragraph
Dedication
Accountability
Effective Time Management
Concluding Paragraph
REFERENCES PAGE
Summary
Check for Understanding
References
CHAPTER 4
Prewriting Strategies Reloaded
Organizational Information
Why Organizing Information is Important
Organizational Strategies
Alphabetical Organization (ABC)
Hierarchical Organization
Chronological Organization
Categorical or Conceptual Organization
Reviewing the Thesis Statement
Example 1:
Example 2:
Thesis Statement → Topic Sentences
Translation
Word Choice
Using the Third Person
Here is an example of how you can use third person in your writing.
Parallel Structure
Transitions
The following are examples of sequencing transitions within a sentence:
Beefing up Vocabulary
What Is an In-Text Citation?
ORIGINAL INFORMATION
PARAPHRASED INFORMATION
DIRECT QUOTE FROM INFORMATION
GCU STYLE CITATION (THIS GOES ON REFERENCE PAGE)
Rubrics: A Roadmap to Success
HOW TO BE A SUCCESSFUL ONLINE STUDENT
Example of a Well-Written Expository Essay
Example of a Poorly-Written Expository Essay
Check for Understanding
References
CHAPTER 5
Communication
COMMUNICATION BREAKDOWNS ARE COMMON
VERBALLY AND NONVERBALLY
Introduction
Evolution of Communication
Methods of Communication
NON VERBAL COMMUNICATION
Verbal and Nonverbal Communication
Mismatched Communication
Written Communication
Effective Communication
Ways to ensure you are effectively listening include:
Questioning Techniques
Communication Techniques
Aggressive:
Passive:
Passive-Aggressive:
ImportanceofCommunication
Using E-mail
Communicate with:
Tools To Assist with Written Communication
Summary
References
CHAPTER 6
Communicating Through Writing
Laws regarding copyright and academic rules
Communicating Legally and Ethically
Intellectual Property
Plagiarism
EXPULSION
Communicating Ethically
Information and Privacy Issues
Information and Security Issues
Using the First, Second, and Third Person
First, what is first-person point of view?
Rough Draft to Final Draft
Final Checklist: Rough to Final Draft
Application of Organized Information
CHECKLIST
Organizing Graphics
Check for Understanding
References
CHAPTER 7
Preparing for Success in College and Career
OPENED DOORS OF OPPORTUNITY
HARD WORK AND DEDICATION
Introduction
The Importance of Education
Three Quarters of a Million Dollars
GOAL-SETTING
THE GRID
TOOLS FOR COLLEGE SUCCESS
READING STRATEGIES
The reader:
The text:
The strategies:
The goal:
Before You Read
While You Read
After You Read
Other Reading Strategies
SQ3R
Predict-Read-Prove
K-W-L
K (Know):
W (Want to Learn):
L (Learned):
Graphic Organizers
Word Maps for Learning Vocabulary
TEST TAKING TECHNIQUES
Objective Examinations: True/False, Multiple-Choice, Matching, Fill-in-the-Blank
SHREK
Surveying:
Have confidence:
Read directions:
Easy questions first:
Key words:
Essay Examinations
PORPE
Predict:
Organize:
Rehearse:
Practice:
Evaluate:
What to Do BEFORE the Test!
BE PREPARED
KEEP UP WITH YOUR HOMEWORK
SPREAD THE LEARNING OUT BY REVIEWING REGULARLY
ASK FOR HELP
NEVER MISS CLASSES
FINAL REFLECTION
Reading Response Journal
References
Author Biographies
Nita Mailander, Director of Library Services, GCU
Dana Shreve, Reference Manager, GCU Fleming Library
Julie Blair, Full-time Online Faculty, GCU
Beverly Santelli, Full-time Online Faculty, GCU
Lori Eyre, Full-time Online Faculty, GCU
Nicole Rhoades, Full-time Online Faculty, GCU
Dr. Kevin Thrasher, Executive Director, CLA

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