It’s very common to think assigning a research paper at the end of an FYS is the perfect way to culminate the course. The research paper, in any number of disciplines, requires students practice a number of academic writing skills like careful reading, accurate summary, effective integration of quotes, interesting analysis, thoughtful and helpful organizational framework, and innovative argumentation.

However, research papers require enormous cognitive workloads, and, unsurprisingly, first-year students often require time to practice producing and putting together the pieces of a successful researched essay. As such, FYS instructors might consider developing informational literacy and research skills in their courses through small assignments and collaborations with the Wesleyan librarians.

Check out some ideas for developing informational literacy below!

Connect with the Library

>> You might consider assigning students projects based on the Wesleyan library’s “How Do I” page.

>> Many students do not know how to use a research database, something they will need to know to do research at Wes. Consider inviting a librarian to visit your class to teach students how to use the sources. You can assign them a scavenger hunt at the end of the session to give them time to practice using the database and wander through the stacks.

Assignments to Develop Research Skills

>> Annotated bibliographies require students to read, synthesize, and accurately summarize complex materials. These are the primary skills required to write a research paper with multiple sources. Rather than assigning the traditional paper, you could ask students to do research and annotate their sources instead.

>> Much like annotated bibliographies, literature reviews require that students read, synthesize, and summarize their research. With a literature review, however, students must work on putting sources in relation to each other, practicing how to use topic sentences, transitions, relational language, and paragraphing to represent the landscape of their research field.

>> Want to have your students practice multi-modal writing? Try asking them to create a visual representation of their research. Unlike a literature review, which practices paper-oriented forms, a visual representation of research (powerpoint, drawing, film, etc.) can practice different forms and languages used to convey research.

>> Research presentations are a great way to have students share what they learned without necessarily arriving at a conclusion. Connect with the Presentation Studio for more support!

>> Given the fast paced nature of the FYS, you might consider assigning a research proposal instead of a research paper. Research proposals will require that students develop a research question and preliminary claim/hypothesis based on the research they can undertake in a short time frame.

>> Short 2 page Research reflections are offer students space to consider how much time and work goes into the research process. Though they might not be able to do that work or find that time in your class, having the space to reflect on its importance can solidify the need for them to continue practicing their researching and time management skills.

>> Assigning a small, experientially-based research assignment can get students into the library, looking through the stacks, and learning about the database from a librarian all in one class period.