Research Project And Final Project WR 227 Assignment Overvie

Research Project + Final Project WR 227 Assignment Overview

This sheet includes details for two assignments: the Research Project and the Final Project. You will use the research you collect for the Research Project to write the Final Project. The major due dates are: May 8 (draft of Research Project), May 15 (final Research Project + draft), May 22 (rough draft of Final Project), May 27 (graded draft of Final Project), and June 5 (final draft of Final Project). Your goal is to produce a student success guide for new college students that includes two chapters, approximately 1000 words total, based on your research, to help students succeed academically and navigate college successfully.

Paper For Above instruction

The purpose of this project is to develop a student success guide aimed at first-term, full-time, degree-seeking students at Sylvania Campus, designed to help them succeed in college and complete their degrees. The guide will consist of two chapters, each providing practical, research-backed strategies to aid students. Throughout the process, you will conduct research to identify the most relevant and effective advice, supported by credible academic sources, to inform your content and enhance the credibility of your guidance.

The research phase encompasses several stages. Initially, you will specify two topics you intend to focus on in your guide—these will form the two chapters. You must justify the importance of each topic, demonstrating their relevance to student success. You will gather and list credible sources related to these topics, ensuring they are appropriate for a college-level audience and are mainly from academic journals or quality library databases. You should include at least four sources in the rough draft, increasing to at least six in the final draft, and at least eight for top scores, with annotations explaining how each will contribute to your guide.

In the initial phase, your research is documented in a rough draft due on May 8, where you outline your selected topics, explain their significance, and list potential sources with MLA citations. You also specify your research plan, including search terms and sources. For the final draft due on May 15, expand your earlier work by providing an annotated list of all sources, with detailed explanations of the specific information each provides for your guide—these annotations demonstrate ongoing research processing and critical source evaluation.

The focus of your final project extends beyond research. It involves writing two comprehensive chapters, each approximately 500 words, that deliver actionable strategies for students based on your research. These chapters should be well-organized, with appropriate headings, clear language, and a professional tone suitable for new college students. The final draft must incorporate at least two graphics that enhance understanding—these should be labeled, cited, and referenced within the text. The graphics should add valuable visual information relevant to your content, such as charts, infographics, or diagrams, and reflect variety in type and purpose.

The entire final document, approximately 1000 words, should exemplify effective academic writing, including correct MLA citations, logical structure, visual design elements, and research-supported advice. The writing should be clear, concise, engaging, and directly addressing the needs of new college students, fostering their understanding of college success strategies rooted in credible research. This project provides an opportunity to demonstrate your ability to research, synthesize information, and communicate practical guidance effectively, preparing students for college challenges and success.

References

  • Purdue Online Writing Lab. (n.d.). MLA Formatting and Style Guide. Purdue University. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide.html
  • Bean, J. P. (2011). Engagement Black Box. In J. M. Braxton (Ed.), Student Engagement and Success in Higher Education (pp. 45–66). Jossey-Bass.
  • Tinto, V. (2012). Completing College: Rethinking Institutional Action. University of Chicago Press.
  • Kuh, G. D. (2008). High-impact Practices for Student Success. Association of American Colleges & Universities.
  • Astin, A. W. (1984). Student Involvement: A Development Theory for Higher Education. Journal of College Student Personnel, 25(4), 297–308.
  • M uskiewicz, M., & McCarthy, C. (2019). Academic Success Strategies in Higher Education. Journal of College Student Development, 60(2), 163–177.
  • Seidman, A. (2012). How College Affects Students: 21st Century Evidence that Higher Education Works. Jossey-Bass.
  • Choy, S. P. (1997). Students Who Persist in Postsecondary Education. U.S. Department of Education, NCES.
  • Nelson Laird, T. F., & Kuh, G. D. (2009). Student Experiences with Academic Challenges and Persistence. New Directions for Institutional Research, 140, 95–105.
  • Habley, W. R., Bloom, J. L., & Robbins, V. (2012). Increasing Persistence: Effective Practices for College Student Retention. The Ray & Associates, Inc.

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