September 22, 2023

WHAT ARE SWOT AND PESTEL?

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Topic 5 DQ 1

Sep, 2023

After reading Chapter 5 in the University Success Guide: Finding Your Purpose, answer the following questions:

· What is scholarly research?

· What has been your previous experience using scholarly research?

· Why is it important to use in an academic setting?

Topic 5 DQ 2

The General Education Competencies are derived from the GCU Mission, and are designed to be a guide of general education skills students should gain while attending GCU.

Review Chapter 2 of University Success Guide: Finding Your Purpose and the General Education Competency list located in Topic 5 Resources. Choose which competencies you think relate best to the GCU Mission. How will these competencies lead to your success as a student and beyond?

INTRODUCTION Chapter 5

Effective communication is one of the most important skills you can develop as a college student for a successful academic journey and in preparation for your professional career. This chapter reviews the various forms of communication beginning with a review of communication types and why effective communication is so important. The basics of verbal, nonverbal, and written communication are reviewed as well as how to use these communication styles effectively as a college student. The remainder of the chapter covers academic writing techniques in great depth, as writing is an integral part of academic success. Reviewing and practicing the concepts covered in this chapter will prepare you to be a successful academic writer and an effective communicator.

WHAT DEFINES EFFECTIVE COMMUNICATION?

An image divided into four quadrants of the torso of a man wearing a suit and tie. His hands are shown in four different ways that convey different nonverbal communication. Top-left shows one flat hand over the other flat hand. Top-right shows hands touching at the fingertips with straight, splayed fingers. Bottom-left shows hands clasped with fingers intertwined. Bottom-right shows arms crossed with hands tucked under the arms.

Effective communication actively conveys information. Communication is presented in many different ways. These include:

· Written communication – any interaction that uses the written word to convey a message;

· Verbal communication – any interaction that uses the spoken word to convey a message; and

· Nonverbal communication – also known as body language, is expressed without words or writing but through observation.

Communication tends to be goal-based, meaning that we actively choose our communication efforts, or tactics, based on the intended audience or goal related to our message. Throughout your college coursework, you may learn about many different models of communication. However, our tendency as a high-context culture suggests that we are most inclined to communication that is directional or goal-oriented.

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

Effective communication accomplishes a goal wherein each individual feels that he or she was treated fairly.

WHY EFFECTIVE COMMUNICATION IS IMPORTANT

Effective communication is communication that is clearly and successfully delivered, meaning that your message has been both received and understood. There are many life-long benefits of learning effective communication skills. These skills can help you:

· Resolve differences while building trust and respect in your temporary and long-term relationships;

· Become a better listener because you are aware of the need to remain mindful and engaged in conversation;

· Recognize and become observant of body language and nonverbal communication so that you recognize when a conversation has become emotional or stressful;

· Deepen your sense of empathy while taking the time to listen, understand, and make the conversation remain safe and inclusive;

· Walk a path toward more authentic Christian values, fostering stewardship and kindness, while gaining a more holistic worldview;

· Develop your emotional intelligence, which has a universal application in our communication and general well-being; and

· Create pathways for problem-solving and collaboration when conflict arises so that you can work toward a resolution.

HOW TO COMMUNICATE EFFECTIVELY

Effective communication is applicable to all facets of life. Intentional awareness of engagement and attentiveness helps us to continually strengthen this asset. Effectively communicating can be a challenge and, honestly, it is not always easy; however, we can all embrace the opportunity to change, learn, and grow as individuals (Florescu & Pop-Pacurar, 2016; Lim et al., 2019). As we’ve discussed, communication can be complex, but our efforts toward communicating effectively don’t have to be. Simplicity can be achieved by planning and organizing our thoughts so that we can clarify what we want to communicate.

One of the best ways to start is by writing down a few key points. These tactics will work for a number of different situations such as:

· Communicating with a classmate about a group project;

· Reaching out to your professor about a question related to lessons or challenges in your classes;

· Mapping out what you want to write about for an assignment, developing an outline that the writing prompts, and then adding in research;

· Talking to your boss at work about a schedule change or a promotion you are hoping to achieve; and

· Working out plans or conflicts in your personal relationships with family, friends, or even roommates.

Planning out what you want to say—particularly when what you say could bring about consequences or when there is a lot at stake, such as a major change, conflict, or even your grade in a class—is the best practice toward achieving the desired result (Cicco, 2019). When we seek to fully consider our intended message, we develop effective communication skills. This helps us communicate professionally and as developing scholars. Planning also allows you to communicate considering the overall impact of everyone involved. It also provides time to remain focused without becoming overly emotional or forgetting what it is that you want to communicate. Give yourself time to think through exactly what you want to communicate. This helps you stay on topic. Write a draft of an important note and wait a few hours before you send it so that you can edit it. Sometimes, even reading what we’ve written out loud is one of the most effective editing tactics because we tend to catch mistakes when we take the time to read what we have written. By giving yourself time to plan what it is that you want to say, you can ensure that you have created a clear, effective message.

MORE ON VERBAL COMMUNICATION

An in-person discussion with your instructor can be difficult or uncomfortable; however, it is important to remain proactive in communication so that you can succeed in class. A helpful formula to use in structuring conversations with your instructor include the following points: using “I” statements, be honest, use good timing, practice good listening, accept the answer.

Use “I” Statements

Table 5.1

“I” Statement Examples

Do Say

Don’t Say

I take responsibility for ….

I think it’s your fault because…

I have taken steps to complete …

I need you to tell me what to do…

I want to do well in our class…

I don’t understand what you expect…

I see your office hours are …

I need to talk to you now…

I’ve read the assignment …

I don’t get what we’re supposed to …

Be Honest

Do say:

“I feel I did poorly on the last paper. I didn’t take the time to truly understand the material. I’ve read your comments and believe I understand the rubric better. I really want to do well in this course. Would it be possible for me to resubmit my paper for a better grade?”

Don’t say:

“My grandmother’s cat died over the weekend and it was too tragic for me to think about doing anything for school. I didn’t even understand what was expected for us to write about anyway. Can I redo the paper?”

Use Good Timing

Personal and timely communication shows that you take the class seriously. Know the depth of what you are asking. A quick question about something classroom-related, such as confirming something in your notes, may be easy to handle quickly at the beginning of class; however, a question that requires a lengthier discussion should be held until after class or during the instructor’s office hours. Be polite and make sure that your instructor has the time to answer your question. This gives your instructor the perfect opportunity to help you at that moment or perhaps suggest you ask during class so that other students may benefit from your question. If your conversation is about a grade, missing class discussions, or something that occurred during class, avoid posing the question during class.

Do say:

“Good afternoon, Professor Bisbee. I have a quick question about something in my notes from last class. Is now a good time for me to ask?”

Don’t say:

“Hey, Professor Bisbee. I don’t get why the tests are so hard in this class. I’m failing every one of them.”

“Hey, Holly. How come you gave me a ‘D’ on my last paper?”

Not only is proper conversational etiquette absent in the last two examples, the student has publicly taken a defensive stance with the instructor. This is both disrespectful to the instructor as well as the student’s fellow classmates. Timing is everything. Do not try to squeeze important conversations that actually require more than a quick yes or no response into class time.

Don’t Hesitate to Communicate

There’s never a “best time” to share concerns. Ask questions about assignments and exams sooner than later. Don’t wait until the end of the semester to talk to your instructor. Don’t wait, Communicate!

Practice Good Listening

Practicing good listening means taking good notes, asking for clarification, and remaining engaged in the conversation. Be prepared prior to every lecture or meeting with your instructor and take good notes so that you can avoid any confusion. If you do need clarification or assistance, ask questions such as:

· “If I understand you correctly, what you mean is ….”

· “Here are my thoughts on next steps for my action plan …”

· “Could you explain _____ in another way?”

· “What is the difference between ______ and _____?”

Avoid saying things such as:

· “Is this okay? I don’t get it.”

· “Sorry, I wasn’t paying attention. What did you just say?”

· “What’s wrong with what I said/did?”

· “(say nothing…)”

Accept the Answer

Your instructor wants you to succeed. There will be times when effective communication brings you to your desired result, and other times when it does not. You must recognize that there may be times when your instructor is unable to accommodate your request. Be prepared to present yourself as a mature, understanding, and Christian-focused student. We must learn to accept an answer of “yes” or “no” with the same amount of grace and humility and always understand that every situation is an opportunity for learning, no matter the outcome. Conveying your gratitude for your instructor’s consideration of a matter is always appreciated. Some ways to do this are:

“Thank you, Dr./Professor __________ for your time and consideration.”

“I respect your decision. Thank you, Dr./Professor _______ for your guidance.”

“I truly appreciate the opportunity, Dr./Professor _________ to resubmit my paper.”

SUMMARY

If you have the opportunity to communicate in person, either face-to-face or by electronic platform, focus on tone, remember to make eye contact with your listeners and even position yourself so that you are squarely situated to look at the other person. Be aware of your body language facial expressions and gestures while you’re communicating with others, as these movements can speak just as loudly as words. Take responsibility for your own actions. This is true in both positive communication as well as those involving conflict.

Now You Try It

Imagine you just attended the first class of a new course you are taking. In the class, the instructor went over the syllabus, but you were confused about the citation requirements she presented. Take a moment and think about or write out exactly how you would approach her and what you would say to get the clarity you needed.

A REMINDER ABOUT ETIQUETTE

There is nothing worse than trying to navigate the unknown. It’s undeniably uncomfortable and can have a significant impact on effective communication. Planning communication helps us to stay on task; however, for times when much is a stake, planning your communication also helps you determine the need for formality, particularly if you are communicating with a leader, such as a professor, pastor, or professional (Banwart, 2020; Codina-Espurz & Salazar-Campillo, 2019). The way you ask a question, casually chat, or even express concern with a friend is far more complex than reaching out to your professor to discuss your grade but leaves a lasting impression of character and level of professionalism.

Table 5.2

Email Etiquette

Dos and Don’ts of Emailing

Don’t

· Be professional.

· Address the person by his/her title.

· Give well wishes and proper farewells.

· State the message clearly.

· Give him/her time to respond to your question.

· Use spell-check.

· State the subject clearly in the subject line.

· If emailing your professor, identify which class you are in.

· Be sure to include your full name in the email.

· Use complete and grammatically correct sentences.

· Use a professional email format.

· Do not email in all CAPS.

· Do not use profanity.

· Do not use an accusatory tone.

· Do not make commands or demands.

· Do not use text slang.

· Do not exaggerate the situation.

· Do not use your professor as your personal secretary.

· Do not demand a faster response than the standard expectation.

· Do not email professors from a personal email account.

Unacceptable

Hey – I have missed class this week because I’ve been moving and my work schedule has been crazy! 😉 Sorry! Did I miss anything? What should I be doing to get caught up? What’s up this week?

Thanks,

John

Acceptable

Hello, Dr. Prescott:

I am reaching out to let you know that I’ve reviewed the syllabus and the assignments in the Planner for the time that I missed this past week. My absence has been due to unexpected work schedule changes. I apologize for my absence and will be caught up with the material by Friday.

Thank you,

John

Unacceptable

What’s up, Holly? I got the grade for my last paper. I don’t understand why you think it was only worth a C. This really hurts my feelings. Do you hate me or something? I worked really hard on my paper. I think you were totally harsh with me and none of my other professors are as strict as you. I deserved a better grade.

John

Acceptable

Dear Professor Bisbee:

Thank you for your feedback from our last paper. I reviewed the rubric for my last paper, and while I am clear as to the criteria, I am not sure that I fully understand what was missed, particularly in the area of argument development. Is there a time when we might be able to discuss my paper? I’d really appreciate the chance to get a better understanding of your expectations and my mistakes so that I can gain a better understanding of how I can improve in the future.

I appreciate your time and look forward to hearing from you.

Thank you,

John

Unacceptable

What’s up with the tests in this class? The wording is confusing! I totally studied for this exam. I think you should give us study guides so we don’t fail if your tests are gonna be that hard.

See ya,

John

Acceptable

Greetings, Dr. Taylor:

After a review of our last exam, I really did not do as well as I had hoped. Do you have any suggestions that might help me understand the material better? Or is there a resource that you are aware of that has helped others study for the exams in our class? I am open to your suggestions as my approach doesn’t seem effective.

I truly appreciate your guidance and direction.

Thank you,

John

Unacceptable

It’s been a crazy semester and I know I haven’t been to class or done any of the assignments but I really need to pass this class or I’m going to loose my scholarship. I can’t afford to pay for classes if that happens and I really don’t want to have to take this class again. How can I still pass your class?

Thanks,

John

Acceptable

Dear Professor McKinley:

I take full responsibility for not managing my time and personal matters more effectively. I realize that my actions this semester have caused me to fall behind greatly in my studies. I am current with all of the material that has been covered in our class to this point and have taken steps to understand the assignments that I have missed. I anticipate that I could be fully caught up in the next 2 weeks for all major assignments and quizzes.

If you are willing to move forward, please let me know so that I can honor this timeline. If there are additional steps to create an action plan with you so that I can pass our class, be assured that I am willing to do all necessary work to accomplish this goal.

Thank you,

John

INTRODUCTION TO COLLEGE WRITING: PLANNING AHEAD AND DEVELOPING CONFIDENCE AS A COLLEGE WRITER

An illustration of a frustrated person who is holding her head as she looks to be screaming or crying. The image says: Writing a college essay can be overwhelming. However, using the writing process explained in this chapter will help you decrease your stress level when faced with a writing assignment.

As you embark on your academic journey, you will gain new knowledge and skills. College writing consists of a collection of skills that will serve as the basis for your academic success.

Good writing comes from thoughtful planning, coherently constructing ideas, and understanding a topic. Even if you do not think you are a great writer, you can write effective college essays by using the writing process.

In a college essay, persuasion (the act of attempting to convince others to believe or agree with a particular perspective on a topic or issue) will be a key element. Whether you are trying to persuade the reader to believe the information you are presenting or to agree with your perspective on an issue, you will use persuasion. In this chapter, you will be introduced to the necessary information and skills to ensure your success as a college writer.

Introduction to The Writing Process

The writing process consists of steps to complete an organized piece of writing. Each step guides you through the important stages of successful writing. You may have to visit and revisit some steps more than once. “I’m not a very good writer, but I’m an excellent rewriter.” —James Michener (Goodreads, n.d.)Writing is an iterative process that takes time, patience, and practice.

· Prewriting/Invention. The prewriting process entails determining the audience, purpose, genre, and topic. To do so, you must think critically and develop your ideas about a given or chosen topic prior to writing.

· Organizing. Organizing your ideas in a clear and concise manner allows the reader to understand your ideas. You should use outlines to organize ideas according to the appropriate essay structure.

· Drafting. Drafting is the process through which you will turn the ideas in your outline into sentences and paragraphs to develop a rough draft.

· Revising. Revising the content of your essay entails focusing on clarity and organization of ideas. Peer review, instructor feedback, and reading your draft aloud can be useful in this stage.

· Editing. Editing entails eliminating as many errors as possible from an essay. It is best to read an essay out loud and look for all grammar, word choice, spelling, and punctuation errors.

· Presenting. Presenting includes using the required style and formatting. Most GCU classes will use APA style. If you are unsure of the required style and format of an essay, ask your instructor. Review your essay at least one time while focused on making sure the visual presentation is appropriate.

Figure 5.1

The Writing Process

A graphic depicting the steps of the writing process. There are five boxes in a line with arrows pointing to the box to the right of it. From left to right, the boxes are labeled: Prewriting; Organizing: Plan and Outline; Drafting: Writing the First Draft; Revising Editing; Presenting.

GCU has developed an amazing resource to help students with their writing. “ The Writing Process ” media piece is one you can use throughout your time at GCU when you need guidance or a refresher on best practices for writing a college essay.

Prewriting Strategies: Selecting a Topic and Gathering Information

This section includes:

· Interpreting prompts and topic selection,

· Determining an intended audience and purpose,

· Using prewriting strategies to think critically and develop ideas,

· Using invention strategies to develop a topic, and

· Gathering research/evidence using the GCU library and online research.

Interpreting Prompts and Topic Selection/Invention

The first step in any writing assignment is determining the topic, audience, purpose, and genre. You will then develop ideas using critical-thinking and organizational skills. Understanding the assignment will help you to determine each of these items.

In this section, you will learn prewriting strategies to help prepare your ideas and research for the drafting stage.

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

A genre is a type of writing. For example, an academic essay, a movie review, a text message, a social media post, etc.

How to Read and Interpret Prompts

During your academic career, you will encounter different types of prompts. Some prompts will be very specific and will list detailed expectations, while others will be broad and open to interpretation.

Something to Think About

When you are reading your writing prompt, you must first determine the style of writing that is expected. Ask yourself, is it argumentative, expository (informing), descriptive, or narrative.

Scope

Determining the scope of the topic (depth of the topic to be covered) entails finding out how broad or narrow your focus will be based on the writing assignment.

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

Scope is the depth or breadth of the topic.

Considering Length Requirements

Typically, a writing assignment will have predetermined length requirements. The length of the piece will help determine the scope or how deeply you will delve into the topic. For example, if you are asked to write a 500–750-word essay (two to three full pages) about a problem with transportation, you will need to focus on a specific aspect of a problem and provide a somewhat broad overview of the general problem to cover it in a short essay. However, if you are asked to write a 1,250–1,500-word essay (five to six pages), you will have room to explore the problem with more detail or include an exploration of multiple parts of the problem.

Table 5.3

Specific vs. Vague Prompts

Specific Prompt

Vague Prompt

Write a 500-word reflection about what you hope to learn as a college student, what career aspirations you have, and what skills you will need for your career.

Write a 500-word reflection about your academic and career goals.

In the specific prompt, you already have three main subtopics you will need to discuss in your essay. This will make organization easier. For the vague prompt, you will need to decide on subtopics you will use in your reflection. With both the specific and vague prompt, you will need to avoid wordiness and get straight to the point to ensure that you can meet all requirements within a short essay of 500 words. If the assignment required 1,200 words, you would be able to discuss your academic and career goals in more depth.

Determining an Intended Audience and Purpose

First, you should determine the audience, purpose, and genre.

Remember, some assignment prompts will be very specific and will list detailed expectations while others will be broad/vague and open to interpretation.

Table 5.4

Example 1

After reading the prompt, highlight or color-code the genre and what is expected.

This will help to ensure that you don’t skip any requirements.

Specific Prompt

Vague Prompt

Write a 500-word Yellow highlight startsreflection Yellow highlight endsabout Yellow highlight startswhat you hope to learn as a college student, what career aspirations you have, and what skills you will need for your career.Yellow highlight ends

Write a 500-word Yellow highlight startsreflection Yellow highlight endsabout your Yellow highlight startsacademic and career goals and how you will achieve your goals.Yellow highlight ends

A magnifying glass over a target Description automatically generated

The genre for this writing assignment is a reflection. This means your writing will be based on your experiences. This will determine the tone and voice. The audience for a reflection like this might be your professor and classmates. The purpose is to reflect on your experiences, determine your specific needs and goals, and communicate them with your audience members. One important thing to keep in mind with reflections is that they are an exception to the norm for college essays when it comes to writing in third person. Most college essays will require that you write in third person, however, a reflection allows for first person.

Table 5.5

Example 2

Specific Prompt

Vague Prompt

Write a 750–1,000-word Yellow highlight startspersuasive Yellow highlight endsessay arguing for a Yellow highlight startsposition on the benefits of a Christian university education. Yellow highlight endsInclude a discussion of benefits for future careers (e.g., job acquisition, starting salary, promotions), relationships with God, and personal development.

The genre for this writing assignment is persuasive . This means your writing will require you to think critically about your position and possibly do research to support your ideas. The audience for this persuasive essay could be one of many groups: people considering going to a Christian university, parents who are considering persuading their adult children to attend a Christian university, or even current Christian university students interested in what the benefits of their education will be. You will need to choose a group as your intended audience to help you engage and address the same audience throughout your essay. Because this is a persuasive, academic essay, your essay should be written in third person; first and second person should be avoided.

Table 5.6

Example 3

With a broad prompt, you will need to determine the main points in your essay on your own.

You might have three main points, but it is possible you will have more!

In this case, add benefits to your initial breakdown as needed.

Specific Prompt

Vague Prompt

Write a 750–1,000-word Yellow highlight startspersuasive Yellow highlight endsessay arguing for a Yellow highlight startsposition on the benefits of a Christian university education Yellow highlight ends. Include a discussion of Underline text startsbenefits for future careers Underline text ends(e.g. job acquisition, starting salary, promotions), Underline text startsrelationships with God Underline text ends, and Underline text startspersonal development.Underline text ends

Subtopics (underlined in above prompt):

 Benefits for future careers

 Relationship with God

 Personal development

Benefit 1

Benefit 2

Benefit 3

With the specific prompt above, you know you are required to address benefits for future careers, relationships with God, and personal development. However, you will need to choose the benefits you want to discuss in your paper with the vague prompt. You might make this choice based on your current knowledge, or you might find that you need to do some research to make this decision.

Approaches to Topic Selection When a Prompt Does Not Provide a Topic

1. Read the assignment guidelines and make sure you know the genre (e.g., analysis, evaluation, persuasion).

2. Choose a topic that both fits the assignment requirements and interests you.

3. Make sure you consider the scope of your topic and the length requirements.

Analyze a persuasive newspaper editorial and write a persuasive essay in which you provide an alternate view of the topic in 750–1,000 words.

To choose a topic:

Go to a newspaper website and browse persuasive editorials.

Focus on editorials about topics that interest you. Remember, when you can choose your own topic, make sure that you find it interesting.

Choose a persuasive editorial that is not too broad in scope, interests you, and that you disagree with (at least in part) to be sure that you can meet the requirement of providing an alternate view of the topic (as required in the prompt).

Using Prewriting Strategies to Think Critically and Develop Ideas

Figure 5.2

Prewriting Strategies

Freewriting

Brainstorming

Collaboration

Questioning

Clustering

Write without stopping for 5 minutes. Do not allow yourself to worry about what you are writing or to judge yourself. Just write down everything that comes to mind about your topic. This strategy helps you begin thinking about your topic without worrying about the actual writing assignment itself. It is an especially useful exercise if you are feeling uncertain or blocked.

Make a list. Write a list of ideas about your topic. Write as many ideas as you can to stimulate critical thought and develop your ideas.

Discussing your ideas with other people is one of the best ways to develop your ideas. Working with others allows you to have a sounding board for your ideas and the input of an objective audience.

Ask yourself relevant questions about your topic and the prompt:

Who? What? When? Where? Why? How?

Add your answers to your brainstorming notes.

If you are a visual learner, use a clustering technique to map your brainstorming ideas in a visual format.

Gathering Research/Evidence

Using Research as Part of the Brainstorming Process to Generate Ideas

As you begin a research-based writing project, you should develop research questions to help guide your research and focus your topic. Use active inquiry to generate ideas about what you want to research.

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

Active inquiry involves asking yourself questions about a topic and then researching to help find answers to your questions.

Research skills should be incorporated early in the writing process. When you are starting with a general topic and start brainstorming ideas, ask yourself:

· What do I already know about this topic and any subtopics?

· What information do I need about this topic or any of the subtopics?

· What points of interest, trends, problems, and controversies exist in the research about this topic?

· Where can I find this information?

· What are the research requirements for my assignment? Am I required to use particular kinds of sources?

Table 5.7

Example 4

Specific Prompt

Broad Prompt

Write a 750-1,000-word Yellow highlight startspersuasive Yellow highlight endsessay arguing for a Yellow highlight startsposition on the benefits of a Christian university education. Yellow highlight endsInclude a discussion of Underline text startsbenefits for future careers Underline text ends(e.g., job acquisition, starting salary, promotions), Underline text startsrelationships with God Underline text ends, and Underline text startspersonal development.Underline text ends

Use a minimum of three sources to support your ideas, one of which must be an academic, peer-reviewed journal article.

Write a 750-1000-word Yellow highlight startspersuasive Yellow highlight endsessay arguing for a Yellow highlight startsposition on the benefits of a Christian university education.Yellow highlight ends

Use a minimum of three credible sources in this essay.

Ask yourself the brainstorming questions listed above to figure out how to begin your inquiry-based research. When you are using active inquiry, you are not necessarily looking for the sources you will use in your paper. Instead, you are looking for research that helps you determine your point of view or main ideas you want to cover in your paper. Later, when you are looking for research to support your ideas, you will probably do additional research.

Using the GCU Library for Research

University libraries typically subscribe to scholarly databases that include many valuable resources. Academic journals are specific to particular disciplines and include peer-reviewed articles. A peer-reviewed article has been examined for credibility and rigor by experts in the same discipline.

Please watch the “ Library Walk-Through Tutorial .”

Figure 5.3

GCU Library Information

A graphic showing information about the GCU Library. GCU Library Research Help Get help anytime you need it! GCU Librarians can help you get the information you need. Call, email, chat, watch a tutorial, sign up for a webinar, or check out the Research Guides online! Library resources available 24/7 at library.gcu.edu. Ask-A-Librarian Phone: 602-639-6641 Chat: library.gcu.edu Email: library.gcu.edu/AskALibrarian 24/7 Research Guides: libguides.gcu.edu /GrandCanyonLibrary /GCULibrary library.gcu.edu

Online Research Beyond the Library and Determining Credibility

An illustration of a computer monitor with two conversation bubbles off to the sides, the one on the left says fake news?, and the one on the right says real news?. Over the center of the computer screen is a magnifying glass that says credible sources in the middle.

While a library database is often ideal for finding peer-reviewed and credible sources, sometimes you will need to branch out and find sources elsewhere. If an assignment prompt asks you to evaluate a trend in recent news or a type of website, you may need to conduct a search using the internet.

Please review the information on the ” Evaluating Sources: What is a ‘Scholarly Source ?'” page of the GCU Library website to ensure that you can evaluate the credibility and usefulness of sources in the GCU Library and beyond.

Something to Think About

Locating and evaluating credible sources are important skills that you will need to develop in order to be successful in your degree program as well as in life. Information/consumer literacy is necessary to be a successful college student.

Now You Try It

Choose a couple of the example brainstorming questions and ask them to yourself regarding the Christian university prompt in the example. Once you have asked and answered these questions, briefly practice doing inquiry-based research. You can begin with an internet search using a search engine to access initial sources that might provide you with initial information and ideas to get you started.

Once you have done that, try using keywords to find academic, peer-reviewed articles on the same topics in the GCU Library. Practicing using the library will help you when you are doing research for an assignment.

Think about how the experience of searching for resources using an internet search engine and searching using the GCU Library databases are different.

How did this exercise help you gain clarity about the topic?

Organization: Plan and Outline

The following will be covered in this section:

· Organizing prewriting notes and research into an outline before drafting,

· Outline and essay structure, and

· Developing a thesis statement and topic sentences for your outline.

Organizing Prewriting Notes and Research into an Outline Before Drafting

Once you have examined the prompt, conducted your research, and focused your topic, you should create an outline to include everything you will need to begin drafting. While there may be some variations to structure because of the genre and purpose of the essay, the structure of your essay will always include an introduction with a thesis, body paragraphs, and a conclusion.

Outline and Essay Structure

The next step is organizing your ideas and research into the appropriate structure. You may be given a specific outline structure, or you may need to create your own. In either case, you will use your assignment prompt to help determine where material from your notes should go within an outline your essay.

Earlier, we broke down the prompt to see what the essay will be about.

Table 5.8

Example Assignment

Specific Prompt

Vague Prompt

Subtopics:

· Benefits for future careers

· Relationship with God

· Personal development

Benefit 1

Benefit 2

Benefit 3

In our example assignment, you were asked to write a persuasive essay arguing for a position on the benefits of a Christian university education. Using the subtopics we found or created by using the prompt, we will start constructing a thesis, topic sentences, and identifying the evidence we will use to support our ideas.

Basic Essay Outline

I. INTRODUCTION

A. Hook

B. Background

C. Thesis

II. FIRST BODY PARAGRAPH

2. Main Idea 1

2. Evidence to support Main Idea 1

2. Analysis

III. BODY PARAGRAPH 2

3. Main Idea 2

3. Evidence to support Main Idea 2

3. Analysis

IV. BODY PARAGRAPH 3

4. Main Idea 3

4. Evidence to support Main Idea 3

4. Analysis

4. You can have more than three main ideas and paragraphs as needed to explain your topic.

V. CONCLUSION

5. In your conclusion, you should restate the thesis, key points and make a final assertion.

Basic Essay Outline

Developing a Thesis Statement and Topic Sentences

A thesis statement should state what you are arguing and the important points you will make in the body paragraphs. A thesis should be a declarative statement, not a question, and the thesis is typically the last Review the “Planning and Getting Started” and Drafting the College Essay” sections in The Writing Process media piecesentence of the introductory paragraph.

Here is an example thesis for our example persuasive essay: A Christian university education is beneficial for future career opportunities, developing a relationship with God, and personal development.

You may find that some of these points are too broad. What does “career opportunities,” “developing a relationship with God,” and “personal development” mean? You might need to become more specific to be sure you have a clear direction for your body paragraphs.

Sample thesis: A Christian university education helps people develop a sense of personal responsibility and ethical behavior, become closer to God, and obtain desirable employment upon graduation.

Ask yourself the following questions about this thesis:

· Is the point of view correct for the audience, purpose, and genre?

· Are statements such as “This essay/paper will talk about…” avoided?

· Is the thesis too broad? If so, narrow your scope.

· Is the thesis too narrow? If so, broaden your scope.

· Is the thesis statement argumentative? Are you making a claim in your thesis?

· Is the thesis a question? If so, revise to make it a declarative statement.

· Is the thesis located in an appropriate place? (The thesis is typically the last sentence of the introduction.)

· Is the thesis a generalization? (Avoid sweeping generalizations by making specific claims.)

· Does the thesis meet the genre requirements?

A topic sentence tells the audience what each paragraph is about. Your topic sentences should correspond to the argument in your thesis. Use the subtopics from your thesis to help you determine the topic sentences.

Please review the “Drafting the College Essay” section of The Writing Process media piece for additional information on developing a thesis statement.

Thesis: A Christian university education helps people develop a sense of personal responsibility and ethical behavior, become closer to God, and obtain desirable employment upon graduation.

Topic Sentence 1: A Christian university education is beneficial because it contributes to the development of personal responsibility and ethical behavior.

Topic Sentence 2: Additionally, a Christian university education is beneficial because it offers students opportunities to study The Bible and strengthen their relationships with God.

Topic Sentence 3: Further, Christian University education is beneficial because it provides students with the necessary skills and knowledge to obtain jobs in their desired careers.

Please note that the thesis and topic sentences can be read alone, and readers will see what to expect from the paper.

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

The topic sentences in your outline should be in the same order that they appear in your thesis statement.

Now You Try It

Develop topic sentences for three body paragraphs in an essay with the following thesis statement: Writing a college essays requires students to think critically, organize ideas, and find credible research.

Adding All Research and Citations to Create Detailed Outlines

Once you have an idea of what you will cover in your essay, you should include your research in your outline. It is best to include not only your quotations or paraphrases but also all of your citations for each source. This way, you will not accidentally lose track of your research when you are ready to begin writing a draft. This will save you time and energy later.

Sample Outline

Please view the sample (partial) outline in Table 5.9.

Table 5.9

Sample Outline

Introduction Requirements

Hook: Grab the reader’s attention with a hook regarding the topic.

Background Information: Provide any necessary information readers will need to understand the issue you are discussing within the paper.

Thesis Statement: Your thesis should state your argument and an overview of the main points you will make in the body paragraphs.

Sample Introduction Outline

Hook: Imagine attending an uplifting chapel service, going to lunch with close friends, and participating in engaging classes that will help you get your dream job. All of that can happen in one place: a Christian university.

Background Information: Define Christian university and how it differs from a secular university.

Thesis: A Christian university education helps people develop a sense of personal responsibility and ethical behavior, become closer to God, and obtain desirable employment upon graduation.

Body Paragraph 1

Topic Sentence: State the main point you will discuss in the paragraph.

Evidence/Examples: Include any research or examples you will use in your essay in your outline. If your material is coming from a source, don’t forget to cite!

Explanation/Commentary

Conclusion

Body Paragraph 1

Topic Sentence: A Christian university education is beneficial because it contributes to the development of personal responsibility and ethical behavior.

Evidence: According to Mann (2020), “Christian colleges and universities, therefore, are positioned to challenge students to examine their lives and determine their truths, so that they can incorporate the search for justice and peace into their everyday lives and professional careers, thus positively impacting the communities of which they are a part” (p. 21).

Reference for the quotation: Mann, J. (2020). Mission animation: Christian higher education, the common good, and community engagement. Christian Higher Education, 19(1–2), 7–25. https://doi.org/10.1080/15363759.2019.1689200

Explanation/Commentary

1. Explain searching for “justice and peace” (Mann, 2020, p. 21)

2. Application of searching for justice and peace in students’ individual lives

a. Example Student 1

b. Example Student 2

Conclusion: Conclude the ideas here.

Body Paragraph 2

Topic Sentence: State the main point you will discuss in the paragraph.

Evidence/Examples: Include any research or examples you will use in your essay in your outline. If your material is coming from a source, don’t forget to cite!

Explanation/Commentary

Conclusion

Body Paragraph 2

Topic Sentence: Additionally, a Christian university education is beneficial because it offers students opportunities to study The Bible and strengthen their relationships with God.

Evidence/Examples: Include any research or examples you will use in your essay in your outline. If your material is coming from a source, don’t forget to cite it!

Explanation/Commentary: Explain the main point of this paragraph and how the evidence supports it.

Conclusion: Conclude the ideas here.

Body Paragraph 3

Topic sentence: State the main point you will discuss in the paragraph.

Evidence/Examples: Include any research or examples you will use in your essay in your outline. If your material is coming from a source, don’t forget to cite!

Explanation/Commentary

Conclusion

Body Paragraph 3

Topic sentence: Further, Christian University education is beneficial because it provides students with the necessary skills and knowledge to obtain jobs in their desired careers.

Evidence/Examples: Include any research or examples you will use in your essay in your outline. If your material is coming from a source, don’t forget to cite it!

Explanation/Commentary: Explain the main point of this paragraph and how the evidence supports it.

Conclusion: Conclude ideas here.

Repeat Body Paragraph Sections as Needed

Conclusion

Summary: Provide a brief summary of the overall argument. Remember, readers just read the essay. You do not need a detailed summary.

Connect the main points together: Show readers how all of the main points work together to achieve your overall argument.

Call to action: Often, a conclusion suggests what readers should do next if they have been persuaded by your argument.

Concluding line(s): Provide readers with a satisfying ending. This often refers back to the hook used in the introduction to create a sense of closure for readers.

Conclusion

Summary: Overall, a Christian university education provides significant benefits to students. Not only will students develop the necessary skills and content knowledge to obtain the jobs they desire when they graduate, but students will also develop a deeper connection to God and a stronger sense of personal ethics. A Christian education leads people to continue working on becoming the best possible versions of themselves.

Call to action/ Concluding line(s): A Christian university education would benefit anyone looking for spiritual, personal, and professional development. It will undoubtedly be a positive experience filled with learning, growth, and God.

Drafting: Writing the First Draft

This section includes:

· Drafting an essay using outlines,

· Using research as support

· Incorporating research, and

· Avoiding plagiarism.

Drafting an Essay Using Outlines

If you wrote a detailed outline, including a full thesis statement, full topic sentences, research, examples, and notes on explanations, all you should need to do is turn the work in your outline into complete sentences in paragraph format.

Using Research as Support

When you are looking for research to use within an essay, you will need to think critically about what you need your sources to accomplish. Are you looking for research to provide credible expert support of your ideas, or are you looking for research to offer additional or alternative ideas? You will also need to determine whether you should quote your sources (i.e., use the author’s/authors’ exact words inside quotation marks) or paraphrase your sources (i.e., state the ideas found within your sources using only your own words and with your own sentence structures).

Incorporating Sources and Avoiding Plagiarism

Incorporating sources into essays involves more than simply dropping a quotation or idea from a source into a paragraph. You will need to determine whether you are going to quote or paraphrase your source, and you will need to integrate source material with signal phrases. You will also need to cite appropriately and ensure you avoid plagiarism, a very serious academic offense.

Plagiarism

Plagiarism occurs when a person’s thoughts, ideas, and/or words are used by another person without giving credit to the original author/owner of the ideas. The best way to avoid plagiarism is to make sure you use citations any time you use ideas or words from a source. There are three ways to cite material that you use: summarizing, paraphrasing, and quoting.

Figure 5.4

Summarizing, Paraphrasing, and Quoting Venn Diagram

A graphic of three overlapping circles with text in them. The circle at the top is labeled Quoting and says: using the exact words found in a source; using quotation marks to begin and end the quotation; used only when exact wording is needed for clarity, impact, or assignment requirements. The circle on the right is labeled Summarizing and says: describing the main ideas of a passage or source in your own words; describing general content in a source (including text and images); used to highlight the most important ideas within a source. The circle on the left is labeled Paraphrasing and says: Stating the ideas of an author in your own words; using your own sentence structure; does not change the meaning of the original source.

Summarizing

Summarizing is when a writer describes the main ideas of a passage or text. Even if you are simply providing a general description of the contents of a text, you must cite it.

Paraphrasing

Paraphrasing is restating the ideas of an author in your own words and with your own sentence structure. Paraphrasing is not using the thesaurus to replace multiple words within a quotation, and it is not changing the order of an author’s sentence. Instead, paraphrasing requires writers to find a completely new way to express the original author’s idea. If you find that you need the particular phrasing used in the source, one of two things might be occurring: 1) you may not fully understand the quotation, and you might need to look up confusing words, or 2) you may want to quote the passage instead. Any time you paraphrase, you must cite the source.

Review paraphrasing section of the ” How to Cite Properly ” resource for more information and tips.

Quoting

Quoting entails using the exact words of an author within quotation marks. While you will often be asked to paraphrase to align with style requirements and to be sure you fully understand what an author is saying, you will sometimes need to use an author’s exact words to be sure that the meaning is clear. Any time you quote, you must cite.

Using Signal Phrases When Integrating Research Into an Essay

Signal phrases introduce the words or ideas of other authors to ensure readers immediately recognize that you are summarizing, paraphrasing, or quoting. Often, signal phrases involve part or all of a citation as well. Consult the appropriate style manual or GCU resources for the specific citation requirements of the citation style you are asked to use.

Go to the ” Academic Integrity ” page on the Student Success Center to review the “How to Cite Properly” and the “GCU Plagiarism Prevention Tutorial.”

Signal Phrase Examples

Signal phrases commonly involve phrases such as:

· According to Smith (2020), a Christian university education is beneficial in all aspects of students’ lives. (Summary)

· Smith (2020) said, “Students can develop content knowledge and acquire abilities to utilize tools required for their careers while growing closer to God at the same time” (p. 35). (Quote)

· Smith (2020) explained that students attending Christian universities can both deepen their spiritual connections with Jesus and learn important skills to be successful professionals. (Paraphrase)

· A highly respected professor explained, (Additional example)

· A professor from Grand Canyon University described, (Additional example)

· The author of the article “Evaluating Sources” wrote, (Additional example)

Now You Try It

Practice quoting, citing, paraphrasing, and citing with the following quotation:

“Christian institutions of all types integrate faith, learning, and living in a way that holistically develops students while simultaneously working toward the common good.”

—————————————-

This quotation appears on page 8 of the article “Mission Animation: Christian Higher Education, the Common Good, and Community Engagement” written by Jessica Mann in 2020.

· Write a sentence using this quotation with a signal phrase and a citation. Then, paraphrase this quotation, and cite the paraphrase to practice using quotations, paraphrases, citations, and signal phrases for upcoming writing assignments.

Revising

Revising Content

When you have a complete draft, read it to be sure you included all the necessary material to meet your assignment requirements. Make sure your draft contains all the necessary information for a clear and well-supported argument.

Revising Content Checklist

Use this checklist to help make final revisions to your essay:

· Are the introduction, body, and conclusion clearly defined?

· Will the introduction engage the intended audience and provide sufficient background?

· Is there a thesis statement that makes the main idea and/or overall argument of the essay clear?

· Do all of the topic sentences in the body of your essay relate back to your thesis? (The first sentence of your paragraph will typically state the claim of the paragraph. Then you should add support and an explanation for each claim or point you are making.)

· Does every paragraph address the subject matter of the thesis in a meaningful way?

· Does your essay show that it was written for the intended audience?

· Is there credible support, examples, and detail to make your points clearly?

· Is the research integrated properly with signal phrases and citations?

· Is more research needed to support your ideas?

· Have all requirements of the assignment been met?

Editing and Presenting

This section includes:

· Eliminating errors,

· Using the correct style and tone,

· Formatting and style,

· Formatting resources, and

· Editing and style checklist.

Editing to Eliminate Errors and Use Appropriate Style and Tone

Editing differs from revising the content in that you will look for errors in word choice, sentence structure, mechanics, and formatting style. It is always best to read essays out loud when editing. Writers benefit from both seeing and hearing material. You will often hear a mistake you do not see or see a mistake you do not hear.

When editing, a writer should focus on the following elements:

· Grammar/Voice

· Sentence fragments (see Grammar Skills Development in the Writing Center)

· Run-on sentences

· Verb tense

· First-, second-, and third-person language

· Tone – Are you using formal voice and appropriate academic language?

· Mechanics (see Grammar Skills Development in the Writing Center)

· Punctuation marks

· Capitalization

· Spacing

· Spelling

· Formatting (e.g., APA, MLA, Turabian, etc.)

· Paper formatting and layout – Are all of the required formatting elements met?

· In-text citations – Do you have in-text citations that have a corresponding reference on the reference page for all summarized, paraphrased, and quoted materials?

· Reference or Works Cited page

· Plagiarism – Did you attribute all ideas to the original author?

Style and Tone

In college writing, you will usually be asked to use a formal, academic voice and style. Formal voice means that you want to use detailed, objective language to communicate ideas in a credible and professional way. The point of view can be first, second, or third person. Typically, you will use third person point of view for this type of writing.

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

Point of view is the mode of narration determined by the genre, audience, and purpose of the essay.

First Person

First person is typically used when writing a personal narrative or reflection. When in doubt, always check the assignment instructions and with your instructor.

Second Person

The writer directly addresses his or her audience. Typically, you should avoid second person in academic writing.

Third Person

The writer is neutral. This is the point of view appropriate for most academic writing. If you find you write using first or second person, change your work to third person when you edit.

Table 5.10

First, Second, and Third Person Pronouns

1st, 2nd, and 3rd Person Pronouns

Singular

Plural

First Person

I, me, my, mine, myself

We, us, our, ours, ourselves

Second Person

You, your, yours, yourself

You, your, yours, yourselves

Third Person

She, he, her, him, his, hers, herself, himself, anyone, anybody, everyone, everybody, etc.

They, them, their, theirs, themselves

Table 5.11

Dos and Don’ts for Writing in a Formal Voice

Academic Language/Voice Dos and Don’ts

Don’t

· Be specific and clear.

· Replace contractions with full words (e.g., “it is” instead of “it’s”).

· Use signal phrases.

· Use third person instead of pronouns; replace with more specific nouns whenever possible (e.g. instead of “they” use “students”, “professors”, “nurses”, etc.).

· Answer readers’ questions instead of asking questions. Remember, you are the writer.

· Use words you know while maintaining a professional voice.

· Qualify to avoid overgeneralizing.

· State ideas clearly and concisely. If you feel you need extra words to meet a length requirement, broaden your scope.

· Avoid vague language.

· Avoid contractions.

· Avoid starting sentences with quotation marks.

· Avoid first person (I, my, we, us) unless you are providing a personal example.

· Avoid asking questions in the body of the essay.

· Avoid using words you do not know. Using a thesaurus can be detrimental if you do not know the actual meanings of words you use.

· Avoid sweeping generalizations.

· Avoid unnecessary repetition or adding extra words to make essays longer.

Now You Try It

Find a DQ post or writing assignment you have worked on so far this semester. Analyze the language you used and think about whether you could have made any changes to elevate the academic voice in the piece. Rewrite the post and practice using third-person and precise language. (Please note, this is just a practice exercise for you. Do not actually edit the post in the class discussion forum or resubmit the assignment. This is just for reflection and growth.)

Citation Styles

Citation styles are standardized ways to format academic writing. The guidelines for each citation style specify how citations must be formatted, the information required for each citation, as well as various other formatting protocols for a piece of academic writing such as punctuation, paragraph structure, and title pages. Various academic disciplines require the use of a specific citation style. The three most common citation styles used at GCU are APA, MLA, and Turabian (see Table 5.12). Different disciplines use a specific citation styles so that members of that academic community have a shared structure for organizing and reading the scholarship in that field.

The required citation style may differ depending on the academic discipline, or the purpose of the assignment. Always check the assignment instructions and with your instructor to make sure you use the correct formatting style.

Table 5.12

Common Citation Styles

APA

MLA

Turabian

This style created by the American Psychological Association is often associated with social sciences. APA is the most commonly used style at GCU. In fact, most classes at GCU require APA style for writing assignments. APA includes a title page, section headings, and both in-text citations and references for all sources. Please consult the APA Style Manual and resources provided by your instructor or the Writing Center for additional information regarding APA style.

This style created by the Modern Language Association is most commonly used for writing in liberal arts and humanities. MLA is used in some literature classes and occasionally in other classes in the humanities at GCU. This is also the style many students learn in high school. MLA does not include a title page, and section headings are optional but not required. Instead, a specific heading is required on the first page, and in-text citations and a Works Cited page are required for sources.

This style is used in some graduate History and most College of Theology courses at GCU. There are two different options for Turabian Style: an author-date system that resembles APA Style with in-text citations and references, and a notes-bibliography system that includes numbered footnotes for sources on each page. GCU courses primarily use the notes-bibliography option. If you are asked to use Turabian Style, please confirm with your instructor that this is the expectation. Once confirmed, consult the Turabian Manual to ensure you meet all requirements.

An image of a person’s hands resting on the keyboard of an open laptop. Writing on top of the image says: Do not use citation makers if you want your citations to be accurate. Cite your sources.

Citation makers, including the ones available in the library databases, almost always include significant errors that will minimize the accuracy of your citations. For example, citation makers often use capitalization incorrectly, mistake first names for last names, assume no publication year is available when a publication year is available, and forget to include a digital object identifier (doi). They are also never in the appropriate font, and they do not include a hanging indentation. You are always better off making your own citations that follow the citation style required for your assignments.

Formatting Resources

Style Guides and Templates

GCU Citing Sources Guide

Editing and Style Checklist

· Are the tone and voice formal enough for an academic essay?

· Are all sources credible?

· Has all quoted, paraphrased, and summarized material been cited with in-text citations and a corresponding reference?

· Is the grammar and punctuation correct? (If you need help with grammar or punctuation, please use the Grammar Boosters in the Writing Center.)

· Have you spell checked the essay? (Remember that spell check will not correct incorrectly used words.)

· Is the title capitalized correctly?

· Are the margins, fonts, spacing, headings, and other requirements correct?

GCU WRITING RESOURCES

Student Success Center

The most used online resource for a GCU student is the Student Success Center . Here you will gain access to tutorials, writing templates, style guides, college-specific documents, plagiarism prevention methods, and university policies and handbooks.

· Student Quick Access contains links to the most frequently used student services.

· The Writing Center includes tools to help you complete written course assignments, familiarize yourself with specific writing guidelines and requirements, and improve overall writing skills.

· The Writing Process takes you step-by-step through the writing process.

· Grammar Skills Development tests and helps you to improve your knowledge of proper grammar.

· GCU Library is where research for nearly all your assignments should begin.

· GCU Library Tutorials offers instructions on how to use the library and access its many databases and resources.

· Academic & Career Excellence (for on-campus students) provides resources designed to help you maximize your skills with studying, time management, resume writing, career exploration, research, internship preparation, graduate school research, and networking.

· Tutoring & Career Services (for online students) provides links to available services for online students.

LopesWrite

Also available on the Student Success Center is information on LopesWrite . LopesWrite is NOT a plagiarism detector. LopesWrite detects similarities between a submission and other written sources. Sometimes, this means plagiarism occurred. Other times, similarities occur because people used the same research. Always check your LopesWrite report to see what is highlighted as being similar to another source to be sure that you do not plagiarize accidentally. Please be aware that it is possible your instructor will detect similarities beyond those LopesWrite highlights. Please make sure you are careful to avoid using the words or ideas of others without citations.

Other Resources

Google Scholar

ProQuest

STUDENT SUCCESS STORIES

A photo of Juan Juarez in his graduation gown.

Juan Juarez

By Michael Ferraresi

GCU Today

Even though he grew up in west Phoenix and went to grade school just blocks from GCU, Juan Juarez said he wanted to leave Arizona for college. He was ready for something new, and he had the grades to get into some top schools in other states.

“It was really God who sent me here,” said Juarez, 21, a digital film and communications major who graduated with summa cum laude honors. “I was very happy with the University and the opportunities it gave me.”

That included the chance to graduate, Juarez said, with no debt, which he’s particularly proud of as the first in his family to graduate from college. The out-of-state schools would have meant higher tuition. Deciding on GCU also gave him the ability to earn valuable work experience.

Juarez, who graduated with a 3.95 GPA, had internships with CNN in Washington and NBC News in New York, working on video stories and online packages geared toward Latino audiences. Over the summer, he wrote an online article to accompany a jarring NBC News package titled, “Inside La Gran Familia Group Home – Mexico’s ‘House of Horrors.’” The article detailed accusations of rampant abuse and child neglect.

Juarez said it was gratifying hearing feedback about such a unique international watchdog story and seeing it pop up on Google alerts. The internships whetted his appetite to become a professional TV journalist.

“My goal is to be working for a news organization and covering stories, traveling different places in the U.S. and globally,” he said.

Studying in both the digital film production and communications programs provided Juarez with a range of skills, from technical editing and production skills needed to work at a news organization to the essentials of interviewing and storytelling. Juan has gone on to earn an Emmy Award for his outstanding reporting and news stories.

Two women standing together smiling Description automatically generated

GCU students Kyla Hansen (left) and Jen Gutierrez wrote a grant that landed $70,000 to assist Glendale Union High School District students.

Kyla Hansen and Jen Gutierrez

By Mike Kilen

GCU Today

After Glendale Union High School District was denied grant money to pay for vital college entrance exams for its students, two Grand Canyon University students stepped in to help.

Kyla Hansen and Jen Gutierrez are professional writing students, but they had no real-world experience at grant writing before they were approached by College of Humanities and Social Sciences professor Dr. Thomas Skeen, who helped pair the students with the school district to try again.

Over the summer, Hansen and Gutierrez read books on grant writing, conducted online research on templates, and researched the needs of the school district.

They met weekly with Dr. Skeen and Kim Mesquita, Administrator of Community Relations for the school district.

The students’ proposal hit hard.

“After encouraging students to set their standards high and instilling a sky’s-the-limit mindset in them, GUHSD would be doing them a disservice by letting any one of them pass up a potentially life-changing opportunity simply because of a lack of room in their budget,” they wrote.

Students who don’t take the ACT exam are a disadvantage, they continued, “as it is now a requirement at many colleges in order to even be considered for admission.”

They concluded by writing that the “long-term impact of this program will be felt for generations to come” in the community because a college-educated population is a way to a more prosperous one.

The grant proposal was successful, and the district was granted $70,000 for test fees and preparation classes.

Though Hansen wants to work as a copy editor at magazines and Gutierrez is exploring a career in technical writing after a December graduation, they realized the power of grant writing to do good in the community.

KEY TERMS

Active Inquiry: Involves asking yourself questions about a topic and then researching to help find answers to your questions.

Genre: A type of writing. Types of writing include argumentative, expository, descriptive, and narrative.

Hook: The first line or lines of the introductory paragraph that engages the reader, making them want to continue reading the essay.

Persuasion: The act of convincing others to believe or agree with a particular perspective on a topic or issue.

Scope: The depth of a topic to be covered.

REFERENCES

Banwart, M. (2020). Communication studies: Effective communication leads to effective leadership. New Directions for Student Leadership, 165, 87–97.

Cicco, G. (2019). Effective communication in online courses: A self-assessment guide for instructors . I-Manager’s Journal of Educational Technology, ( 16)3, 1–6. http://doi.org/10.26634/jet.16.3.16499

Codina-Espurz, V., & Salazar-Campillo, P. (2019). Openings and closing in emails by CLIL students: A pedagogical proposal. English Language Teaching, ( 12)2, 57–67. https://doi.org/10.5539/elt.v12n2p57

Florescu, M. H., & Pop-Pacurar, I. (2016). Is the fear of “being wrong” a barrier for effective communication between students and professors? A survey study at Babes-Bolyai University Romania. Acta Didactica Napocensia, ( 9)2, 47–66.

Goodreads. (n.d.). James A. Michener > quotes. https://www.goodreads.com/author/quotes/7995.James_A_Michener

Lim, J., Covrig, D., Freed, S., De Oliveira, B., Ongo, M., & Newman, I. (2019). Strategies to assist distance doctoral students in completing their dissertations. International Review of Research in Open and Distributed Learning, ( 20)5, 192–210.

SEEKS PURPOSE Chapter 2

Image of GCU slogan Find Your Purpose.

Finding that “why,” your purpose, is what brought you to Grand Canyon University (GCU). All of us seek to find meaningful ways to develop our understanding of the world and to find our purpose within it. Higher education offers a safe and supportive environment in which you are able to engage in self-discovery while making the most of opportunities for personal and professional enrichment.

An image of four students sitting around a table covered in textbooks and notebooks as they study together.

What makes higher education and the academic community, in particular, so gratifying is the sense of belonging that being a member of the community offers. The members of an academic community come together to support one another and create a shared vision for learning in which students receive guidance and support through their academic journey. The programs and services that the University offer are designed to ensure your success; in other words, the academic system has been developed to support you. This is, after all, the purpose of higher education—to develop the skills that will enable you to achieve personal and professional goals.

Finally, there is a GCU faith statement that says, “God has a purpose for our lives, and He prepares and calls us to that purpose.” This means that we each have a destiny that we are privileged to pursue in our quest to honor God both internally (in personal character) and externally (in service that we provide to others).

illustration of the GCU mascot Thunder wearing glasses and typing on a laptop.

Did You Know?

GCU offers weekly chapel services for all students. Students can attend virtually or in person on campus.

… REPRESENTS THE DIVERSITY OF GOD’S KINGDOM

Diversity not only enriches the educational endeavor, but also critical to it. GCU welcomes students from all walks of life and is committed to inclusiveness and respect for all. The diversity of our community is a source of excellence, enrichment, and strength.

GCU’s diversity encompasses multiple dimensions, including age, disability, national origin, race, color, religion, gender, veteran status, and more. GCU values diversity because it values every student entrusted to its care.

A photo of a group of diverse young people laying on the ground, shoulder to shoulder, in a circle.

“For as in one body we have many members, and not all the members have the same function, so we, who are many, are one body in Christ, and individually we are members of another.” —Romans 12:4–5 (New Revised Standard Version)

… STRIVES FOR SUCCESS

As you begin your journey as a college student, you are likely feeling excited, anxious, and possibly fearful. It is normal to wonder if you can complete your schoolwork, balance college with your current responsibilities, and do it all successfully. We are dedicated to helping our students change their lives for the better through education.Whether you are a recent high school graduate attending classes on the traditional campus or an adult learner attending classes online, these emotions are the same and so are the strategies you can use to ease into your educational program.

Starting college with a solid plan will help you to build confidence that you can be a successful college student and still maintain a life outside of the classroom. Self-awareness, creation of an action plan, and navigation of academic resources are necessary for college success, regardless of your age or the modality in which you attend classes.

No matter the type of learning environment you choose to complete your college education, the experience will be what you make of it. The best choice to make when choosing a learning platform is to find one that complements your lifestyle, optimizes your learning, and allows you to achieve the dream of completing a college education. Obtaining a college education will help you to reach your personal and professional goals and find your purpose.

… EMBODIES THE UNIVERSITY’S MISSION CRITICAL COMPETENCIES

In Chapter 1, the GCU Mission Statement was introduced. A mission statement is the summary of an organization’s purpose and goals. GCU prides itself on the quality of the programs it offers to students in each of the colleges. GCU continues to develop thoughtful curriculum built on defined learning outcomes and competencies tied directly to our Mission Statement.

GCU Mission Statement

GCU is a missional, Christ-centered university with an innovative and adaptive spirit that addresses the world’s deep needs by cultivating compassionate Christian community, empowering free and virtuous action, and serving others in ways that promote human flourishing.

Through academic excellence, the university equips students with knowledge of the Christian worldview, instilling in them a sense of purpose and vocational calling that enables them to be innovative thinkers, effective communicators, global contributors, and transformative leaders who change their communities by placing the interests of others before their own.

Competencies are the knowledge, skills, and abilities determined to be critical for success both in education and employment. At GCU, learning experiences are intentionally structured around the competencies necessary for students and later career professionals to be successful. In your educational journey, you will often hear about competencies at the course, program, and University level. Mastering competencies prepares you for success.

GCU’s Mission Critical (MC) Competencies represent the overarching learning outcomes that every GCU student should demonstrate by graduation. They define the GCU experience and help to prepare you for personal and professional success. Regardless of academic level, GCU is committed to ensuring that our graduates demonstrate and master competence in these foundational outcomes.

GCU’s Mission Critical (MC) Competencies

MC1: Effective Communication – Graduates of Grand Canyon University will be able to construct rhetorically effective communications, appropriate to diverse audiences, purposes, and occasions.

MC2: Critical Thinking – Graduates of Grand Canyon University will be able to use various analytic and problem-solving skills to examine, evaluate, and/or challenge ideas and arguments.

MC3: Christian Worldview – Graduates of Grand Canyon University will be able to express aspects of the Christian worldview that affect human value and dignity, ethical decision-making, academic disciplines, and vocation.

MC4: Leadership – Graduates of Grand Canyon University will be able to recognize and apply ethical, moral, and values-based leadership; collaborate respectfully with all individuals; and encourage others to achieve their goals.

MC5: Global Awareness, Perspectives, and Ethics – Graduates of Grand Canyon University will be able to demonstrate awareness of and appreciation and empathy for differences in arts and culture, values, experiences, historical perspectives, and other aspects of life.

· Communication: Effective communication skills are fundamental to your success, whether in school, your career, or personal relationships. Regardless of the setting you are in—be it personal or group, internal or external—effective communication skills play a large part in determining your level of success. Communication skills guide you to understand others and have them understand you in turn.

Something to Think About

We talk, text, chat, and engage with others often. How do you vary your communication style to match the communication setting? Why is that important?

· Critical Thinking: The practice of critical thinking is not about finding fault (criticizing) or critiquing (judging) an idea but, rather, considering and understanding the assumptions that make the thought valid or not and developing your own clear and relevant thoughts.

Something to Think About

Social media exposes us to lots of different, and often opposing, ideas. How do you decide which ideas are valid?

· Christian Heritage: The curriculum provides a framework within which you can examine your own worldview. The goal is not to mandate an exact set of values for you but, rather, to challenge you to consider your own present values and assess your beliefs and behaviors based on those values.

Something to Think About

How is your worldview part of your daily actions?

· Leadership: A responsible leader is grounded in the reality of the world, accepts the consequences of choice, and strives unselfishly to help others meet their highest potential. In essence, a responsible leader seeks to be an effective communicator, a critical thinker, and a global citizen.

Something to Think About

Reflect on someone you see as a “good leader”—a club, group, work, family, or government. What qualities does this person or institution have?

· Global Citizenship: Being a global citizen means you show empathy, recognize diversity, and defend the reality that people are different with different perspectives on history, religion, value-systems, and many other aspects of life and living.

Something to Think About

Being a global citizen does not mean being a global traveler. Reflect on your experience with school, work, and friends. What have you learned from those who are different from you?

… WILL EXPERIENCE GENERAL EDUCATION KNOWLEDGE AND SKILLS AS A FOUNDATION FOR ALL PROGRAMS AND PROFESSIONS

As you start your educational journey, you take an array of foundational knowledge courses that promote expanded knowledge, insight, and the outcomes identified as GCU General Education Competencies. The knowledge and skills you acquire through these courses serve as a foundation for successful careers and lifelong journeys of growing understanding and wisdom.

General education coursework prepares graduates to think critically, communicate clearly, live responsibly in a diverse world, and thoughtfully integrate their faith and ethical convictions into all dimensions of life. The General Education (GED) Competencies, essential to an effective and satisfying life, introduce and reinforce the Mission Critical Competencies and form the foundation of all GCU degrees.

University Foundations

University Foundation knowledge is critical for success throughout your academic journey and post-graduation. The skills gained from your introductory coursework will provide a foundation for self-leadership and self-management, resource exploration, opportunities for engaging in the GCU community relative to your program of study, and methods for establishing other general education success skills.

Every student at GCU takes an introductory university foundations course such as this one. This introductory course is designed to prepare students for the rigors of university-level academics and expectations and serves as a foundation for each student’s program of study. Giving 100 percent effort in this course ensures students build a solid foundation on which to build a successful academic career.

Effective Communication

Communication is used in everyday life in a variety of ways. Yet, sometimes messages do not always have the intended effect. Communication is an essential part of navigating situations that require any level of interaction. Developing effective communication skills is a life-skill with great rewards and a defining aptitude that helps achieve goals. In Chapter 5, we will explore what defines effective communication, why it is so important in our lives, and how we can apply this knowledge so that communication is more effective.

Critical Thinking

The practice of critical thinking is not about finding fault (criticizing) or critiquing (judging) an idea but, rather, considering and understanding the assumptions that make the thought valid or not, and developing our own clear and relevant thoughts.

As you engage in acquiring knowledge through your coursework, you are continually exposed to facts, application of those facts, interpretation of those facts, and in some cases, ideas that have little, if any, evidence to support them. If you are to truly benefit from your education, become higher level thinkers, and go on to make significant contributions to society, it is imperative that you learn how to analyze the various factors supporting the thoughts that you are presented with and to be mindful of the assumptions that you hold on a given topic.

Global Awareness, Perspective, and Ethics

Being a global citizen means you show empathy, recognize diversity, and defend the reality that people are different with different perspectives on history, religion, value-systems, and many other aspects of life and living.

GCU desires our graduates to be responsible citizens who strive in their personal and professional lives to be instruments and advocates of peace and justice. GCU continues to prepare students who will not only make outstanding professionals earning a good living but also citizens who understand what it takes to make a good life.

Christian Worldview

A values-based curriculum grounded in Christian theology begins with the idea that students are created in the image of God and emphasizes a Christian worldview that teaches, reinforces, and causes students to contemplate certain foundational values that Christian ideology contends lead to a good life.

The curriculum provides a framework within which you can examine your own worldview. The goal is not to mandate an exact set of values for you, but rather to challenge you to consider your own present values and assess your beliefs and behaviors based on those values.

SUMMARY

Beyond the obvious results of attaining an education or finding a better job, there are countless benefits and skills a college student gains simply from going through the process of earning a college degree. Organization, prioritizing, persistence, critical-thinking skills, and communication skills will be tested while in school, and you will find these skills to be beneficial in all aspects of your life during and beyond your college experience. Earning a college degree is not just about learning the content in your chosen field of study, but it is also about the skills you will learn, develop, and enhance as you progress through the process. Success is finding your purpose.

STUDENT SUCCESS STORIES

Image of the GCU logo

Grant Goodman

In the summer of 2018, alum Grant Goodman dedicated his time to serving the people of Honduras by interning with an inspirational organization, Sonlight Solar. Sonlight Solar is a Christian-based company that works to provide electricity to countries in need. During his time at Sonlight, Goodman had the opportunity to lead the installation of three solar panel array systems for three schools in the remote village of Juticalpa. “It was fun to oversee the people that came from the United States, but also the local Hondurans that join in our efforts,” Goodman recounted. “Dozens of the people from the local area wanted to help in whatever way they could. They helped us mix concrete or held the poles that would sustain the solar panels. We were not just there to serve the people of Juticalpa but also to work alongside them to improve their community.” During his internship, Goodman was excited to see how the engineering concepts he learned in his courses at GCU aided him in solving real-world problems. “GCU challenged me in my abilities—physics, basic circuit knowledge, and schematics—but also in my critical-thinking skills in addressing a practical situation. It was fulfilling to see how God had equipped me in my program to meet the needs of a community,” Goodman said. While they were installing the solar panels, one of Goodman’s Honduran teammates told him, “‘The people of Honduras do not need you to feel sorry for them, but to share the love of Christ to them.’ At the end of the day, I realized that I was a servant to God. I was there to meet some of the people’s physical needs, but also their spiritual needs by sharing the Gospel. And to this day, that is the goal of my career.”

Goodman graduated with a Bachelor of Science in Mechanical Engineering in 2020. After graduation he took a job as a field technician at Advanced GPR.

An image of Dr. Trish Galbreath-Varner holding her diploma.

Dr. Trish Galbreath-Varner

By Ashlee Larrison

GCU News Bureau

Yes, history has a tendency to repeat itself. Beverly Galbreath saw it firsthand in her family after noticing a pattern that spanned three generations.

Her mother was young when she started a family and was unable to attend college because she worked multiple jobs to provide for her five children. Galbreath herself was a young mother who didn’t receive her GED until later in life because she was busy raising her children alongside her husband in a marriage that now spans 44 years.

When her only daughter, Dr. Trish Galbreath-Varner, found herself in a similar situation—a young mother questioning her ability to take on higher education—Galbreath was determined to make sure that this time it would be different.

“Neither my mother or my grandmother had the same opportunities as I do,” Galbreath-Varner said. “She really wanted something different for me. She always told me that she never wanted me to depend on anyone else, she wanted me to be college educated so that I could make decisions for my own.”

Galbreath-Varner fulfilled her mother’s dream when she graduated with her bachelor’s degree in Business Administration from Central Washington University in 2005, but she didn’t stop there.

In 2011, she graduated with her MBA from Kennesaw State University, shortly before beginning her Ph.D. journey at Grand Canyon University in 2012. Eight years and multiple obstacles later, Galbreath-Varner became Dr. Galbreath-Varner in May 2020. It was just as much of a victory for Beverly Galbreath.

“No matter what it took, she made sure she was there for me, supporting me through all of my college journey,” Galbreath-Varner said.

Her mother would care for her kids when Galbreath-Varner needed to work on coursework, sometimes even into the evenings to allow her to take classes on campus. There were times when she would assist with finances when her daughter needed help. Galbreath did whatever it took to make sure her daughter reached her academic dream.

“As much as every degree I’ve obtained is mine, I believe it’s hers, too,” Galbreath-Varner said. “She worked so hard to get me to that point. I am so in awe of her because it was such a selfless act to dedicate pretty much her whole life to ensuring her children are successful.”

And successful she is.

She is the owner and CEO of VFG Finance as well as the founder of A Thousand Generations Inc., a nonprofit that seeks to increase representation of marginalized people in critical organizations. She is also the mother of four, the oldest of whom are also currently working on pursuing higher education themselves.

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