Why Do I Have to Write That?: Compositionists Identify Disconnects between Student and Instructor Conceptions of Research Writing that Can Inform Teaching

Baer, Andrea
Title: A Review of: Schwegler, R. A., and Shamoon, L. K. (1982). The aims and process of the research paper. College English, 44(8), 817-824.
Keywords: information literacy; teaching; composition studies; student research behaviors
URI: https://hdl.handle.net/2022/18463
Date: 2014-06
Publisher: Evidence Based Library and Information Practice
Citation: Baer, A. (2014). Why Do I Have to Write That?: Compositionists Identify Disconnects between Student and Instructor Conceptions of Research Writing that Can Inform Teaching. Evidence Based Library and Information Practice, 9(2), 37–44.
Other version: http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/21324/16570
Rights: Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada
Type: Article

Abstract:

This classic article discusses research-based writing assignments. Schwegler and Shamoon sought to identify differences between college students’ and college instructors’ conceptions of research and research paper assignments, particularly in terms of their purpose and process. The authors also sought to identify common features of academic research writing that could inform writing instruction about research writing.

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