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

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dc.contributor.author Baer, Andrea
dc.date.accessioned 2014-06-30T16:59:20Z
dc.date.available 2014-06-30T16:59:20Z
dc.date.issued 2014-06
dc.identifier.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. en_US
dc.identifier.uri http://ejournals.library.ualberta.ca/index.php/EBLIP/article/view/21324/16570 en_US
dc.identifier.uri http://hdl.handle.net/2022/18463
dc.description.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. en_US
dc.language.iso en_US en_US
dc.publisher Evidence Based Library and Information Practice en_US
dc.rights Creative Commons-Attribution-Noncommercial-Share Alike License 2.5 Canada en_US
dc.subject information literacy en_US
dc.subject teaching en_US
dc.subject composition studies en_US
dc.subject student research behaviors en_US
dc.title Why Do I Have to Write That?: Compositionists Identify Disconnects between Student and Instructor Conceptions of Research Writing that Can Inform Teaching en_US
dc.title.alternative 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. en_US
dc.type Article en_US
dc.altmetrics.display true en_US


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