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Undergraduates writing research pape...

Sutton, Brian Ward.

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Undergraduates writing research papers: Twenty-four case studies. (Volumes I and II).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Undergraduates writing research papers: Twenty-four case studies. (Volumes I and II)./
Author:	Sutton, Brian Ward.
Description:	702 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3831.
Contained By:	Dissertation Abstracts International53-11A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9307868

Undergraduates writing research papers: Twenty-four case studies. (Volumes I and II).
Sutton, Brian Ward.

Undergraduates writing research papers: Twenty-four case studies. (Volumes I and II). - 702 p.

Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3831.

Thesis (Ph.D.)--The Ohio State University, 1992.

This study attempts to determine what students do, mentally, physically, and emotionally, from the time they receive a research-paper assignment until they hand in the finished paper, and why they do it. It is hoped that by focusing on these issues, the study will help teachers determine under what circumstances, if at all, they should require their students to write research papers.Subjects--Topical Terms:

1018115
Education, Language and Literature.

Undergraduates writing research papers: Twenty-four case studies. (Volumes I and II).
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005 20110908142947.5
008 130515s1992 ||||||||||||||||| ||eng d
035 $a (UMI)AAI9307868
035 $a AAI9307868
040 $a UMI $c UMI
100 1 $a Sutton, Brian Ward. $3 1677170
245 1 0 $a Undergraduates writing research papers: Twenty-four case studies. (Volumes I and II).
300 $a 702 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-11, Section: A, page: 3831.
500 $a Adviser: Frank O'Hare.
502 $a Thesis (Ph.D.)--The Ohio State University, 1992.
520 $a This study attempts to determine what students do, mentally, physically, and emotionally, from the time they receive a research-paper assignment until they hand in the finished paper, and why they do it. It is hoped that by focusing on these issues, the study will help teachers determine under what circumstances, if at all, they should require their students to write research papers.
520 $a The study examines the processes of twenty-four undergraduates as they complete research papers. The sample ranges from Basic Writers at an open-door community college to honors students completing senior theses at a somewhat selective university. Data-collection procedures included observing classes, conferences, and library work; examining handouts and students' notes, drafts, and final papers, including teachers' written responses; and over one hundred interviews with students, teachers, and librarians.
520 $a The study demonstrates that institutional priorities sometimes increase the obstacles Basic Writers face; that problems may result when composition classes focus on literature and composition students must write research papers about literature; that using physical evidence of students' writing processes to evaluate research papers may be unwise; that students may interpret suggestions for revisions as orders; and that relatively advanced students may respond negatively when research-paper assignments are not sufficiently challenging.
520 $a The study also demonstrates that focusing composition classes on students and their writing may positively affect students' attitudes toward research-paper assignments; that freeing students to choose research-paper topics that interest them may increase motivation; and that highly advanced undergraduates may define research-writing tasks in ways which more resemble those of writers for academic journals.
520 $a Finally, the study suggests that unintentional plagiarism is widespread in undergraduates' research papers; supports Linda Flower's claim that a key to good reading and writing is to possess a fully-developed sense of the rhetorical situation; partly supports Sandra Stotsky's view that writers ideally find the focus for research-based writing during the search process, through an interaction between writing and thinking; and suggests that the traditional research-paper assignment may not be the best way to help First-Year Composition students acquire research and writing skills.
590 $a School code: 0168.
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Education, General. $3 1019158
690 $a 0279
690 $a 0515
710 2 $a The Ohio State University. $3 718944
773 0 $t Dissertation Abstracts International $g 53-11A.
790 1 0 $a O'Hare, Frank, $e advisor
790 $a 0168
791 $a Ph.D.
792 $a 1992
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9307868