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Research writing: The dynamic intera...

Megna, Mary Cease.

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Research writing: The dynamic interaction between reader, writer, and text.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Research writing: The dynamic interaction between reader, writer, and text./
作者:	Megna, Mary Cease.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
面頁冊數:	210 p.
附註:	Source: Dissertations Abstracts International, Volume: 54-08, Section: A.
Contained By:	Dissertations Abstracts International54-08A.
標題:	Curricula. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9239071

Research writing: The dynamic interaction between reader, writer, and text.
Megna, Mary Cease.

Research writing: The dynamic interaction between reader, writer, and text. - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 210 p.

Source: Dissertations Abstracts International, Volume: 54-08, Section: A.

Thesis (Ph.D.)--University of South Carolina, 1992.

This item must not be sold to any third party vendors.

Through a student survey of one-hundred (100) second semester college freshman English students using a Likert Scale to identify student attitudes and written student responses, this dissertation identifies the attitudes of college freshman English students towards research writing. The data determines that there are six (6) significant patterns of behavior which can be identified from this study. First, students decide on their topic prior to beginning their research and rarely change topics after beginning to read source texts. Second, students prefer to select their own research topics and consistently do so when given the opportunity. Third, students do not explore a variety of topics before committing themselves to one, and they do not engage in dialogue with others about the topics they do select. From these first three patterns of behavior, we can see that the invention strategies students employ in selecting a topic are extremely limited. Thus, students have a very limited view of invention as it relates to research writing. Fifth, students do not feel that their research papers have original ideas, and they do perceive that they use quotations heavily. Finally, the study shows that students rarely follow standard research procedures such as note cards, outlines, or a preliminary thesis. Thus, these patterns of behavior indicate that for the most part students in this study fail to see the inventive or creative element in research writing. Further, because the students in this study rejected traditional research methods, we can conclude that these methods may not longer be viable for students in light of what we now know about the nature of the composing process.Subjects--Topical Terms:

3422445
Curricula.

Research writing: The dynamic interaction between reader, writer, and text.
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520 $a Through a student survey of one-hundred (100) second semester college freshman English students using a Likert Scale to identify student attitudes and written student responses, this dissertation identifies the attitudes of college freshman English students towards research writing. The data determines that there are six (6) significant patterns of behavior which can be identified from this study. First, students decide on their topic prior to beginning their research and rarely change topics after beginning to read source texts. Second, students prefer to select their own research topics and consistently do so when given the opportunity. Third, students do not explore a variety of topics before committing themselves to one, and they do not engage in dialogue with others about the topics they do select. From these first three patterns of behavior, we can see that the invention strategies students employ in selecting a topic are extremely limited. Thus, students have a very limited view of invention as it relates to research writing. Fifth, students do not feel that their research papers have original ideas, and they do perceive that they use quotations heavily. Finally, the study shows that students rarely follow standard research procedures such as note cards, outlines, or a preliminary thesis. Thus, these patterns of behavior indicate that for the most part students in this study fail to see the inventive or creative element in research writing. Further, because the students in this study rejected traditional research methods, we can conclude that these methods may not longer be viable for students in light of what we now know about the nature of the composing process.
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