Teaching the Research Paper
Wednesdays — 11 am - 1 pm — Oct. 2, Oct. 23, Oct.30, Nov. 13, Dec. 4, 2013
Room 114 East
Wendy Hayden, Department of English
While some declare that the research paper as a genre is “dead” and/or ineffective, others see the need to reinvigorate and refocus our attention on the genre, making it an opportunity for meaningful engagement with our respective fields of inquiry. Recent academic studies have shown students struggling with the intricacies of finding and using good sources, citing those sources, and coming up with an “original” perspective on the research. This Teaching Scholarship Circle will engage these issues and allow participants to create a cross-disciplinary conversation as well as reinvigorate their research paper assignments.
- October 2nd: The Value of the Research Paper: Why do we assign them? What are our goals? What are the challenges? Is the research paper a dead, useless genre? How can we develop meaningful research paper assignments?
- October 23rd: The Research Question and Process: How can we help students through a process of discovery? What techniques can we use to help students develop workable research questions?
- October 30th: Student Source-Use: How are students incorporating sources in their writing? How can we teach more effective reading practices to lead to more effective source-use? How can we help students to avoid plagiarism? How do we distinguish between intentional and unintentional plagiarism? How can we address plagiarism through pedagogy rather than policing?
- November 13th: Assessment and Transfer: How do we assess research papers? How do we use research papers as course-based or program-based assessments? How are students learning research-based writing in English 120, Library 100, and other lower-level courses? How can we encourage the transfer of these skills in higher-level courses?
- December 4th: Innovative Approaches to Research: The Council on Undergraduate Research defines undergraduate research as “An inquiry or investigation conducted by an undergraduate student that makes an original intellectual or creative contribution to the discipline.” How can we foster such practices at Hunter? How might we incorporate primary research, such as empirical or archival research, into research paper assignments? What are the benefits of primary research?