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Author: Johanna Phelps
Publisher: Routledge
ISBN: 1000357678
Category : Language Arts & Disciplines
Languages : en
Pages : 217
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Book Description
This book invites readers to reconsider how writing studies researchers work with Institutional Review Boards (IRBs) on behalf of their communities and argues that engaging with IRBs during the research design process helps practitioners conduct research more quickly and effectively Using empirical data from both writing studies and extra-disciplinary contexts, Dr. Johanna Phelps presents findings from two discipline-wide studies, as well as metadata from two IRBs, to develop a principled engagement framework for writing studies researchers to interact with their communities This engaging and timely exploration of research design will be an important resource for scholars and students of writing studies; rhetoric and composition; technical and professional communication; cultural rhetoric; literacy studies; research design; research methodologies; research ethics; IRBs; justice; and critical theory
Author: Johanna Phelps
Publisher: Routledge
ISBN: 1000357678
Category : Language Arts & Disciplines
Languages : en
Pages : 217
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Book Description
This book invites readers to reconsider how writing studies researchers work with Institutional Review Boards (IRBs) on behalf of their communities and argues that engaging with IRBs during the research design process helps practitioners conduct research more quickly and effectively Using empirical data from both writing studies and extra-disciplinary contexts, Dr. Johanna Phelps presents findings from two discipline-wide studies, as well as metadata from two IRBs, to develop a principled engagement framework for writing studies researchers to interact with their communities This engaging and timely exploration of research design will be an important resource for scholars and students of writing studies; rhetoric and composition; technical and professional communication; cultural rhetoric; literacy studies; research design; research methodologies; research ethics; IRBs; justice; and critical theory
Author: Johanna L Phelps
Publisher: Routledge
ISBN: 9781003082002
Category : Education
Languages : en
Pages : 202
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Book Description
"This book invites readers to reconsider how writing studies researchers work with Institutional Review Boards (IRBs) on behalf of their communities and argues that engaging with IRBs during the research design process helps practitioners conduct research more quickly and effectively. Using empirical data from both writing studies and extra-disciplinary contexts, Dr. Johanna Phelps presents findings from two discipline-wide studies, as well as metadata from two IRBs, to develop a principled engagement framework for writing studies researchers to interact with their communities. Phelps further examines the many facets of conducting research with human participants-from comprehending federal policy updates to pondering specific ethical issues to developing detailed research designs-and explores the confluence of ethics, policy, and methodology in a thoroughgoing philosophical investigation of writing studies as a public good. This engaging and timely exploration of research design will be an important resource for scholars and students of writing studies; rhetoric and composition; technical and professional communication; cultural rhetoric; literacy studies; research design; research methodologies; research ethics; IRBs; justice; and critical theory. Chapter 4 and Interchapter 4 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license "--
Author: Kate Hanzalik
Publisher: Routledge
ISBN: 1000352455
Category : Language Arts & Disciplines
Languages : en
Pages : 78
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Book Description
As the arts become an increasingly popular pedagogical tool in writing studies, Arts-Based Research Methods in Writing Studies offers scholars and educators in the field ways to leverage the arts for their own scholarship through the practice of arts-based research (ABR). Tailored to the needs of writing studies scholars, this concise guide presents ways of exploring and addressing unresolved research questions from the past as well as new, pressing questions that are emerging in light of increasingly fraught and complicated current contexts. It explores motives and methods for taking up ABR, sheds light on the processes of representing research and the ethical imperative of methodological disclosure, and looks critically at the complexities of fully realizing ABR in writing studies while offering some pedagogical applications. Connecting theory to practice, this book also performs ABR through a co-created mixed-media text about the everyday and extraordinary stories woven into the fabric of new American artists’ composing processes. Arts-Based Research Methods in Writing Studies lends itself to insight that is at once personal for writing studies researchers, useful for research communities, and a catalyst for social change beyond institutional walls; as such, it will be an important resource for scholars, educators, and graduate students in writing studies and those interested in multimodal, multilingual, and translingual learning; equitable pedagogies and administrative practices; online writing instruction; transnational literacies; research methods; community-based research; and disability studies in composition.
Author: Lee Nickoson
Publisher: SIU Press
ISBN: 0809331152
Category : Language Arts & Disciplines
Languages : en
Pages : 311
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Book Description
An essential reference for students and scholars exploring the methods and methodologies of writing research. What does it mean to research writing today? What are the practical and theoretical issues researchers face when approaching writing as they do? What are the gains or limitations of applying particular methods, and what might researchers be overlooking? These questions and more are answered by the writing research field’s leading scholars in Writing Studies Research in Practice: Methods and Methodologies. Editors Nickoson and Sheridan gather twenty chapters from leaders in writing research, spanning topics from ethical considerations for researchers, quantitative methods, and activity analysis to interviewing and communitybased and Internet research. While each chapter addresses a different subject, the volume as a whole covers the range of methodologies, technologies, and approaches—both old and new—that writing researchers use, and examines the ways in which contemporary writing research is understood, practiced, and represented. An essential reference for experienced researchers and an invaluable tool to help novices understand research methods and methodologies, Writing Studies Research in Practice includes established methods and knowledge while addressing the contemporary issues, interests, and concerns faced by writing researchers today.
Author: Dominic DelliCarpini
Publisher: Parlor Press LLC
ISBN: 1643171585
Category : Language Arts & Disciplines
Languages : en
Pages : 274
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Book Description
The Naylor Report on Undergraduate Research in Writing Studies combines scholarly research with practical advice for practitioners of undergraduate research in writing studies, including student researchers, mentors, and program administrators. Building upon the 1998 Boyer Commission Report, Reinventing Undergraduate Education, this book provides insight into the growth of undergraduate research over the last twenty years. Contributors demonstrate how undergraduate research serves students and their mentors as well as sponsoring programs, departments, and institutions. The Naylor Report also illustrates how making research central to undergraduate education helps advance the discipline. Organized in two parts, Part I focuses on defining characteristics of undergraduate research in writing studies: mentoring, research methods, contribution to knowledge, and circulation. Part II focuses on critical issues to consider, such as access, curriculum, and institutional support.
Author: Tricia Serviss
Publisher: University Press of Colorado
ISBN: 1607326256
Category : Language Arts & Disciplines
Languages : en
Pages : 289
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Book Description
Points of Departure encourages a return to empirical research about writing, presenting a wealth of transparent, reproducible studies of student sources. The volume shows how to develop methods for coding and characterizing student texts, their choice of source material, and the resources used to teach information literacy. In so doing, the volume advances our understanding of how students actually write. The contributors offer methodologies, techniques, and suggestions for research that move beyond decontextualized guides to grapple with the messiness of research-in-process, as well as design, development, and expansion. Serviss and Jamieson’s model of RAD writing studies research is transcontextual and based on hybridized or mixed methods. Among these methods are citation context analysis, research-aloud protocols, textual and genre analysis, surveys, interviews, and focus groups, with an emphasis on process and knowledge as contingent. Chapters report on research projects at different stages and across institution types—from pilot to multi-site, from community college to research university—focusing on the methods and artifacts employed. A rich mosaic of research about research, Points of Departure advances knowledge about student writing and serves as a guide for both new and experienced researchers in writing studies. Contributors: Crystal Benedicks, Katt Blackwell-Starnes, Lee-Ann Kastman Breuch, Kristi Murray Costello, Anne Diekema, Rebecca Moore Howard, Sandra Jamieson, Elizabeth Kleinfeld, Brian N. Larson, Karen J. Lunsford, M. Whitney Olsen, Tricia Serviss, Janice R. Walker
Author: Elizabeth Wardle
Publisher: Macmillan Higher Education
ISBN: 1457664984
Category : Language Arts & Disciplines
Languages : en
Pages : 852
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Book Description
Based on Wardle and Downs’ research, the first edition of Writing about Writing marked a milestone in the field of composition. By showing students how to draw on what they know in order to contribute to ongoing conversations about writing and literacy, it helped them transfer their writing-related skills from first-year composition to other courses and contexts. Now used by tens of thousands of students, Writing about Writing presents accessible writing studies research by authors such as Mike Rose, Deborah Brandt, John Swales, and Nancy Sommers, together with popular texts by authors such as Malcolm X and Anne Lamott, and texts from student writers. Throughout the book, friendly explanations and scaffolded activities and questions help students connect to readings and develop knowledge about writing that they can use at work, in their everyday lives, and in college. The new edition builds on this success and refines the approach to make it even more teachable. The second edition includes more help for understanding the rhetorical situation and an exciting new chapter on multimodal composing. The print text is now integrated with e-Pages for Writing about Writing, designed to take advantage of what the Web can do. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, the Bedford/St. Martin's blog for teachers of writing).
Author: William P. Banks
Publisher: University Press of Colorado
ISBN: 1607328186
Category : Language Arts & Disciplines
Languages : en
Pages : 232
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Book Description
Re/Orienting Writing Studies is an exploration of the intersections among queer theory, rhetoric, and research methods in writing studies. Focusing careful theoretical attention on common research practices, this collection demonstrates how queer rhetorics of writing/composing, textual analysis, history, assessment, and embodiment/identity significantly alter both methods and methodologies in writing studies. The chapters represent a diverse set of research locations and experiences from which to articulate a new set of innovative research practices. While the humanities have engaged queer theory extensively, research methods have often been hermeneutic or interpretive. At the same time, social science approaches in composition research have foregrounded inquiry on human participants but have often struggled to understand where lesbian, gay, bisexual, transgender, and queer people fit into empirical research projects. Re/Orienting Writing Studies works at the intersections of humanities and social science methodologies to offer new insight into using queer methods for data collection and queer practices for framing research. Contributors: Chanon Adsanatham, Jean Bessette, Nicole I. Caswell, Michael J. Faris, Hillery Glasby, Deborah Kuzawa, Maria Novotny, G Patterson, Stacey Waite, Stephanie West-Puckett
Author: Rachael W. Shah
Publisher: Utah State University Press
ISBN: 160732959X
Category : Language Arts & Disciplines
Languages : en
Pages : 232
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Book Description
Community members are rarely tapped for their insights on engaged teaching and research, but without these perspectives, it is difficult to create ethical and effective practices. Rewriting Partnerships calls for a radical reorientation to the knowledges of community partners. Emphasizing the voices of community members themselves—the adult literacy learners, secondary students, and youth activists who work with college students—the book introduces Critical Community-Based Epistemologies, a deeply practical approach to knowledge construction that centers the perspectives of marginalized participants. Drawing on interviews with over eighty community members, Rewriting Partnerships features community knowledges in three common types of community-engaged learning: youth working with college students in a writing exchange program, nonprofit staff who serve as clients for student projects, and community members who work with graduate students. Interviewees from each type of partnership offer practical strategies for creating more ethical collaborations, including how programs are built, how projects are introduced to partners, and how graduate students are educated. The book also explores three approaches to partnership design that create space for community voices at the structural level: advisory boards, participatory evaluation, and community grading. Immediately applicable to teachers, researchers, community partners, and administrators involved in community engagement, Rewriting Partnerships offers concrete strategies for creating more community-responsive partnerships at the classroom level as well as at the level of program and research design. But most provocatively, the book challenges common assumptions about who can create knowledge about community-based learning, demonstrating that community partners have the potential to contribute significantly to community engagement scholarship and program decision-making.
Author: Suzanne Blum Malley
Publisher:
ISBN: 1300154365
Category : Authorship
Languages : en
Pages : 69
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Book Description
"This book exists, is here for you as a resource because we, the authors/editors of this text (Suzanne Blum Malley and Ames Hawkins), saw very similar, very exciting things happening in our classrooms using ethnographic research methods in our inquiry-based first-year writing classrooms. We have watched our students develop strong voices as writers, while also using critical analytical skills and addressing important ideas of ethics, identity, and representation. In our classrooms, we have seen a greater level of investment in ethnographic projects than we have seen in more traditional rhetorically based assignments. Ethnographic writing, by creating a very authentic role for the researcher and a connection to community, offers a means to address the alienation and/or boredom that many non-traditional writers and first-year college students feel when confronted with the traditional composition curriculum—any curriculum, actually. More importantly, ethnographic research allows students to access what can seem so terribly difficult when framed in other assignments: to pursue a line of inquiry rather than a topic, to research ethically, and to write with authority. Though we initially wrote this text with the first-year writing classroom in mind, we have come to understand that there are many courses that also present students with ethnographic writing assignments. These courses may or may not be designed to spend much time on the question of how to get started with these projects. In addition, instructors might want to supplement the basic methodological approach with their own course content. We are also aware that textbook size and cost has exploded in recent years. We believe in preserving the internet as an open-source space and wish to reinforce our belief with practice. As a result of these realizations, we have reorganized the project in order to 1) Make it relevant and accessible to students in nearly any college classroom who might be assigned an ethnographic writing project; 2) Allow instructors to supplement the core methodology (presented here in Chapters 1–6), as they see fit, using any number of Supplemental Modules that offer additional materials, lenses, and multi-modal examples of and for issues and ideas discussed in the core text. 3) Make it accessible and available, via the internet and other technological platforms, to students and instructors everywhere. A disclaimer: we want to make clear that while we use and invoke methodological principles and practices associated with ethnography, we are not claiming Engaging Communities as a text that teaches ethnography as a research methodology. This book has been designed to help students (most likely undergraduates, perhaps high school, possibly graduates ) envision interesting, hands-on research projects that are eventually converted—translated—into written text. Throughout the text, we often use the word ethnographic in order to describe our methodological presentation and theoretical concerns as this term reflects the pedagogical (teaching) and rhetorical (arguing) concerns of ethnography, rather than the actual disciplinary understanding of the methodology. We choose to use to teach this way because ethnographic writing allows for specific discussion regarding how to involve and interest a reader, in evoking physical and emotional connection with writing, rather than simply becoming informed or persuaded by any specific piece of writing"--Back cover.