Writing Instruction Tips/Ideas For Faculty

Writing Instruction Tips/Ideas For Faculty

Because varying disciplines or fields differ greatly in their requirements and ways of making meaning, if you assign a research paper, you may need to clarify the following criteria (and perhaps others):

1. The kind of writing you have in mind, including its form and purpose—Is it an objective report? An explanation?  A topical summary? Or literature review?  An argument? An interpretation of a text?  An analysis of an issue? Something else?  Students may not have experience with what those genres look like.
2. What is the rationale?  Or the purpose? How does the paper support the course goals and content?  Does it just feel like busy work to the students?
3. The intended audience—Is it professional?  Lay?  Technical?  Other students? You?  How much defining of terms and setting of context do you expect from the students?
4. The kinds of sources you expect them to use—Analysis of primary documents such as diaries, newspaper articles, or public records?  Secondary sources in criticism, theory, and biography?  Professional research articles?  Sources written for general audiences?  Their textbooks?  Perhaps a reference/instructional librarian can help students understand how to access and use the various resources required to successfully complete the assignment.

In high school students may have learned to view research papers as information-gathering exercises, and that attitude and approach can follow them through their undergraduate years. If your expectations are otherwise, you may need to clarify them–especially if they have not had a research course at the college level.  I remind you that English 101 is not a research paper course; its emphasis is on expository and persuasive writing. (from SuEllen Shaw)