Introducing Students to Research Paper Writing

Introducing Students to Research Paper Writing
 
Studio Course description: In this studio course you will have time to rethink the use of research papers for university students (especially first-year or inexperienced students). The course includes four class sessions in which we will discuss student preparedness for writing, learning outcomes, activities that sequence learning, appropriate feedback, and rubrics for papers. The course will culminate in the presentation of research a paper assignment project for one of your classes. The intent is to develop a deeper understanding of and new approaches to research paper assignments.
 
Schedule: Mondays 4:00-6:00 pm

Class 1: October 29th
Class 2: November 5th
Class 3: November 19th 
Class 4: November 26th
 
Location: Killam Library, room B-400 (Oct. 29, Nov. 19, and Nov. 26); room 2902 (Nov. 5)
 
Learning Outcomes… Successful studio course participants will:
 
• Understand the meaning of what it is to be a writer/communicator in a discipline
• Start asking questions about how research papers are taught or introduced at university
• Take into consideration student learning development 
• Identify key threshold concepts in teaching writing within a disciplinary context
• Establish learning outcomes so as to be able to direct student learning
• Understand the role of research material in the research paper writing process
• Develop a rubric that encourages student writing skill development and attainment of course outcomes.
 
This studio course includes four class sessions culminating in the presentation of research paper assignment for one of your classes. While we will discuss the challenges students face as they are given typical first-year research paper assignment, we will concentrate on improving the introduction into scholarly production. The intent is to develop new approaches.
 
Instructor: Dr. Margie Clow Bohan
 
Dr. Bohan has written and has taught writing all her career, mostly at university and for almost 20 years at Dalhousie. Her academic background includes a BA (English), MA (English), Bed (Secondary English), and PhD (Interdisciplinary – Communication/Writing Studies & Organizational Studies). The latter degree focused on improving the efficacy of collaborative writing practices in interprofessional teams. An ongoing interest is in the improvement of student writing through articulation of disciplinary conventions, an appropriate slow introduction to research genres, and better ways to evaluate writing.