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| Autore principale: | |
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| Natura: | Recurso educativo Open Access |
| Lingua: | en |
| Pubblicazione: |
1993
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| Soggetti: | |
| Accesso online: | https://eric.ed.gov/?id=ED358476 |
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| _version_ | 1867181734743769088 |
|---|---|
| author | Poston, Carol H. |
| author_facet | Poston, Carol H. Poston, Carol H. |
| collection | Education Resources Information Center |
| contents | Theory into Practice: Personal Voice, Process, and Portfolio. Poston, Carol H. Group Discussion Higher Education Process Approach (Writing) Research Reports Research Skills Undergraduate Students Writing Instruction Writing Processes Writing Skills Undergraduate students are routinely assigned a long research paper--surely the most complex intellectual skill ever expected from them--and expected to write it with a minimum of teacher and library interference and with thorough faith in the end product. More than anything else, the traditional approach to directing research papers focused on research paraphernalia such as notecards, plagiarism, footnotes, etc., rather than on the research process. A process approach to research offers the following personal and practical benefits: (1) the student is in charge of his or her ideas; (2) the student is led through a process, not given a summons for a product; (3) a whole portfolio of writing--and therefore intellectual exploration--occurs; (4) librarians are used for their expertise--and the teacher as researcher and writer also serves as a resource for students; and (5) students learn not just a subject, but a way, a means, of synthesizing ideas. (SAM) |
| format | Recurso educativo Open Access |
| id | eric_ED358476 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1993 |
| record_format | eric |
| spellingShingle | Theory into Practice: Personal Voice, Process, and Portfolio. Poston, Carol H. Group Discussion Higher Education Process Approach (Writing) Research Reports Research Skills Undergraduate Students Writing Instruction Writing Processes Writing Skills Theory into Practice: Personal Voice, Process, and Portfolio. Poston, Carol H. Group Discussion Higher Education Process Approach (Writing) Research Reports Research Skills Undergraduate Students Writing Instruction Writing Processes Writing Skills Undergraduate students are routinely assigned a long research paper--surely the most complex intellectual skill ever expected from them--and expected to write it with a minimum of teacher and library interference and with thorough faith in the end product. More than anything else, the traditional approach to directing research papers focused on research paraphernalia such as notecards, plagiarism, footnotes, etc., rather than on the research process. A process approach to research offers the following personal and practical benefits: (1) the student is in charge of his or her ideas; (2) the student is led through a process, not given a summons for a product; (3) a whole portfolio of writing--and therefore intellectual exploration--occurs; (4) librarians are used for their expertise--and the teacher as researcher and writer also serves as a resource for students; and (5) students learn not just a subject, but a way, a means, of synthesizing ideas. (SAM) |
| title | Theory into Practice: Personal Voice, Process, and Portfolio. |
| topic | Group Discussion Higher Education Process Approach (Writing) Research Reports Research Skills Undergraduate Students Writing Instruction Writing Processes Writing Skills |
| url | https://eric.ed.gov/?id=ED358476 |