You are reading an archived version of the newsletter Writing at the University of Kansas, which was released in Spring 1997. This edition was published by the Writing Consulting staff: James Hartman, Director; Pat McQueeney, Associate Director; Anne Farmer and Angela Jones, Graduate Student Assistants; and Lee G. Hornbrook, Office Manager.

Managing the Research Paper

The most-assigned type of writing at KU is, by far, the research paper (also known as the research project or the research report), according to a survey of faculty conducted by KU Writing Consulting: Faculty Resources in 1995. The research paper is a type of assignment that, while containing a great potential for learning, can also frustrate both teachers and their students. The following questions have often been raised by teachers and students concerning this type of writing.

Why are research papers so challenging?

Research papers require that students manage multiple skills simultaneously. In addition to the research process itself, students also have to write a lengthy paper, manage information they have researched, adhere to referencing and citation conventions (which vary by discipline), and practice responsible time management.

If students know how to meet the expectations of teachers in one field, they can transfer some of the skills to their writing for another field (time management and general familiarity with the library, for example). The final product will be more successful, however, if they understand the specific standards of the field for which they are writing. Finally, students are more likely to make a maximum effort if they understand how the research paper fits into the course curriculum.

How do I get student to analyze information instead of just describing it?

"Analysis" is a vague term to many students, so teachers can help by defining the term; they can illustrate passages of articles or student papers that exemplify successful analysis; they can have students practice analysis with brief writings that are critiqued not only to provide feedback but also to build confidence as students tackle the larger research project. Shaping the assignment around a theoretical issue discussed in class not only encourages analysis but serves to combat plagiarism.

How do I help students create workable thesis statements?

One strategy (suggested by Patrick Hartwell) involves distinguishing between a topic and a thesis. First, if students fill in the blanks in this "boilerplate" sentence,

I am going to write about ____________

they will have a topic. Next, if they complete the following sentence,

I am going to argue (prove or show) _________________

they will have the kernel of a working thesis. By combining these "boilerplate" sentences and revising them to eliminate the "I am going to" awkwardnesses, students will have a thesis statement that not only signals to the reader what the paper is about but also functions as a guidepost for content and organization as they write.

How can I assist students in mastering the specialized features of writing in my field?

Teachers can illustrate their expectations and explain why these are important to effective writing in the specific field. If the research paper assigned requires a review of the literature, for example, teachers might read through one with students, paying particular attention to not only what the sentences say but also how they are worded. This exercise will help students understand the expectations of such a review. Explaining why it is important not only for the paper but also for the field of study will help them value the project.

How can I help students integrate sources effectively into their writing?

KU Writing Consulting: Faculty Resources suggests the following guidelines to students who want to incorporate sources more effectively into their writing:

Quote conservatively.

Clearly indicate the start and finish of quoted, paraphrased, or referenced material.

Incorporate quotations into writing instead of inserting writing into the quotations.

If a lengthy quotation seems necessary, consider breaking it up with paraphrasing rather than quoting it in full.

Evaluate the need for quoted amterial by deciding how successfully it extends the direction the paper is taking.

How can I help students use the appropriate citation system to document?

Often students express confusion about citation systems because they are exposed to several in the course of their studies,perhaps without ever having formally been taught the rationale for any. If teachers identify a specific system, explain the areas emphasized by that system (author for MLA, date for APA, for example), and apprise students of its underlying importance to the discipline, students will be better able to use that system. A tipsheet illustrating expectations will help.

How do I avoid receiving paper that were obviously written at the last minute?

Creating a specific timetable of the due dates of segments of the overall research paper keeps students to a schedule while it models many workplace situations students may encounter in the future. Dividing up the project so that students have interim deadlines not only keeps them on schedule but also allows the teacher to learn of problems early on. Requiring peer feedback of drafts in progress also discourages last-minute projects.

How can I combat plagiarism?

Refer to the last newsletter: Writing at the University of Kansas, Fall 1996 v.6 n.1. Also, refer to Addressing Plagiarism and Plagiarism: Part 2.

Where can I find additional information about incorporating the resources of the KU libraries and library faculty?

Teaching Research: Developing Library Skills to Meet Educational Goals has been developed by Cindy Pierard and Mary Rosenbloom. Copies are available at the Watson Reserve Desk or by contacting Cindy Pierard at 4-3366. Library staff members are available to consult with faculty about customizing assignments to meet their goals.

How will KU Writing Consulting: Faculty Resources support my teaching with the research paper?

The KU Writing Consulting: Faculty Resources staff is available to consult with faculty about specific goals and to customize class and faculty presentations and handouts to meet teaching needs.

Resources for Faculty

The Craft of Research
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams.

Teaching Research: Developing Library Skills to Meet Educational Goals
Pierard, Cindy, and Mary M. Rosenbloom, eds.

The Center for Interdisciplinary Studies in Writing
CISW.cla.umn.edu/

World Lecture Hall
www.utexas.edu/world/lecture

Writing Research Papers and Citing Sources
owl.english.purdue.edu/by-topic.html#research

Research & Writing in the Disciplines
Zimmerman, Donald, and Dawn Rodrigues

MLA-Style Citations of Electronic Sources
http://www.columbia.edu/cu/cup/cgos/idx_basic.html

On-line Bibliography Styles Handbook (U of Illinois)
http://www.english.uiuc.edu/cws/wworkshop/bibliostyles.htm

Resources for Students

Internet Public Library
ipl.sils.umich.edu

National Writing Centers Association Resources for Writers
www2.colgate.edu/diw/NWCA/Resources.html (Inactive as of 7/6/1999)

Virtual Reference Desk
thorplus.lib.purdue.edu/reference/