Becoming a Writing Researcher

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Lawrence Erlbaum Associates, 2007 - Language Arts & Disciplines - 230 pages
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Becoming a Writing Researcher effectively guides students through the stages of conducting qualitative writing research, from the initial step of seeing themselves as researchers, to identifying research questions, selecting appropriate tools, conducting the research, and interpreting and reporting the findings. Authors Ann M. Blakeslee and Cathy Fleischer describe various qualitative methods and provide readers with examples of real-world applications. Exercises and activities, as well as anecdotes from both novice and seasoned researchers, serve to acquaint readers thoroughly with the practice of carrying out research for scholarly or professional purposes.
The textbook introduces students to research methods in a gradual and contextualized manner. Each chapter opens with a discussion of general issues regarding a particular portion of the research process, followed by a consideration of the various physical, conceptual, and strategic tools that allow a beginning researcher to conduct that part of the process. Sections within each chapter also cover:

  • personal and theoretical perspectives and biases that influence specific stages of the research process
  • ethical issues associated with phases of the research process
  • the identity, ethos, and experiences of the researcher.

Becoming a Writing Researcher is an essential text for all novice researchers, and is well suited for use in graduate-level research methods courses in composition and technical communication. It is also ideal for use in other disciplines with strong qualitative methodology research programs, including education.

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About the author (2007)

Cathy Fleischer is coauthor of the Heinemann title Writing Outside Your Comfort Zone. A former high school English teacher, she is a professor of English at Eastern Michigan University. She has edited NCTE's English Education and codirects the Eastern Michigan Writing Project, coordinating the teacher research group and the Family Literacy Initiative. Cathy presents frequently and writes extensively about how teachers can create change by conducting classroom research and sharing it with colleagues, administrators, and parents.

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