Abstract

This article argues that prevailing approaches to research instruction in introductory composition courses, as represented in print and digital instructional materials, reflect outdated theoretical views and may damage students’ researcher identity. Teaching research as a closed, linear, universal process prevents students from leaving the liminal space of the composition classroom.

Journal
Pedagogy
Published
2013-01-01
DOI
10.1215/15314200-1814260
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Citation Context

Cited by in this index (7)

  1. Pedagogy
  2. Computers and Composition
  3. Teaching English in the Two-Year College
  4. College English
  5. Pedagogy
Show all 7 →
  1. Written Communication
  2. Rhetoric Review

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