"Analyze a Published Research Study" invites students to examine a published study's research methods to learn not only what a research report says, but also how the research was designed, carried out, and communicated. While this writing assignment was originally designed for an undergraduate course on research practices in literacy and composition, it may be used with both undergraduate and graduate students and may be appropriate for courses across the disciplines in which students study methods of scholarship. The primary goal of this assignment is to use writing as a mode of learning how to read scholarly research.

In this article, we discuss what it means to learn troublesome “threshold concepts” about writing that cannot be adequately grappled with in a single course or assignment. Here, two faculty members and a graduate of a writing major reflect on elements of the writing curriculum, the writing center practicum, and the learning dispositions and experiences the student brought to the program in order to consider what ongoing, deep learning of writing threshold concepts can look like, as well as how programmatic and pedagogical elements may afford and constrain such learning.

Preview this article: The "Oprahfication" of Literacy: Reading Oprah's Book Club, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ce/65/6/collegeenglish1309-1.gif