Becoming a Writing Researcher

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Ann Blakeslee (Eastern Michigan University) Cathy Fleischer (Eastern Michigan University)

Becoming a Writing Researcher

Ann Blakeslee (Eastern Michigan University), Cathy Fleischer (Eastern Michigan University)

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QTY:

English

Routledge
16 July 2019

Technical writing; Research methods: general; Communication studies

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 methodological tools, conducting the research, and interpreting and reporting findings. Exercises and activities, as well as anecdotes and examples from both novice and seasoned researchers, serve to acquaint readers thoroughly with the practice of carrying out research for scholarly or professional purposes.

This second edition introduces students to research methods in a gradual and contextualized manner. Each chapter offers a discussion of a particular portion of the research process, followed by consideration of physical, conceptual, and strategic tools that allow a master’s level researcher to conduct that part of the research. Sections within each chapter also cover issues of stance and positionality that impact the researcher and the resulting research.

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

By: Ann Blakeslee (Eastern Michigan University), Cathy Fleischer (Eastern Michigan University)
Imprint: Routledge
Country of Publication: United States
Edition: 2nd edition
Dimensions: Height: 246mm, Width: 174mm,
Weight: 462g
ISBN: 9780815359272
ISBN 10: 0815359276
Pages: 242
Publication Date: 16 July 2019
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

Preface 1. Me, A Writing Researcher? 2. What’s Your Question? 3. How Do I Find Answers? Planning Your Qualitative Research Study 4. How Do I Find Answers? Carrying Out Your Qualitative Research Study, Part I—Reading, Observing, and Analyzing Artifacts 5. How Do I Find Answers? Carrying Out Your Qualitative Research Study, Part II—Interviewing and Using Surveys/Questionnaires 6. What Do I Do With the Information I Collect? Analyzing Data 7. How Do I Present My Research? Writing Up and Disseminating Your Findings

Ann Blakeslee is a professor of written communication at Eastern Michigan University, where she directs the Office of Campus and Community Writing, which houses the Writing across the Curriculum Program, the University Writing Center, and the Eastern Michigan Writing Project. Cathy Fleischer is a professor of English education and written communication at Eastern Michigan University, where she co-directs the Eastern Michigan Writing Project and serves as Faculty Associate for the Office of Campus and Community Writing. She also serves as editor for the Principles in Practice Imprint for the National Council of Teachers of English.

Reviews for Becoming a Writing Researcher

Becoming a Writing Researcher immerses less experienced researchers in two critically important aspects for learning: deep identity work and extensive practice with and reflection on research strategies. It is practical in all the best ways: grounded in the lived experience of graduate student researchers, full of purposeful exercises and reflective activities, carefully attuned to the needs of newer researchers in Writing Studies. My students are far better off for having used this thoughtful guide for their own projects. -- Heidi Estrom, Boise State University An approachable but remarkably in-depth guide to qualitative research in writing. The case studies enable readers to imagine themselves becoming real researchers, and multiple examples illustrate a variety of approaches rather than just one 'right' way. -- Cheryl Geisler, Simon Fraser University, Canada