Becoming a Writing Researcher

Summary

Becoming a Writing Researcher, second edition, 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 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.

It 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.

Table of Contents

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

Author(s) Bio

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.