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We Should Teach Research More Like We Teach Writing

We Should Teach Research More Like We Teach Writing. Legal Writing Institute Biennial Conference Philadelphia, PA, June 30, 2014 Beth Hirschfelder Wilensky wilensky@umich.edu. My Focus. How should we provide feedback to our students on their research?. Traditional Approaches.

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We Should Teach Research More Like We Teach Writing

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  1. We Should Teach Research More Like We Teach Writing Legal Writing Institute Biennial Conference Philadelphia, PA, June 30, 2014 Beth HirschfelderWilensky wilensky@umich.edu

  2. My Focus How should we provide feedback to our students on their research?

  3. Traditional Approaches • Writing: Feedback loop consisting of draft, written and/or oral feedback, rewrite, more written feedback. • Research: Review of research log and/or list of authorities; in-class discussion.

  4. Problems with Traditional Approaches to Feedback on Research • Difficult to figure out what student did. • Really difficult to figure out what student didn’t do. • Not real-world work product. • Research too divorced from its use. • Students don’t revise their research. • Not individually-tailored.

  5. Research: A Choose-Your-Own-Adventure Novel

  6. The Solution • Provide students individual feedback on their research itself, not just on log/list. • Require students to use feedback to improve research on that assignment. Incorporate fundamentals of writing feedback model into research feedback.

  7. Adapting The Writing Feedback Model to Research • Research conferences on written assignments. • Mid-research, outline stage, draft stage. • Oral conferences on research analysis. • Student research groups. • In-class research workshops. • At start of major assignments. • On free-standing topics. • Office hours in the library.

  8. Key Benefits • Your students learn to research more effectively. • You learn to teach research more effectively.

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