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instruction in introductory composition courses, as represented in print and digital instructional materials, reflect outdated theoretical views and may damage students’ researcher identity.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.
Research Article| January 01 2013
Liminal Spaces and Research Identity: The Construction of Introductory Composition Students as Researchers
Pedagogy (2013) 13 (1): 9–41.
James P. Purdy, Joyce R. Walker; Liminal Spaces and Research Identity: The Construction of Introductory Composition Students as Researchers. Pedagogy 1 January 2013; 13 (1): 9–41. doi: https://doi.org/10.1215/15314200-1814260
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