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How the views of faculty can inform undergraduate Web-based research: Implications for academic writing [An article from: Computers and Composition]
Book Details
Author(s)
R. Helms-Park, P. Stapleton
Publisher
Elsevier
ISBN / ASIN
B000PC0DR8
ISBN-13
978B000PC0DR2
Availability
Available for download now
Sales Rank
#99,999,999
Marketplace
United States 🇺🇸
Description
This digital document is a journal article from Computers and Composition, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
The steady increase in the use of Web sites as sources in undergraduate research-based papers has raised concerns about the suitability of these reference materials for citation and about the ability of undergraduates to distinguish between appropriate and inappropriate sources in academic writing. While informal means of evaluating Web sites are in existence, there is a need for Web-source assessment criteria that not only focus on the use of these particular sources in introductory undergraduate writing programs but also closely match the requirements of faculty within a specific academic field. This paper identifies elements of a prototypical rating instrument for students in Humanities courses based on the results of a three-part survey of faculty members in a Humanities Department (N=31) and highlights the divergence between criteria that faculty found crucial and those that many undergraduate students appear to be using in their Web-based research.
Description:
The steady increase in the use of Web sites as sources in undergraduate research-based papers has raised concerns about the suitability of these reference materials for citation and about the ability of undergraduates to distinguish between appropriate and inappropriate sources in academic writing. While informal means of evaluating Web sites are in existence, there is a need for Web-source assessment criteria that not only focus on the use of these particular sources in introductory undergraduate writing programs but also closely match the requirements of faculty within a specific academic field. This paper identifies elements of a prototypical rating instrument for students in Humanities courses based on the results of a three-part survey of faculty members in a Humanities Department (N=31) and highlights the divergence between criteria that faculty found crucial and those that many undergraduate students appear to be using in their Web-based research.
