an alternative to teaching research paper

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Just the FAQs: An Alternative to Teaching the Research PaperAuthor(s): James StricklandSource: The English Journal, Vol. 94, No. 1, Re-Forming Writing Instruction (Sep., 2004), pp.23-28Published by: National Council of Teachers of EnglishStable URL: http://www.jstor.org/stable/4128843 .

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RE-FORMING WRITING INSTRUCTION

James Strickland

J u s t t h e F A Q s : A n Alternativet o Teaching t h e Research P a p e r

Changing he formof the traditional esearchpapercouldresult na greateremphasison inquiry.JamesStrickland dvocatesuseof an alternative orm of presentationhatcapitalizes n availabletechnologyandrequirestudents o developthinking,reading,writing,andpresentationkills.A s Iwalkedaroundhecomputerab,Brian,one ofmystudents, alledmeover oseewhathehaddone.He hadplaceda photoof a playerscoringa

goal into his draft aboutrugby, making the text wraparound he photo the wayit does in magazinearticles.I admired the technique, and he asked if he had tocreditthephoto in a"footnoteorsomething."Liz,sit-ting next to him, askedif he'd show her how to put aphoto into her paper about Siberiantigers. While Iwastrying to find the correct ormatforciting photo-graphs,I asked Brian what his thesis aboutrugbywasgoing to be. "Youremember," said. "What is yourpoint? What is yourpaper going to prove?"

"Rugbyis the greatest sportever,"he answered."I'mgoing to prove Siberian tigers are reallycool," Liz chimed in.While I tried to refreshtheir memories aboutthe proper subject for a research paper and theimportance of having a thesis, they both objected,saying, "But look at all the research we've done."Maybe I had gotten off track by focusing on au-thentic research, etting students' interests andques-tions drive the research. We were doing so well,using searchengines to find Web sites and browsematerial, getting full-text documents online fromperiodicals, searching libraryholdings with sophis-ticated text-recognition tools, finding answers towhat they wanted to learn. And, I had to admit,Brian and Liz had discovered some interesting in-formation that I certainly never knew about rugbyand tigers. But it didn't fit my notion of the tradi-tional researchpaper,andI had to wonder what I was

trying to teach them in the first place. Every year itseems to get harderto teach this type of writing.

Technology Changes ResearchOne of the problemswith a traditional researchpaperhas been the wedding, forbetter orworse,of inquiry-based researchwith thesis-drivenpersuasivewriting.Instead of requiring students to write a paperin fif-teen weeks thatprovesa thesis, we might better focuson teaching inquiry that is organic, developing andchanging as the researcherwondersandlearns.Ratherthan trying to teachresearch o support a thesis, per-haps the time has come for a divorce, for teachingrhetorical argument as a sepa-rate, shorter assignment withfewer cognitive demands. Thismight encourage students tostay open to possibilities thatemerge as links to future in-quiry. Our goals should be to"returnstudent research to in-quiry that ends with betterquestions" and teach "researchas a passionate attempt to un-derstand those parts of the world that move us notonly to askquestions,but often to act,"even when welack answers(Shadleand Davis 105, 106).This organic inquiry type of researchcan behelped tremendously by technology, with its searchengines, metasearches, spiders and gophers, andemail interviews, but the danger is that as the com-puter changes the way we conduct research, it can

Insteadof requiringstudents to writea paperin fifteen weeks thatprovesa thesis, we mightbetter focus on teachinginquiry hat is organic,developingandchangingas the researcherwondersand learns.

EnglishJournal Vol. 94, No. 1 September 2004 23


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Just the FAQs:An Alternative to Teaching the Research Paper

dazzle, distract, and overwhelm student researcherswith its graphics,its color,and its seemingly endlessstream of links. No wonder it makes students likeBrian and Liz forget all about thesis statements. Infact, the technology challenges students to validatematerialin ways that standard ibraryresearchneverseemed to require, such as checking the Web site'spedigree, claims, and authority. For example, a re-cent conferencepresentershareda Web site that anembarrassingnumber of students believed credible:"Clones-R-Us" from Dream Technologies Interna-tional (Permenter).Even though teachers see the value of the tra-ditional researchpaper,researchwriting must reflectthe culture. And if we admit that technology haschanged the culture of research, hen it makes senseto think that technology will also changethe look ofour researchpresentations, specifically the researchpaper itself. I have experimented with a variety ofalternate formats for students to present their re-searchfindings, including a researchpoem, a letterto a concernedrecipient discussing the researchandthe imagined resulting corre-spondence, a play scene inwhich actors discuss the re-searchsubject, a photo essay,oracollage.However,none ofthese alternatives ake advan-tage of the technology.

Asking he RightQuestionsFormy money, the new formof researchpresentation, thenew research aper, fyouwill,will be the FAQs(pronounced"facts"),or FrequentlyAskedQuestions.This type of writ-ing originated sometime atthe end of the last century,growing in popularity untilthe format is found on almostevery Web site today, espe-ciallyon commercialsites.Goto any Web site and look forthe FAQ or FAQs link thatprovides background aboutthe subjectof the Web site.

Once you click on the FAQsbutton, you'll findthe distinguishing feature of this type of documentis its table-of-contents-like listing at the top, in col-oredfont, linking the listed entries to the page'scon-tent, allowing you to jump from the FAQs questionof interest to the answer. The linking technology,like that employed in the FAQs writing genre, wasdeveloped because readersget lost in lengthy com-puter documents, and these links help readersnavi-gate to specific places in the document and thenreturnwith a "backto the top" link. Figure 1 showsan example taken from the Center for Media Liter-acy Web site. The format is structured to take ad-vantage of the technology.One of the insights Lee Odell and DixieGoswami gained from studying writing outside ofacademic settings was that documents can be mademore accessible to readersby looking at the materialin the document from the reader's oint ofview, con-sideringhow potential readersmight useadocumentto find answersto their questions. Other researchersalso found that the use of headings in documents

FIGURE. FAQsPagefrom the Center or MediaLiteracyWeb Site

11 ' EmpowermentThrouhEducaonCenterorMediaLiteracyChoose a Focus Page: Mediassues/opics [CurriculumSubjectrea Go

Resource Catalog .ReadingRoom *Media&Values*Best Practices *

Professional *DevelopmentAlliances *

Consultlng/Speaking *

About CML *Newsletter *

FAQ .Site Overview *Support CML *Contact Us *

FAQAboutCML

* How id he Center tart?" DoesCMLtillpublishMedia&Valuesagazine?* DoesCML avememberships?SWhereoes CMLetitsfunding?* CMLeems to havea lot of connectionsoCatholic,rotestantndJewish roups.sCML religiousrganization?* CMLponsored bignationalonferencen LosAngelesn1996.Are hereplansoranother ne?Best Practices

* Is there differenceetweenmediaiteracyndmedia ducation?* Howwidespreads mediaiteracynU.S. schools?* There re everalerms digitaliteracy,nformationiteracy,echnologyiteracywhich eemrelatedo mediaiteracy. re heredifferences?* Whyareother ountrieso farahead f he United tates nadopting ediaiteracyntheir chools?* Is here ederalrstate undingormediaiteracy?* What anbe done o further ediaiteracyn he U.S. educationystem?* If mentionmediaiteracyo mychildrens'eachers.heysay theydon't ave ime o addanotherubiectoanalreadyrowdedurriculum.hat oIsay?* Shouldnl e lust ellkids o tum heTVoff?Or hecomputer?* How anIstay n ouchwithwhat s happeningn he mediaiteracyield?

Reprinted ithpermissionf Center or MediaLiteracyhttp://www.medialit.org).


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James Strickland

increases accessibility and that formatting thoseheadings as questions improves readers'ability tonavigate text (Redish, Battison, and Gold 138-39).The FAQsformatemploys both elements-headingsand questions.To understandwhy I believethis type of researchdocument has the potential to replacethe traditionalresearchpaper, et me try to explainwhy we teachersin high school and college English courses teach re-searchpapers in the first place. As everyoneknows,the ultimate task in graduatestudies is the disserta-tion, a heart-stoppingvolume that answersa researchquestion examininga minute, perhapsesoteric,point.To prepare for this daunting task, master's-levelstudents do a thesis,which is seenby many as a mini-dissertation. Some colleges preparetheir undergrad-uate majorsfor graduatework by requiring a seniorthesis, but almost every college feels obliged to pre-pare their students with an entry-level course in re-searchwriting, one in which students investigate atopic and defend a thesis in a ten-to-twenty-pagepaper that includes a Works Cited page followingMLA or APA style. This providesa place to teach li-braryuse and information iteracy.Toprepare tudentsfor college work, high school teachersfeel obliged toteach the researchpaper, complete with notecardstrategies and lessons on plagiarism. The dominoescontinue to fall until pressureis exerted on middleschools and even elementaryschools to preparetheirchargesfor the rigors of the next level. But, outsideof this farm-league system of school preparation,noone writes researchpapers.Granted,many people ina varietyof occupationswith avarietyof interests en-gage in research, ndsomepeopleevenprepare eportsbasedon some level of research,but the resemblanceof these reportsto the college researchpaper is oneseen only by teachers ooking for justificationfor theenormousenergyexertedin the mission.

Almost no one is happy with the resulting"term"papers,so-called becausethe projectsusuallytake an entire term to complete. Students worrywhether they have enough sources; teachers worrywhether the paper has been plagiarized. The thesisthat the paperarguesis usually one that neither stu-dent nor teacher is invested in, and the result is,whether anyoneadmits it or not, often simply an ex-ercise. The real reason for research-inquiry-canbecome lost in the process of trying to teach themethod and the form.

The differencebetween this researchgenre andthe FAQs is obvious on almost any Web site: Clickthe FAQs button to discover a plethora of informa-tion, arrangedin some logical order but navigableby jumping to pertinent information. Admittedly,the FAQs designation is a misnomer; the docu-ment might better be named Arbitrarily AnsweredFactual Matter. At commercial sites, someone incustomer relations may be keeping track of whatcustomers want to know, but Isuspect that no one asked,much less asked frequently,any of these questions. Theyare simply section headingsphrased, much the way Jeop-ardy answers are, in the form of a question. Thequestions are a convention of the genre-a way toorganize information. And, as such, creation ofFAQs is a useful skill to teach. Brian would be well-advised to take the information he has learned aboutrugby and organize it in a way that someone curi-ous about the sport would find satisfying and in-formative. Writing FAQs would be a project moreworthwhile for him than concocting some half-hearted thesis statement.

So, the FAQs format has real-world relevanceand can be created after someone has researched atopic of interest, using library skills and informa-tion literacy. The technique of creating the FAQsheadings and links is relatively easy to master (theactual directions are givenin fig. 2 and illustrated byfig. 3); the skill in creatingFAQs comes in creating inter-esting questions with informa-tive answers hat areadermightbe concerned enough to wantto learn. Thus, the FAQs tech-nique teaches what Odell andGoswamiadvocate--examiningthe material from the reader'sperspective and creat-ing headings to organize the information.Once the document is complete, the Table ofContents listing functions as an outline, which isanother of those often-taught assignments thatpreviously seemed irrelevant to students. Elsewhere,I havearguedthat outlining is a strategy better em-ployed in revision than as a model to generate text(Strickland).In this format,creating the FAQsTable

But,outsideof this farm-league system of schoolpreparation,no onewrites researchpapers.

Thus,the FAQs echniqueteaches what Odell andGoswami advocate-examiningthe materialfromthe reader'sperspectiveandcreatingheadingsto organizethe information.

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Just the FAQs:An Alternativeo Teachinghe ResearchPaper

FIGURE. Directions for Linkinga FAQsDocument1. Once a section of the documenthas been written,return o the passageand createa heading hat can

functionas a sectionheading.Forexample,a pas-sage might beginwith the explanation,"Whenreferringo research ources, dentify hem bytheirclaim o expertiseandwith their ull name(firstandlastnames) he first imeyou refer o them. Simplyuse the last name after that." Theheading hatmightintroduce his answercould be phrasedas,"Howdo Irefer o peopleIuse as research ources,especially hose Iinterview?"2. Witha word-processing rogram uch as MicrosoftWord,mark he headingwitha bookmarkbyclick-ingon the Insert hoiceon the main oolbarandselectingBookmarkromthe menu. Thiswillpromptyou to create a nameforthe bookmark,whichcan

be as briefas one word so longas it is memorable.Forexample, he bookmarkorthe aboveexamplecould be "refer."

3. Click he Add buttonto finish he process.4. Atthispoint,copyandpastethe recently reatedheading-" How do Irefer o peopleIuseas re-searchsources,especiallyhose Iinterview?"-tothe top of the document, he firstpage.5. Once a copyof the FAQ sat the top, highlighttagainby dragging he mouse and link t to thebookmark yclicking n the Insert hoiceon themain oolbarandselecting he Hyperlinkool fromthe menu(oruse Ctrl+ K).Thehyperlinkconlookslikea globewith a paperclip.6. Thiswillpromptyouto clickon the bookmarkustcreated nthe "Named ocation n the file"section,as inthe "refer" xample.7. Click he OK buttonto finish he process.Anexam-pleof completedFAQs sshownin Figure . Theprocesscan be repeated or the entiredocumentasit is written.

FIGURE. An Exampleof FAQsfor StudentsFAQSRESEARCHAPERSHowdo Irefer o peopleIuse as researchources.especiallyhose Iinterview?Whynot justnumber ntries nthe WorksCited?Whyis it importanto identify he peoplewe quoteor reference?How do Irefer o people Iuse as research ources,especiallythose I interview?When referringo research ources, dentify hem bytheirclaim o expertiseand with their ullname(firstand lastnames) he first imeyou refer o them. Simplyuse the last name afterthat.Forexample,"ThomasFalkner, rofessor f Classical tudiesat the Collegeof Wooster,believes .."Rather han:

"Dr.FalknerromWoosterbelieves .."Whynotjust number ntriesin the WorksCited?Somestyleformatsdo use numerical rderingor refer-ences, butthe systemwe'refollowingusesthealphabet.So the WorksCiteddoesn't need numbersbecause it'sorderedalphabeticallyythe last name ofthe authororreference.Thisway,citationsnthe textcan be easily oundinthe listof workscited. Forexam-ple, if the sentence inthe text read,"ThomasFalkner,professorof Classical tudiesat the Collegeof Wooster,believes . . ." the citation might be given as follows:Falkner, homas.Personal nterview.December22, 2003.

Whyis it importanto identify he peoplewe quoteor reference?Imagineyou reada quote: "Reality Vpandersto the basestdesires npeople-greed anddelightinthe humiliationf others,"saysCharlesSchulz.Youwonderwho Charless. Hecouldbe someoneknowledgeable r he could be yourbest friend.But f it reads

"Reality Vpanders o the basest desires npeople-greed anddelight nthe humiliationof others,"saysCharlesSchulz,professor fphilosophy t CanandaiguaUniversity,or "Reality Vpanders o the basest desires npeople-greed anddelight nthe humiliationof others,"saysCharlesSchulz,a freshmanat CanandaiguaUniversity,or "Reality Vpanderso the basest desires npeople-greed anddelight nthe humiliationof others," aysCharles chulz,mediadirectorof Time/Warnerable,or "Reality Vpanders o the basestdesires npeople-greed anddelight nthe humiliationfothers,"saysCharlesSchulz,authorof TVStinks,or "Reality Vpanders o the basest desires npeople-greed anddelight n the humiliationof others," aysCharlesSchulz, hairman f SchulzRealEstate,

thenyou havea better deaof how muchcredibilityndexpertise he personquotedhas. Otherwisewe're leftwonderingfit's he Charles chulzwho createdPeanuts.

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James Strickland

of Contents prods the writer to consider the impor-tance of coherenceand orderin the listing.

AddressingPlagiarismThe writing becomes authentic and the documentitself can be judged by the criteria already used toevaluate research papers, except for the notoriousthesis statement.In fact, the FAQs technique can help addressthe plagiarism issue by making students collabora-tors with the original researchauthor. Students canbe directed to copy into aword-processingfile a doc-

ument, such asa journalarticle, section from a book,or even a technicalencyclopedia,one that they mightpreviously have been tempted to plagiarize simplybecauseit seemsto covereverything they want to say

about a topic. For example, Liz found a two-and-a-half-pagesection about Siberian igers on a zoo'sWebsite. She admitted she would have been tempted toimport portions of that piece directly into herpaper.

Finding the appropriatedocumentrequiresstu-dents to learn traditional libraryskills, but the stu-dents also become coauthorsby turning the originaldocument into FAQs. A student would read a para-graph or lengthier section and create a question touse as a heading, copying that heading to the top ofthe document. The student would then be authorizedto manipulate the original a little to make it answerthe question, since most articles or passages won'tsimply fit without a little tinkering. Figure 4shows an example of FAQs created from a special-ized book on psychiatric disorders (limited in thiscase to comply with copyright restrictions).Students

FIGURE. A Source Transformedinto a FAQsPageFAQS ON AUTISMIsautism a social or a cognitive disorder?Howisautism reated?Do drugs help autism?Otherthanmedications,whatstrategiesare usedto helpautistic hildren?Why haven't there been more research studiesof autism?Is autism a social or a cognitive disorder?Autismhasbeenviewedas a disorder f sensory unc-tioning stimulus verselectivity),nformation rocessing(executive unctioning), r innate ocialdysfunction(theoryof mind),but none of these theoriesalone hasthe powerto fullyexplainautism.How is autism treated?Thereare threemajorreatmentsoday:1. .... applied behavioral treatment [advocated]by ... 0. IvarLovaas;2. ... structuredteaching treatment, .... a psychoana-

lytic, relation-based approach [whose] ... emphasisison early dentification,arent raining, ducation,socialandleisure killsdevelopment,and vocationaltraining; nd3. integrated,nclusive ducationwithspecialeducation upport.Do drugs help autism?Medicationsused inautismappear o have little o offerin improvinghe socialdisturbanceshat are dominantinautism.

Other than medications, what strategiesare used to helpautisticchildren?Four pecificnon-drug eachingstrategiesaddressspecific learning problems ... such as generalizationof skills, unctional ommunication,ndsocialskills.1. teaching"pivotal"behaviors,ones that areapplica-ble acrossa wide varietyof contextswithnaturallyoccurring onsequences.2. buildingncreasinglyarger irclesof interactionbetween childandadult,beginningwithsimpletwo-way communicationhat isself-gratifyingand worksupto increasinglyymbolic nteractionsas the childprogresses.3. .... teach[ing] students to exchange a pictureof an item for the desiredobjectoractivity.Thissystemcapitalizes n the typicallymoredevelopedvisualskillsof personswith autisticspectrumdisorders.4. [using]social stories .. [that]describe pecificsocial situationsalong withappropriateocialresponses.

Whyhaven'tthere been moreresearchstudies of autism?Statistical esearch nexploringpossible reatment orautism s difficultbecause it'sunethicalo withholdtreatment nfavorof an alternativentervention ndit's difficult o isolate a variablewhen manydifferenttreatmentsare administered t the same time. Evenif a personwith autism mproves, t'shard o knowwhat caused it.

Source:Siegel,Bryna,CatherineHayer, nd PeterE.Tanguay. AutisticDisorder." reatmentsf PsychiatricDisorders.Ed.GlenO.Gabbard t al.3rded. Washington:AmericanPsychiatric,001. 126-41.

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Just the FAQs:An Alternative to Teaching the Research Paper

might even reorder he sequence of answers to makemore sense to a potential reader.The use of bracketsandellipses can be taught to indicate where the orig-inal has been changed.The FAQswill have the Tableof Contents listing, headingswritten by the students,and the answerswritten by the original author of theresearch. The source can be

cited at the end of the FAQs,using traditional Works Citedformatting.If students areableto cre-ate relevant question headingsand a coherent table of con-tents, then they must havegained some understanding ofthe material. The last step would be to ask them torephrasethe answersfor a different audience, a stu-dent readership hat is one gradelower than they are,for example. This will teach paraphrasing n a waythat a tenth graderwould understand, trying to ex-

plain the answersso that a ninth graderwould be ableto understand. Figure 5 shows a rewritten exampleof the answer in Figure 4.

TheFAQs ormataccomplishesthe goalsof a traditional esearch

paperassignmentbutcapitalizesonthe advantagesofcomputer echnology.

Extending the TechniqueThe FAQs format can be used for differentiated in-struction. An instructor who created a tiered as-signment by writing three or four alternate tiers or

FIGURE. A FAQsQuestion and Answer Rewrittenfor a Different(LessSophisticated)AudienceIsautism a social ora cognitivedisorder?Autismhas been viewed as a disorder f sensory unc-tioning(stimulus verselectivity),nformationprocessing executive unctioning), r innatesocialdys-function theoryof mind),butnone of these theoriesalone has the powerto fullyexplainautism.Isautism a social behavioror a thinkingdisorder?Autism s probablyboth a social behavior nd a think-ingdisorder,incesometimes t seems to be difficultywithsensory nformation,ncludingbeingover stimu-lated,and sometimes tseems to be difficulty nowinghow to behavesocially.

jigsaws for a targeted assignment (see King-Shaverand Hunter) could distribute the various differenti-ated assignments using the FAQs technique. Eachof the tiered assignments could be designated withbookmarks.The names of the students could then belisted at the top of the document, or in another ile ifnetworked,and a hyperlinkcould be created to con-nect the studentto the section that correspondso hisor herassignment.The students' names could beshuf-fled so that the order and the grouping are not ob-viously transparent-stratified highest level first,lowest last, forexample.The FAQs ormataccomplisheshegoalsof a tra-ditional researchpaperassignmentbut capitalizesonthe advantagesofcomputertechnology.Studentsstartwith their researchquestions;employ the technologyto satisfytheirinquiry;collect,synthesize,summarize,andorganize he information; ndpresentwhatthey'vefound to a varietyof audiences n aformat with whichthey are familiarfrom surfing the Internet. In otherwords,studentsmust learn echnological iteracy kills,synthesized research skills, organizational writingskills, and real-worldapplications.I'm guessing theresearchpaper,as we know it and teachit, will soon bea thing of the past, and the FAQs as a new genre ofwriting may replace"TheResearchPaper"as the re-searchstaplethat we teach.WorksCitedKing-Shaver,arbara,ndAlyceHunter.Differentiatedn-structionn theEnglish lassroom:ontent,rocess,rod-uct,andAssessment.ortsmouth: einemann,003.Odell,Lee, ndDixieGoswami,ds.WritingnNon-AcademicSettings.ewYork:Guilford, 985.Permenter,achela. TheGreatLeveler:ollaboratingboutInformationiteracy eveling." presentationttheNCTEAnnualConvention,anFrancisco,alifornia.23 Nov.2003.Redish,aniceC.,RobbinM.Battison, ndEdward. Gold."MakingnformationMoreAccessibleo Readers."WritingnNon-Academicettings. d. LeeOdell and

DixieGoswami.NewYork:Guilford, 985.129-53.Shadle,Mark,andRob Davis."APifiataof TheoryandAutobiography:esearchWritingBreaksOpenAca-deme." Research Writing Revisited: A SourcebookorTeachers.Ed. Pavel Zemliansky and Wendy Bishop.Portsmouth: Boynton/Cook, 2004.Strickland, James. From Disk to Hard Copy:TeachingWritingwith Computers.Portsmouth: Boynton/Cook, 1997.

James Stricklandhasenjoyedeaching irst-yearompositionourses orover hirty ears.Healsoenjoyswriting rofessionalbookswithhiswifeandcolleague,Kathleentrickland,orHeinemann-Boynton/Cook,he latestofwhich sEngagednLearn-ing: TeachingEnglish6-12 (2002). email:[email protected].

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an alternative to teaching research paper

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