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2.4: Applying the Process Approach to Research Writing

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    7362
  • The generic research paper assignment that most of us have been given in school often requires us to come up with a thesis, or position on the subject of our research before we begin researching. The crudest by widely-spread example of this approach goes something like this: a student writer is asked to "defend" a position he or she strongly believes in and to "support" that position with researched evidence. The assumption here is that the writer knows exactly what he she wants to say before the composing process begins. It is easy to see that, in this case, the purpose of research is to find the kinds of sources, proofs, and theories that confirm the writer’s existing opinion. Thus, the definition of the term "research" itself is changed and searching for answers is replaced with a quick fix of facts, statistics, and quotes.

    Suppose, for example, that you have been assigned to write a researched argument about the death penalty. Suppose also that you are against the death penalty and that, in your paper, you will try to “prove” that killing someone as a means of administering justice is morally wrong. By the way, I think that arguing for or against the death penalty, abortion rights, and other similar controversial subject in a research project is very difficult because most people, including you, the writer, have set views on each of these subjects that cannot be changed. But, we will use the example of the death penalty argument anyway because it keeps popping up in traditional research papers.

    Armed with the belief that death penalty is wrong, you go to the library or browse the Internet looking for “research” to support your thesis. Of course, because you already have your thesis, it is very tempting to look for and use only those sources that agree with you and to discard or overlook the others. If you are lucky, you find enough such sources and construct a paper that argues for the abolition of the death penalty. Ask yourself the following question, though: what have you found out or investigated during your research? Have you discovered new theories, opinions, or aspects of your subject? Did anything surprise you, intrigue you, or make you look further? If you answered no to these questions, you did not fulfill the purpose of true research, which is to explore, to discover, and to investigate.

    The purpose of research is not to look for proofs that would fit the author’s pre-existing theories, but to learn about the subject of the investigation as much as possible and then form those theories, opinions, and arguments on the basis of this newly found knowledge and understanding. And what if there is no data that prove your theory? What if, after hours and days of searching, you realize that there is nothing out there that would allow you to make the claim that you wanted to make? Most likely, this will lead to frustration, a change of the paper’s topic, and having to start all over again. Not only will this inconvenience you by making you to race against the clock to meat the deadline and to do lots more busywork than necessary, but it will also be a waste of time because you will not learn anything new. Even if you manage to create a neat and efficient paper, it will be false research, simply jumping through hoops in order to fulfill another meaningless school assignment.

    So, should you begin every research project as a disinterested individual without opinions, ideas, and beliefs? Of course, not! There is nothing wrong about having opinions, ideas, and beliefs about your subject before beginning the research process. Good researchers and writers are passionate about their work and want to share their passion with the world. Moreover, pre-existing knowledge can be a powerful research-starter. But what separates a true researcher from someone who simply looks for “proofs” for a pre-fabricated thesis is that a true researcher is willing to question those pre-existing beliefs and to take his or her understanding of the research topic well beyond what he or she knew at the outset. Speaking in terms of the process theory of writing, a good researcher and writer is willing to create new meaning, a new understanding of his or her subject through research and writing and based on the ideas and beliefs that he or she had entering the research project.

    Explore "Writing Activity 2A: Examining Past Writing Experiences" in the "Writing Activities" section of this chapter.

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