Seniors, Scholars, Researchers: Using an Inquiry Approach to Writing the Research Paper

Abstract

Purpose

This chapter presents a description of a pilot course for 12th-grade students in research methods and writing, using Guided Inquiry Design to develop students’ critical literacy and information literacy skills.

Design/methodology/approach

Using a practitioner inquiry methodology, this teacher research study makes use of qualitative data to examine student perspectives and experiences, teaching artifacts and student work samples. The research seeks to identify ways students practice critical literacies when engaged with inquiry learning, as well as the characteristics of a classroom learning community designed to support students’ experiences in inquiry learning.

Findings

Teachers of research-based writing are encouraged to adopt a guided inquiry approach to their instruction in which they flip the script on the thesis statement, allow for an almost uncomfortable amount of exploratory reading, put the focus on the process instead of the product, and form a guided inquiry team with the school librarian.

Practical implications

This chapter serves as a resource for practicing teachers, teacher researchers, and teacher educators assisting new teachers in embedding critical inquiry skill development in student writing.

Citation

Fleming, S.M. (2016), "Seniors, Scholars, Researchers: Using an Inquiry Approach to Writing the Research Paper", Writing Instruction to Support Literacy Success (Literacy Research, Practice and Evaluation, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 281-302. https://doi.org/10.1108/S2048-045820160000007017