Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Purpose:
Research begins with the researcher: your research agenda, or coherent line(s) of inquiry, extends
beyond your individual projects. Articulating this agenda in a research statement is often part of
securing a job or a grant. More importantly, it is a wellspring you can tap as you hone your projects or
invent new ones.
Audience:
Since a research statement (like a teaching philosophy) is a common part of a job search portfolio, I
encourage you to imagine an audience of search committees and other researchers as you compose
this piece. For example, it may be useful to keep in mind that such audiences may not be familiar with
the terminology associated with your theoretical and methodological commitments (e.g., dialogic
discourse analysis).
However, this is also writing to learn, and your audience will also be us: your colleagues (including Dr.
Sherry) in LAE 7735. You should expect to share your work and to read/respond to others during this
assignment.
Process:
Part 4
Use the preceding steps to draft a research statement of no more than one page in length. This
statement should describe the research agenda you plan to pursue, beginning with your dissertation
study. It may be useful to structure your research statement by breaking down a larger issue into
smaller, related pieces in one of the follow ways:
Paragraph 1: (My Agenda)
Paragraph 1: (My Agenda)
Paragraph 2: (Strand #1 of My
Paragraph 2: (Problem #1 for Study
Agenda)
within My Research Agenda)
Paragraph 3: (Strand #2 of My
Paragraph 3: (Problem #2 for Study
Agenda)
within My Research Agenda)
Paragraph 4: (Strand #3 of My
Paragraph 4: (Problem #3 for Study
Agenda)
within My Research Agenda)
Etc.
Etc.
Rubric:
Criterion
Significance: Presents an agenda and related foci that are clear,
appropriate, and compellingly urgent
Coherence: Presents an agenda whose parts are clearly related
(e.g., thematically, sequentially, hierarchically)
Accessibility: Presents an agenda that is understandable for a
general academic audience (e.g., without unexplained domainspecific jargon or extensive citations)
---------
Lawrence, A. M. (2016). Living with Writing.
4.0
3.0
2.0
1.0