what an interesting topic to examine!
I am not sure if this helps you or not but I was recently reading a
journal article by a graduate student at School of Lingusitcs and
Applied Language Studies at Carleton in which she examines how students
in a course named Second Language Classroon Research manage to conduct
a research and write the paper for that course.
The name of this artcile is "The ups and downs of becoming a graduate
studnet researcher" by Karen Rishel which is published in Perceptions
of Progress, LALS 5201 (the collection of all the papers written in the
same course by students).
Hope it helps,
[log in to unmask] wrote:
>I'm currently involved in a research project at McGill that is looking
>at the impacts of issues related to writing anxiety on student
>performance, and what can be done to help deal with these impacts.
>We've started by doing some interviewing here at McGill, but our time
>and resources are limited. Do any of you have any information either
>from your institutions or from research that you've read that reflects
>a relationship between reading and writing skills and things like
>drop-out rates, completion times, etc.? Also, can any of you recommend
>any studies or reports (again, from your own institutions or elsewhere)
>that have been useful in the constant battle for resources for writing
>centers (including getting a writing center started)?
>Any insights would be much appreciated.
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To leave the list, send a SIGNOFF CASLL command to
[log in to unmask] or, if you experience difficulties,
write to Russ Hunt at [log in to unmask]
For the list archives and information about the organization,
its newsletter, and the annual conference, go to