I don't have too much of a negative personal stigma around research papers-- I remember doing a few in college where I chose the topic and it was relatively engaged. But I do understand the downsides that Davis and Shadle present of research papers being too closed and formulaic. Fister also echos this sentiment: "Research papers are seen as a test of how well they can present to the teacher something she or he already knows following strict and seemingly arbitrary rules." She also explains that the traditional research paper asks students to imitate scholarly research but without the tools or the actual investment that researchers have. Because of this, it is easy to see why students do not engage with these projects in meaningful ways. Fister claims that well-devised prompts (which get students to answer good questions about topics they care bout, teacher's enthusiasm in the topic, and student's readiness to engage in ambiguity are elements that can help students create more insightful projects.
This idea of ambiguity is central in Davis and Shadle's work as well. Their main complaint about research papers is that they seek certainty; an uncontestable "possession" of knowledge. They propose a movement toward alternate forms of research that "does not seek claims to constant truth or an unassailable perspective, but instead asks us to take comfort in contingency, and thrill at mystery" (422). I love this idea-- I think embracing the mystery and being OK with the unknown are essential parts of doing interesting research.
I was beyond excited as I read Davis and Shadle's descriptions of alternate research project formats. The multi-genre project particularly intrigued me. I have always loved collage, and the thought that research could contain a variety of modes and genres matched together in a meaningful way makes me really excited. I love that these projects present ideas in a less straight-forward way-- not with a thesis statement, but by weaving together a collage of ideas from which the reader can sort of absorb and conclude their own potential meaning. According to Hood's research in 2009, these multi-genre projects were not widely assigned. However, I feel inspired to include some version of this type of project in my English 102 course next semester. I like the idea of students creating a project that is personally meaningful to them and giving them the freedom to explore it and present it how they see fit. I hope it would help them become invested in their search for knowledge, and also help them feel they have something worthwhile to contribute to their academic community.
