The second student learning outcome in our ENG 1A COR states that students are to “Write an inquiry-driven, analytical, or argument-based research essay on a culturally relevant issue that demonstrates critical reading and analysis of text-based sources.” However, how often do we take the time to critically reflect on what we mean by “inquiry-driven” essays? What does a research-driven, inquiry-based essay look like?

Consider the ways that research papers are often approached in college writing courses. These papers are usually saved for the last portion of the course, when all parties are both exhausted and stressed. Directions will typically ask students to choose a topic (often, but not always) relating to a relevant societal issue. Then, students may do their best to gather information that (often) supports the direction that they have already decided to take their paper based on their currently existing frames of reference. The process can be passive and reflect old ways of teaching where students receive and regurgitate information that they have found, rather than position students to be an investigative, active agent in their own knowledge building process.

Shirley Mthethwa-Sommers, in her action research article titled “Inquiry-Based Method – A Case Study to Reduce Levels of Resistance,” emphasizes the importance of providing students with a clear, science-based pathway to research through an inquiry-based learning (IBL) framework that “places students at the center of their learning” (62). IBL is based on a constructivist learning approach that assumes that knowledge is constantly constructed and deconstructed by the learner, and this learning process involves learners’ experiences and their interaction with the natural “tensions” that evolve out of the multiple contexts of their social environment.  

If the learning process involves the constant construction and deconstruction of knowledge, what are the characteristics unique to IBL that pave the way for real transformational learning experiences? Here are just a few:

(De)construction of knowledge occurs when learners practice:

• Active investigation of real-world issues in their context (active questioning)
• Continual, critical reflection of their old/new knowledge and experiences
• Interaction with other people and hearing different perspectives (opportunities for dialogue)
• Examination and reflection of their placement within oppressive systems and structures
• Investigation of self as an active participant within social/cultural/political contexts and structures (conscientization)
• Gaining knowledge through inquiry RATHER THAN simple knowledge transmission or rote memory

In Mthethwa-Sommers’ attempt to address her students’ resistance to studying various social justice issues, she took students through an IBL journey that reflected the qualities listed above. Her results? In total, 47 out of 50 students changed their previous views of important social justice issues, such as institutional racism, sexism, and immigration, indicating that their resistance to these topics was significantly diminished. Below was her framework for an entire semester.

Step 1: Identification of the problem
Students were assigned topics to which they were most resistant, for instance, systemic racism, homophobia, sexism.

Step 2: Proposal writing
Students had to write a proposal to address a question involving their topic. They had to identify how they would carry out their investigation, which sites they would use to collect data, and what action they would take if substantial evidence of their topic had been discovered and validated by data.

Step 3: Data Collection
Students collected the data, both from online sources and research from the actual areas pertinent to their topic (Ex: a student resistant to immigrants in his community had to serve in the community center where many immigrants frequented)

Step 4: Data Analysis
Students analyzed their data and findings.

Step 5: Enacting Change
Students had to take action according to their findings. For example, if a student found evidence of homophobia at his institution, he had to follow his proposed plan of action from Step 2, like holding a campus forum on the topic to create more awareness and cultivate discussion.  

Questions

• How might this framework be adapted to meet the research paper guidelines in your English 1A class?
• What portion of the bullet points listed above do you already implement but could definitely enhance in your research paper?