Abstract
Using editorial experience as a point of departure, this article argues that graduate communication programs must give sustained attention to research methodology and scholarly writing. It links publication to professional advancement while emphasizing broader benefits of research training, including skepticism, problem solving, careful inference, and responsible evaluation of evidence. The article identifies recurring manuscript problems involving significance, research design, statistical method, writing clarity, documentation, and physical presentation. It also suggests that weak research often reflects not only technical problems but also attitudes toward inquiry, communication, and professional contribution. The article contributes to graduate education by connecting research instruction, writing pedagogy, editorial standards, and faculty responsibility.
Recommended Citation
Rosenfeld, Lawrence B.
(1983)
"Teaching Research Methodology and Writing in the Graduate Communication Program,"
Association for Communication Administration Bulletin: Vol. 46, Article 10.
Available at:
https://stars.library.ucf.edu/aca/vol46/iss1/10
