Abstract
Using the metaphor of graduate school as an Emerald City, this article examines the teaching of research methodology and scholarly writing in speech communication graduate programs. It distinguishes undergraduate emphasis on existing knowledge from graduate emphasis on how knowledge is generated, evaluated, and shared. The discussion identifies problems in graduate instruction, including insufficient attention to research methods, unrealistic expectations for beginning students, and low expectations for master’s students as potential contributors to the discipline. It also proposes practical teaching strategies that make graduate work more closely resemble professional scholarly activity, including book reviews, manuscript evaluation, convention style presentations, and research criticism. The article situates graduate education within communication administration by emphasizing research training, writing instruction, mentorship, and early participation in disciplinary scholarship.
Recommended Citation
Miller, Larry D.
(1984)
"Teaching Research Methodology and Writing in the Emerald City,"
Association for Communication Administration Bulletin: Vol. 48, Article 26.
Available at:
https://stars.library.ucf.edu/aca/vol48/iss1/26
