Hengl & Gould (2002) "Rules of Thumb of Writing a Research Article"

From the beginning of this research, the TR planned and implemented activities in which students felt comfortable and pleased. The EES, ET, and TR sat at round tables to establish conversations instead of giving lectures. The TR and ET were always willing to resolve students’ doubts during all parts of the process, demonstrating how collaborative work emerged when participants had the chance to work in groups; how students interacted among themselves; and how students felt supported by their classmates, the ET, and the TR, which allowed them to create a confident environment when they were writing their research articles in English as a foreign language and when they held informal conversations using both Spanish and English. According to Panitz (1996, p. 8), there are benefits of working collaboratively: “create an environment of active, involved exploratory learning, build self-esteem in students and enhance students’ satisfaction which the learning experience provides greater ability of students to view situations from others’ perspectives.” Thus, making writing a team activity rather than an isolated practice made it possible to realize this vision of learning.

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Excerpt 14 describes the way feedback was provided and how it determined the students’ responses to the writing process. It should be noted that when students were writing their research articles, they had sufficient time to submit the tasks and to correct their mistakes. The students did not develop the writing activities under pressure, and the TR attempted to bolster the students’ self-confidence no matter what the mistake was.

Writing research article introductions 05.09.2014, 10:08

The paper provides 'rules of thumb' for writing research articles (RA) and. Excerpt 6
Q9: Did you like working on writing with your classmates?
S1: Yes teachers. In our group, there were different situations in which we were disappointed because we had different ideas, but finally we always took decisions and made agreements and finally we could write our research article in a group.
S6: Also, I learned how to listen to my classmates, and I accepted their opinions respectfully. (Interviewees 1 and 6, Question 9)

Writing Research Articles | UCSF Career

The roles that each study participant—electronics engineering students (EES), the teacher-researchers (TR) and the engineer tutor (ET)—assumed were significant. The teacher-researchers and the engineer tutor continuously guided the electronics learners in their writing processes. Students became more engaged in their projects’ development and did their best even as they presented weaknesses when they were writing their research articles. Each of the participants contributed meaningful ideas and information to create an academic paper. Among the different writing activities linked with collaborative work, there emerged different kinds of roles from informal and spontaneous conversations, and these roles allowed each participant and each variety of teamwork to be characterized by specific features.

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