Research Paper 1
The “Research Paper” in the Writing Course
Richard L Larson
College English 44 (8), 811-816, 1982
Let me begin by assuring you that I do not oppose the assumption that student writers in
academic and professional settings, whether they be freshmen or sophomores or students in
secondary school or intend to be journalists or lawyers or scholars or whatever, should
engage in research. I think they should engage in research, and that appropriately informed
people should help them learn to engage in research in whatever field these writers happen to
be studying. Nor do I deny the axiom that writing should incorporate the citation of the
writer's sources of information when those sources are not common knowledge. I think that
writers must incorporate into their writing the citation of their sources-and they must also
incorporate the thoughtful, perceptive evaluation of those sources and of the contribution that
those sources might have made to the writer's thinking. Nor do I oppose the assumption that a
writer should make the use of appropriate sources a regular activity in the process of
composing. I share the assumption that writers should identify, explore, evaluate, and draw
upon appropriate sources as an integral step in what today we think of as the composing
process.
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Research paper recommender system evaluation: a quantitative literature survey
Joeran Beel, Stefan Langer, Marcel Genzmehr, Bela Gipp, Corinna Breitinger, Andreas
Nürnberger
Proceedings of the international workshop on reproducibility and replication in recommender
systems evaluation, 15-22, 2013
Over 80 approaches for academic literature recommendation exist today. The approaches
were introduced and evaluated in more than 170 research articles, as well as patents,
presentations and blogs. We reviewed these approaches and found most evaluations to
contain major shortcomings. Of the approaches proposed, 21% were not evaluated. Among
the evaluated approaches, 19% were not evaluated against a baseline. Of the user studies
performed, 60% had 15 or fewer participants or did not report on the number of participants.
Information on runtime and coverage was rarely provided. Due to these and several other
shortcomings described in this paper, we conclude that it is currently not possible to
determine which recommendation approaches for academic literature are the most promising.
However, there is little value in the existence of more than 80 approaches if the best
performing approaches are unknown.
