PRISTUPI PODUČAVANjU PISANjA PRVOG NAUČNOG RADA NA VISOKOŠKOLSKOM NIVOU

This paper presents a synthesis of the basic elements of a research paper and various teaching approaches that teachers can employ in academic writing classes at the university level. First, the selection of the research topic and the subsequent data collec- tion were discussed, followed by the development of a work plan and its structuring using the IMRaD method. A short description of various approaches that can be used when each of the IMRaD sections is taught to students is offered. This is followed by a review of the foundations of citation and forms of scientific dishonesty. Although the processes and the elements described here are taken for granted in the scientific community, for students who are novice writers trying to organize and write a scientific paper, all of the aforementioned elements and phases must be explicitly explained, illustrated, practiced, and tested. It is important to apply a process-oriented approach to writing, where each phase of writing a paper, including the preparatory phases as well as the selection of the topic itself, is discussed in detail in class, with examples, illustrations, text excerpts, and practice tasks. Since teachers of the subjects for which students write term papers often do not have time for detailed instructions related to the preparation of term papers, it is proposed that this be discussed in classes of subjects such as Academic Writing or Academic Skills. This should include mandatory cooperation of subject teachers and the teacher who teaches Academic Writing/Skills, but also a possible cooperation with librarians and other experts at the faculty. Such an approach will provide students with the opportunity to learn from multiple perspectives, which is necessary for a scientific paper to meet all research standards.