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This article by Laurie Grobman (also author of one of this week's article assignments from the course packet) describes the ways in which undergraduate participation in research and research publication contributes to increased authority and sense of authorship in undergraduate students. This authorship puts the students in discourse with their education and beyond, creating a purpose and identification with their course of study rather than making them passive receivers of it. This benefits their confidence and command of composition as well as putting them in the "driver seat", so to speak, of their participation in academia, and levels the playing field of student and "real" writing, erasing old and disadvantaging dichotomies.