This course develops students’ understanding of research and writing in the humanities and their skills in both, in preparation for the senior thesis. Students will learn how to develop the research questions, materials, methodologies, and arguments of a research project, and how to use appropriate styles, structures, and techniques in drafting and revising their writing. They will also begin to prepare a possible project for their senior theses. Classes will be based on readings about relevant techniques, analyses of academic samples, library and writing sessions, criticism and review of exercises and writing, and much class discussion.

The course proposed below is divided into two main parts: students first consider the aspects of research projects and how to develop them, and prepare a critical study of materials and an introduction, outline, and schedule for a possible project; students then consider academic writing style and how to draft and revise texts, and prepare a chapter for their project. However, this is simply an initial proposal – the topics, structure, and requirements of the course will be decided as it proceeds, and in consultation with the students.

A Note on How We Should Approach this Semester

Most generally, I am committed to the principle that my aims as an undergraduate humanities instructor should be to push (and to help) you to develop the skills, capacities, and modes of interpretation and understanding that will allow you to engage critically with the human past and present, the cultural products humans create as well as other kinds of traces they leave, and the ever-renewing knowledge we have of these experiences and traces.  My role is that of a ‘coach,’ not a performer playing a show or a talking head telling you what’s what (although sometimes I will suggest my understandings of that too).  With this approach, you will without doubt learn more and develop abilities that are useful in other settings more fully than if I simply lectured and asked you to repeat that material on exams, and you will likely find what we do more interesting too. However, for this approach to work, we all need to commit ourselves to meeting the following expectations:

1.  Do the course reading (and especially the discussion reading) and 'homework' on a timely basis. You absolutely must complete it before the class in which we are discussing it and (if relevant) the deadline for making a related forum post (if you can finish it even earlier and thus have a bit more time to think about it, that’s even better).  At times this course will involve a significant amount of out-of-class reading.  I know that this may be a challenge for some of you, but we collectively need an ample amount of solid material to work with to make our discussions meaningful.  Also, do know that with practice you will develop your abilities to deal with larger amounts of reading in limited time frames.  If you wish, we can talk more about how to do the reading and the kinds of things you should be looking for in doing it in class.

2. When relevant, respect deadlines for discussion forum posts and homework, and whenever possible post (and respond to classmates’ posts) sooner rather than later. 

3.  When you are present, be present.  We should make the most of the 2 ½ hours we meet each week to engage with the course materials and learn together.  During that time, we should all be focused on that effort and not other things such as checking social media, catching up on e-mail, studying for other courses or whatever else may distract us from the matters at hand.  Doing otherwise is disrespectful to the other members of the class, including me.  As such, if you really, really need to be doing something else, just don’t come to class.

4.  Maintain a respectful, professional tone in your responses and posts, but don’t be afraid to experiment with ideas and interpretations out of fear that they may be controversial (just work on clearly expressing your reasoning).  On this note, I think our discussions will function best if we all work on the assumption that each of us is openly and forthrightly attempting to grapple with the complexities and ambiguities of our shared humanity and its cultural products (and as such that the things we say and write are never intended to harm or to insult).  Engaging with these materials often forces us to look at the many horrid and ugly things that humans have done to and thought about (and continue to do to and think about) one another, which can be a difficult and painful experience.  Frank and open discussion is the best way both to seek to understand that past and present and to forge civil and tolerant ways of interacting and living with one another in the present.

5.  Give credit where credit is due and be sure that all work you hand in is your own.  Not only does plagiarism or any other form of cheating defeat the whole purpose of going to university to learn and to improve one’s abilities, it undermines the basic trust any community needs to learn and work together. 

6.  Try not to be too nervous about grades.  We learn through practice, we all fall short of our aims sometimes, and we sometimes learn more from falling short than anything else.  I purposefully keep many assignments fairly open in terms of the types of topics and arguments you may develop to give you the freedom to present your ideas and sharpen your abilities, and such freedom always entails risks.  Know that I put mechanisms in place to weigh the improvement that you make over the course into the calculation of your final course grade.

7.  Keep lines of communication open.  Please know that the ways in which I structure classroom sessions and on-line discussion activities in this syllabus remain experimental and may change.  Please share your thoughts on them and feel free to suggest approaches, ways of organizing discussions (in-person or on-line), or other activities that you believe may help you and your classmates to better engage with the course material.  I cannot neglect my responsibility to set the rules for the game that is our course in ways that I believe best assure both academic rigor and fairness across the class, but you can be assured that I will value and carefully consider any suggestions you may make. More generally, if you have questions or concerns regarding any matters relating to the course, please do feel free to share them with me.

In successfully completing this course, you should develop your abilities to:

• formulate and evaluate research topics and questions;
• prepare project summaries, outlines, and schedules;
• identify and evaluate the relevance of primary and secondary materials;
• prepare annotated bibliographies and critical studies of relevant materials;
• explain and evaluate relevant methodologies;
• analyze and develop appropriate forms of argument;
• employ academic writing styles and techniques of drafting and reviewing texts;
• prepare chapters of a research project;
• explain and analyze course material orally and in written forms, and in individual and group contexts.

Important Course Policies

All assignments should be handed in as hard copies in class and electronically through the Moodle portal for the assignment--I encourage you to double-check on the Moodle to be sure that work has been submitted after you believe you have done so.  If for some reason it is not working, send them to me as e-mail attachments. 

All late work will suffer a grade penalty. No late work will be accepted following the date scheduled for the final examination.

Any documented case of academic dishonesty on any assignment will result in a failing grade for the assignment in question and may also result in a failing grade for the course as a whole, regardless of the assignment's weight in terms of the final course grade. Please remember that, as the University's policy states, "Plagiarism can be deliberate or negligent; students are responsible for ensuring that any work submitted with their name on it is properly referenced."  If you have questions about how to cite material properly, refer to the appropriate sections of the MLA Style Manual or Chicago Manual of Style--if you have questions as to whether particular pieces of material should be cited, ask me. Note that submitting work that you have previously submitted (or plan to submit) for credit in another course is also a form of academic dishonesty, unless you obtain explicit approval from both instructors to do so. For this course, the only course with which such double submission is permitted is your Senior Thesis (CL, HM or HS 480). Please note that your papers are to be submitted to turnitin.com to check their content for plagiarism.  I am setting up the turintin submission options so that you can see the similarity reports the service generates and resubmit your papers up until the due date.

The University’s Academic Integrity policies were recently updated to include “[t]he unauthorized use of generative AI” as one of the forms that academic dishonesty can take.  In light of this change, here are the policies for this course regarding generative AI (e.g., ChatGPT). The use of generative AI for the direct composition of course assignments (e.g., papers and exam essays) is not permitted.  Simply put, your papers and essays should not include text generated by Artificial Intelligence unless that text is placed in quotation marks and identified as such.  Any papers handed in that appear to contain unauthorized AI generated text (as detected by detection software or otherwise) will not receive a grade and cannot be used to fulfill course requirements. 

Other uses of AI (e.g., as “idea generators,” bibliographic or source-finding assistants, proof-readers) are discouraged as they may limit the fuller development of the skills, capacities, and habits of mind that constitute some of the primary aims and benefits of university education, but do not necessarily fall into the category of “unauthorized use.”  If you do use generative AI in any of these or other manners, however, you must identify that you have done so explicitly in the paper or exam essay in question. 

 

Office Hours, Scheduling Appointments, E-mail Guidance, and So Forth

My drop-in office hours are on Tuesdays and Thursdays from 11:30 a.m. to 12:30 a.m..  I am also available by appointment--to set one up, simply e-mail me or ask me just after class.  My office is on the Frohring/ex-Tiber Roof.

Please know that I do not normally respond to e-mails during the weekend or after 6:30 p.m. (but feel free to write me whenever you wish--I'll respond as soon as I can the next week or the next day).  We all need to set aside time to work on other things, disconnect, recharge, and 'stay human.'  I encourage you to do the same in ways that work with your schedule and try to do what I can to provide you with as much flexibility as possible in structuring out-of-class activities.


Course Schedule.  Please note that the following is subject to change--any updates will be made to the course Moodle page.

9/3. Introductions--Why Write a Thesis?  First Thoughts on Topics? 

9/5. Topics and Research Problems (Senior Thesis Guidelines for Your Major; Booth, et al, 35-67; Harvard University Guide to Writing a Thesis in History and Literature, Chapter 1, 6-10)

9/10. Library Resources and Canvasing Materials (Guest Instructor: Reference Librarian)--TO BE CONFIRMED

9/12. Methodology and Theory--A Brief Introduction (Levin, 47-62; Scott, Domination and the Arts of Resistance, Ch.2; Recommended: Scott, Ch. 1)

9/17. Sources and Critically Reviewing Materials (Booth, et al, 65-104; Levin, 63-68)

9/19, 9/20, 9/24, 9/26, 10/1. Theory/Methodology Presentations 

10/3. Making and Judging Arguments (Reading TBA)

10/8. Planning Larger Projects (Reading TBA)

 10/10. Planning Larger Projects Continued (Reading TBA); Project Proposal Draft Due

 10/15, 10/17, 10/22, 10/24, 10/29.  Project Proposal Presentations and Discussions

10/31. Planning, Drafting, and Revising (Reading TBA); Final Draft of Project Proposal Due

 11/5. Academic Style and Decorum

11/7. Bringing Out The Dead?  The Ethics of Humanities Research

11/14, 11/19, 11/21, 11/26 and 12/3. Chapter Draft Presentations and Discussions (DRAFTS DUE ONE WEEK BEFORE YOU ARE SCHEDULED TO PRESENT)

12/5. Revising Consultation

Final Draft of the Chapter is Due at the Time Scheduled for the Final Examination