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JOHN CABOT UNIVERSITY
COURSE CODE: "HM 460"
COURSE NAME: "Research and Writing in the Humanities"
SEMESTER & YEAR:
Spring 2025
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SYLLABUS
INSTRUCTOR:
Annette Merle Bryson
EMAIL: [email protected]
HOURS:
TTH 3:00 PM 4:15 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: Senior Standing or Permission of the student's Advisor and Department
OFFICE HOURS:
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COURSE DESCRIPTION:
This course provides practical preparation for designing and carrying out a significant thesis-length research project and a brief, but sophisticated introduction to key methodologies and theoretical approaches used in humanities disciplines. Students will be guided through the processes of setting up a problem to investigate; determining what kind of sources, how many, and which sources are appropriate to use; evaluating and analyzing those sources; reviewing academic literature in the Humanities on their topics; developing a clear and well-researched thesis proposal; and formulating and writing convincing arguments.
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SUMMARY OF COURSE CONTENT:
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 a research project 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.
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LEARNING OUTCOMES:
More specifically, by the end of the course students will be able 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.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Weekly Assignments & Engagement | Classes will center on understanding, practicing, and evaluating research and writing techniques, as well as explaining, discussing, and revising both your own work and that of your peers. Active participation in class and thorough preparation outside of class are crucial to your success. Each week, you will work on a specific assignment, all of which will be clearly outlined on Moodle. Your in-class engagement and weekly assignments will both contribute to your final course engagement grade. | 25% |
| Methodology/Theory Presentation | In the Methodology/Theory Presentation, you will briefly present a particular methodological/theoretical approach used in Humanities research and analysis of interest to you. You can find further guidelines on the course Moodle page. | 10% |
| Critical Study of Materials | You will prepare a critical study of materials, an annotated bibliography and a draft literature review. | 20% |
| Thesis Project Outline, and Summary | You will prepare, present and discuss a summary, outline, and schedule for a possible thesis project. You will also present this project proposal to the rest of the class for discussion. For these discussions, each of you will also review at least one of your colleagues’ projects, preparing both a brief written review (for the author and for me) and an oral commentary during the discussion of her/his paper in class. | 20% |
| Draft Chapter | You will write a research paper of approximately 3,000 words (approximately 10 - 12 pages), which can ideally serve as a chapter of your planned senior thesis. This chapter should incorporate both primary and secondary sources. We will work together throughout the process, from developing a first draft to refining it into a polished final version. You will also present your chapter to the class for discussion. As part of this process, you will review at least one of your classmates’ drafts, providing a written critique for both the author and me, as well as sharing an oral analysis during the class discussion. | 25% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
This course provides practical preparation for designing and carrying out a significant thesis-length research project and a brief, but sophisticated introduction to key methodologies and theoretical approaches used in humanities disciplines. Students will be guided through the processes of setting up a problem to investigate; determining what kind of sources, how many, and which sources are appropriate to use; evaluating and analyzing those sources; reviewing academic literature in the Humanities on their topics; developing a clear and well-researched thesis proposal; and formulating and writing convincing arguments.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Week 1: Introductions
How to develop a research project
Week 2: Research questions
Weeks 3-4: Materials
Week 5: Methodologies
Week 6: Arguments
Project preparation
Week 7: Critical study of materials
Week 8: Introduction, outline, and schedule
How to write a chapter
Week 9: Planning, drafting, and revising
Week 10: Academic style
Chapter preparation
Weeks 11-14: Presentation, peer review, and writing sessions
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