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JOHN CABOT UNIVERSITY

COURSE CODE: "HM 460"
COURSE NAME: "Research and Writing in the Humanities"
SEMESTER & YEAR: Fall 2025
SYLLABUS

INSTRUCTOR: Emily Hurt
EMAIL: [email protected]
 HOURS: TTH 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: Senior Standing or Permission of the student's Advisor and Department
OFFICE HOURS:
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.
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 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. The course is conceived as a workshop and topics, structure, and requirements of the course will be decided as it proceeds, and in consultation with the students.
LEARNING OUTCOMES:

• 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.
TEXTBOOK:
NONE
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
ParticipationClasses 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. 20
Methodology PresentationIn 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
Primary Source AnalysisYou will choose one primary source in your field of study that is of interest of to you and write a three-page close analysis of the source. You must also cite two secondary sources. You can find further guidelines on the course Moodle page. 20
Thesis Project OutlineYou will prepare, present and discuss an abstract, annotated bibliography, research questions and proposal, and outline 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.25
Draft ChapterYou 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:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed.  
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.
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.
SCHEDULE

Week 1:           Introductions                                       

 

Week 2:           How to develop a research question

 

Week 3:           Methodologies

                                   

Week 4            Methodology/Theory Presentation

 

Week 5:           Working with primary sources                                             

 

Week 6:          Working with secondary sources

 

Week 7:           Building a bibliography (Primary source assignment due)

 

Week 8:           Scholarly Analysis

 

Week 9:           Presentation of research ideas (Annotated bibliography and abstract due)

 

Week 10:          From idea to argument (Outlines due)

 

Week 11:          Peer review of outlines

 

Weeks 12-14:  Production of drafts, peer review, presentations