St. Gregory’s University
Humanities Division
Research Methods (Hum4983)
Fall, 2001
Instructor: Yoon
Sik Kim, Ph.D. Office: AD
119A
Phone: x5165
Hours: MWF 10:55-1:00 and TTh 10:50-1:00; 1:50-2:50; also
by appointment
e-mail: yskim@sgc.edu
Designed to serve as a preparation for the Senior Seminar,
this course provides an in-depth understanding of the methods used in academic
research and writing. Prerequisite:
senior standing.
Utilizing the research and communication skills students
have already acquired in their disciplines, students will conduct research in
their areas of specialization to present their findings to the university
community—a culminating capstone experience quintessential to the mission of
St. Gregory’s University. In
particular, the course aims to accomplish the following: 1) teach solid research
skills, 2) promote the importance of collaborative learning, 3) improve verbal
and written communication skills, and most important, 4) help students discover
their hidden potential for serious future graduate/professional pursuits.
By the end of the course, successful students will be able
to do the following:
1. Demonstrate the ability to plan and implement a major research project, and carry out all the steps of effective academic research.
2. Select, narrow, and refine an original yet feasible research topic.
3. Conduct an in-depth search of sources and learn how to select best sources pertinent to the purpose and its intended audience.
4. Make effective use of a library and the Internet for academic research. For resources, not only will students use local libraries but they will also seek resources available in major Research Universities (OU/OSU, for instance).
5. Prepare an annotated, up-to-date bibliography.
6. Discern the reliability of sources.
7. Compose abstracts of the sources.
8. Explain the techniques of qualitative research.
9. Keep and make effective use of a research journal.
10. Organize and refine a research project.
11. Document sources according to Chicago, MLA, APA, and CBE style.
12.
Demonstrate an understanding of effective oral presentation
Methods of Instruction
Instruction will include class discussions, in-class
exercises, out-of-class assignments (library), peer critique, and lectures.
Methods of Evaluation
When due, students will submit the following for
evaluation.
*To help identify early students with writing deficiency,
all students will take a diagnostic test, which is not a part of the final
grade.
1. A topic, its focus and scope, and a proposed thesis statement (10%).
2. An overall outline of the project (10%).
3. An Abstract of the topic (10%).
4. A working bibliography in MLA or APA style (10%).
5. An annotated bibliography of major sources (15%).
6. A research journal kept at least three days a week (10%).
7. A Senior These Approval Form (10%)
8. A Draft of the Research Project with Documentation, about fifteen-page long, typed in double space (35%).
9.
Students
who fail to submit any of the above will receive an automatic F for the course.
The Draft will be graded for their originality, focus,
development with details, interpretation and analysis of the given data/text,
effective incorporation of references [documentation], organization, and
writing, as illustrated below:
A
Excellent (90-100). An
“A” Draft is exceptional—stylistically, structurally, and
intellectually--with originality. Its content and style stand out by lucid and orderly
thinking. It shows the student’s
superior control of language, virtually free of errors in mechanics,
punctuation, grammar, organization, and thoroughness of documentation. Sentences are lucid—full of 5W 1H supporting details,
illustrations, and examples—concise, precise, concrete, and to the point.
B
Good (80-89). What
primarily distinguishes an "A" draft from a "B" draft are
originality of thought and expression, and attention to detail.
A "B" draft, nonetheless, addresses all parts of the assignment
but completes one or more parts less completely or with less control than an
“A” paper does. It may show
inadequacy in research or a flaw in reasoning, organization, 5W 1H details,
writing, and documentation—requiring an occasional proofreading.
C
Average (70-79). A
“C” draft comes to terms with all parts of the assignment.
The reasoning, organization, details, writing, and documentation may be
imprecise and inadequate, however. A
"C" draft differs from a "B" draft in that it contains weak
organization, few supporting details, poor writing, and inadequate
documentation. But it will not be
flawed with logical fallacies or superficial reasoning.
It will show the writer’s ability to support key ideas and will allow
readers to move easily from point to point, despite few organizational flaws.
Errors in mechanics, punctuation, grammar, and documentation will not be
so frequent as to distract the reader from the content.
D
Poor (60-69). A
"D" draft ignores major portions of the assignment, especially in
organization, content, and documentation. Errors
in mechanics, punctuation, and grammar may be numerous, but will not be so
serious as to interfere with readability. A
“D” draft is a superficial, incomplete, or inadequate response to the
Research Project. Drafts
potentially worth a "C" will be lowered to a "D" by
inaccurate content, ineffective organization, serious errors in writing, lapses
in reasoning, absence of specific 5W 1H details/examples/illustrations,
confusing focus, abnormal brevity, and incorrect documentation.
F
Failing (Below 60). An
"F" draft lacks specific focus or substance, or shows consistent,
serious problems with writing, producing the impression of ineptitude.
It either lacks a clear focus, fails to accomplish its intended purpose,
or is not usable by the intended reader, for it blatantly ignores the specific
instruction given in class discussion. A
draft, deemed to be an accidental plagiarism, will also receive an "F.”
1.
Attendance is required. More
than two (2) unexcused absences may
result in a student’s failure in the course.
2.
The absent student will be held fully responsible for the missing
information. Under no
circumstance will your instructor be obliged to repeat it; therefore,
students should get the missing information from other students or their notes.
3.
After three verbal warnings, your instructor will dismiss habitually
tardy or disruptive students from the class.
4.
Students who are absent at the time of roll call will also be considered
absent for the whole period. So
will the student who leaves the class early, prior to its termination.
5.
All assignments must be typed and are due at the beginning of the class
period; late works will not be accepted. No
work slid under my door will be accepted.
6.
For all parties involved, a single incident of plagiarism will be grounds
for failure in the course, such as using a term paper for another course as the
“Research Draft” for this course. Also,
to maintain a student’s file, each student must turn in a regular manila
folder as soon as possible.
Writing Center: Once referred to the Writing Center
(AD 119A) by your instructor, the student must attend all its sessions regularly. Skipping a session may result in his/her failure in the
course. When/if the referred
student improves, your instructor or the Director of the Writing Center may
release him/her.
Disability Statement: Any Student with a disability
that will affect his/her progress in this class and registered with student
services should inform the professor during or after the first class meeting.
Troyka, Lynn
Quitman. Quick Access:
Refernce for Writers. 3rd
ed. Upper Saddle River, New Jersey: Prentice Hall, 2001.
ASSIGNMENTS
Week 1
Course Introduction. Selection
of Topics.
(8/20-24)
Peer Critiquing on the Focus, Scope, and
Proposed Thesis
Week 2
Drafting and Writing Thesis
(8/27-31)
Proposed Thesis Statement Due
(Assignment # 1)
Week 3
Overall Outline of the Project
(9/3-7)
Peer Critiquing and Diagnostic
Test on Writing
Week 4
Overall Outline of the Project
(9/10-14)
Peer Critiquing/Outline Due (Assignment #2)
Week 5
Abstract Writing/Peer Critiquing
(9/17-21)
Samples of Abstract
Week 6
Peer Critiquing
(9/24-28)
Abstract Due (Assignment #3)
Week 7
Working Bibliography in MLA or APA style
(10/1-5)
Documentation
Week 8
Peer Critiquing of Documentation
(10/8-12)
Working Bibliography Due (Assignment #4)
Week 9
Annotated Bibliography of Major Sources
(10/15-19)
Peer Critiquing
Week 10
Annotated Bibliography/Peer Critiquing
(10/22-26)
Annotated Bibliography Due (Assignment # 5)
Week 11
Research Journal Evaluation Due
(Assignment # 6)
(10/29-11/2)
Conference
Week 12
Senior Thesis Approval Form
(11/5-9)
Working on Drafts
Week 13
Peer Critiquing/Drafting
(11/12-16)
Drafting/Convention/Thesis Approval Form
Due (Assignment # 7)
Week 14
Peer Critiquing/Convention
(11/19-23)
Conference
Week 15
Convention
(11/26-30)
Conference/A Draft of Research Project Due
(Assignment # 8)
Week 16
Oral Presentation
(12/3-7)
Oral Presentation/Course Review