St. Gregory’s University
Humanities Division
Research Methods (Hum4983)
Fall, 2000

Instructor: Yoon Sik Kim, Ph.D. Office: AD 119A Phone: x5165
Hours: MWF 9:00-10:00 and 11:00-12:00; TTH 9:00-12:00.
e-mail: yskim@sgc.edu

Catalogue Description
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.

Rationale
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.

Course Objectives
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."

ATTENDANCE

  1. Attendance is essential. This course strictly observes St. Gregory’s Attendance Policy: more than three unexcused absences may cause 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.

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.

Required Textbook

Lofland, John and Lyn H. Lofland. Analyzing Social Settings: A Guide to Qualitative Observation and Analysis. 3rd ed. Belmont, CA: Wadsworth Publishing, 1995.

Raimes. Ann. Keys for Writers: A Brief Handbook. 2nd ed. New York: Houghton Mifflin, 1999.

ASSIGNMENTS

Week 1 Course Introduction. Selection of Topics.
(8/21-25) Peer Critiquing on the Focus, Scope, and Proposed Thesis

Week 2 Drafting and Writing Thesis
(8/28-9/1) Proposed Thesis Statement Due (Assignment # 1)

Week 3 Overall Outline of the Project
(9/4-8) Peer Critiquing and Diagnostic Test on Writing
(Bring a scantron sheet and a #2 pencil)

Week 4 Overall Outline of the Project
(9/11-15) Peer Critiquing/Outline Due (Assignment #2)

Week 5 Abstract Writing/Peer Critiquing
(9/18-22) Samples of Abstract

Week 6 Peer Critiquing
(9/25-29) Abstract Due (Assignment #3)

Week 7 Working Bibliography in MLA or APA style
(10/2-6) Documentation

Week 8 Peer Critiquing of Documentation
(10/9-13) Working Bibliography Due (Assignment #4)

Week 9 Annotated Bibliography of Major Sources
(10/16-20) Peer Critiquing

Week 10 Annotated Bibliography/Peer Critiquing
(10/23-27) Annotated Bibliography Due (Assignment # 5)

Week 11 Research Journal Evaluation Due (Assignment # 6)
(10/30-11/3) Conference

Week 12 Senior Thesis Approval Form
(11/6-10) Working on Drafts

Week 13 Peer Critiquing/Drafting
(11/13-17) Drafting/Convention/Thesis Approval Form Due (Assignment # 7)

Week 14 Peer Critiquing/Convention
(11/20-24) Conference

Week 15 Convention
(11/27-12/1) Conference/A Draft of Research Project Due (Assignment # 8)

Week 16 Oral Presentation
(12/6-10) Oral Presentation/Course Review