Course Description and Objectives
This course introduces graduate students to the principles and procedures of scholarly research. It will develop in students a greater awareness of the higher standards of academic writing expected of graduate students in comparison to undergraduates.
Abrams, M.H. A Glossary of Literary Terms. 8th Ed. Heinle, 2004. ISBN: 1413002188
Altick, Richard Daniel. The Art of Literary Research.
4th Ed. Norton, 1992.
Harner, James L. Literary Research Guide: An Annotated
Listing of Reference Sources in
MLA Handbook for Writers of Research Papers. 6th Ed.
Modern Language Association of
Introduction to Graduate Studies introduces students to the principles and procedures of scholarly research and the philosophy of graduate studies in English. They will learn about the different professional activities and methodologies practiced in the sub-disciplines of English language, literature, and composition. They will also learn the methods of conducting research and standards for writing and editing at the graduate level. Upon successfully completing the course, students will be familiar with the evaluation and use of primary and secondary materials used in the fields of English studies, including the use of different kinds of bibliographies, critical editions, periodicals, and other reference and research material available in print and electronic sources necessary for graduate research and writing. They will also understand the importance of cultivating a sense of the past; conducting source studies to evaluate the transmission of literary ideas, genres, and conventions; tracing reputation and influence of authors and their works; determining authorship and establishing reliable texts for literary criticism; and checking facts for accuracy.
Students will listen to lectures, participate in class discussions, and engage in research and writing projects including answering research questions, preparing bibliographies, and writing thoroughly researched critical essays and evaluations of primary and secondary material. The process and final product of the students' work will be evaluated for thoroughness, accuracy, and clarity. All assignments must be prepared according to the standards of the MLA Handbook and conventional standards of English grammar and punctuation and should not contain errors that significantly harm or diminish meaning.
This course is a graduate seminar. Its success depends on your participation. Each week you need to read all material and complete all assignments in order to participate in class discussions and be ready for subsequent work. Please arrive on time. If you are absent, late, or disrupt by leaving while class is in session or using your cell phone you will be panalized.
Students may earn a maximum of 1000 points, and grades are based on the percentage of those points a student earns. The percentage is traditional, i.e., 90% and above = A; 80-89% = B; 70-79% = C; 60-69% = D; 59% and below = F. Grades are broken down as follows:
|Research Questions||400 pts., or 40% of your grade|
|Reflective Essay:||100 pts., or 10% of your grade|
|Editing Assignment:||100 pts., or 10% of your grade|
|Research Papers and Bibliographies||400 pts., or 40% of your grade|
All papers and exercises are due at the beginning of the class period on the date listed on the syllabus.
Student Responsibility: Students are expected to be above reproach
in all scholastic activities. Students who engage in scholastic
dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and dismissal from the university.
"Scholastic dishonesty includes but is not limited to cheating,
plagiarism, collusion, the submission for credit of any work or
materials that are attributable in whole or in part to another
person, taking an examination for another person, any act designed
to give unfair advantage to a student or the attempt to commit
such acts" (Regents' Rules and Regulations, Series 50101,
Section 2.2). Since scholastic dishonesty harms the individual,
all students, and the integrity of the university, policies on
scholastic dishonesty will be strictly enforced. (Refer to the
Student Handbook for more information.)
Students with disabilities, including learning disabilities, who wish to request academic adjustments in this class should notify the Disability Services Office early in the semester so that appropriate accommodations may be made. In accordance with federal law, a student requesting academic adjustments must provide documentation of his/her disability to the Disability Services counselor. For more information, visit the Disability Services Office in the Camille Lightner Student Center or call 956-882-7372.
In compliance with the Emergency UTB/TSC Academic Continuity
Program, academic courses, partially or entirely, will be made
available on the MyUTBTSC Blackboard course management system.
This allows faculty members and students to continue their teaching
and learning via MYUTBTSC Blackboard http://myutbtsc.blackboard.com,
in case the university shuts down as a result of a hurricane or
any other natural disaster. The university will use Blackboard
to post announcements notifying faculty members and students of
their responsibilities as a hurricane approaches our region. If
the university is forced to shut down, faculty will notify their
students using Blackboard on how to proceed with their course(s).
To receive credit for a course, it is the student's responsibility
to complete all the requirements for that course. Failure to access
course materials once reasonably possible can result in a reduction
of your overall grade in the class. To facilitate the completion
of classes, most or all of the communication between students
and the institution, the instructor, and fellow classmates will
take place using the features in your MyUTBTSC Blackboard and
UTB email system. Therefore, all students must use Scorpion Online
to provide a current email address. Students may update their
email address by following the link titled "Validate your
e-Mail Account" in MyUTBTSC Blackboard Portal. In the event
of a disaster that disrupts normal operations, all students and
faculty must make every effort to access an internet-enabled computer
as often as possible to continue the learning process.
Introduction to the Course and Altick.
Homework: Read Altick, chs. 1 and 4. Become familiar with the organization of Harner and Abrams. Write reflective essay assignment.
Reflective essay assignment due. Discussion of Altick, chs. 1 and 4. First research paper and bibliography assigned.
Homework: Read Altick, chs. 2 and 6. Begin research questions, set one: fact checking.
Discussion of Altick, chs. 2 and 6; discuss research questions, set one.
Homework: Read Altick, ch. 3, p. 61-88, textual study. Finish research questions, set one.
Research questions, set one due. Discuss Altick, ch. 3, p. 61-88.
Homework: Read Altick, ch. 3, p. 88-106, problems of authorship. Research questions, set two: reliable texts and standard critical editions.
Research questions, set two due. Discuss Altick, ch. 3, p. 88-106.
Homework: Read Altick, ch. 3, p. 106-119, source study. Begin research questions, set three: authorship, source studies, and reputation and influence. Prepare progress report on first research paper and bibliography.
Discuss Altick, ch. 3, p. 106-119.
Homework: Read Altick, ch. 3, p. 119-135, tracing reputation and influence.
Research questions, set three due. Discuss Altick, ch. 3, p. 119-135.
Homework: Finish First Research Paper and Bibliography. Read Altick, ch. 3, p. 135-154.
First Research Paper and Bibliography due.
No class; work on Research Project.
Part One due. Part Two, step one due. In-class editing of "'A Rose for Emily' Master Bibliography." Bring two copies of this bibliography: one for me, and one for a classmate to edit.
Part Two step two due. In-class editing of "'A Rose for Emily' Revised Master Bibliography." Bring two copies of this bibliography: one for me, and one for a classmate to edit.
Part Two step three due. In-class editing of "'A Rose for Emily' Second Revised Master Bibliography." Bring two copies of this bibliography: one for me, and one for a classmate to edit.
Part Three due. In-class editing of "An Annotated Bibliography of Five Sources from the 1980s on 'A Rose for Emily'." Bring two copies of this bibliography: one for me, and one for a classmate to edit.
Part Four due. "A Survey of Critical Issues in 'A Rose for Emily'." Discussion of Part Five.
Part Five: In-class essay.