AMST4973
Senior Seminar in American Studies
OSU
Tulsa Spring 2008
Professor Stacy Takacs
Course
Description
| The
senior seminar is the capstone course for the Bachelor of
Arts degree in American Studies. You are expected to draw
from the knowledge you have gained through your previous
American Studies coursework to produce a substantial research
project. The first part of the course will focus on honing
your critical thinking, research and writing skills in general
ways. The second part of the course will be devoted more
toward your individual research and writing. The culmination
of your work will be a thesis project of 18 written pages
or the equivalent (I am open to alternative formats, such
as a film project or web site, as long as they are pursued
and executed with academic rigor).
In
addition to the project itself, you will be expected to
keep a "blog" that records your intellectual development
over the semester, to participate actively in class discussions
and peer reviews, to complete a series of drafting assignments
(a proposal, an annotated bibliography, a draft of the introduction,
and a rough draft of the completed project), and to perform
an oral presentation of your research at the end of the
semester. |
Texts | Course Requirements | Course
Schedule
•
Wayne Booth, Gregory Colomb Joseph Williams, The Craft
of Research, second ed. (available at the OSUT bookstore
soon, or you can order a copy from Amazon.com; right now,
it is on sale for around $10 plus postage).
• A selection of readings available in the “Articles”
section of the Desire2Learn (D2L) website <https://oc.okstate.edu>.
You may read these on-line, or download and print the
essays so that you can make notes and comments in the
margins as you read.
Optional
Texts: I recommend these discipline specific
introductions to research and writing for those who want
more help. The library has a single copy of each, or you
can order them from the bookstore or online. I especially
recommend the guides on writing in history, as they are
more comprehensive.
•
Sylvan Barnet, Pat Bellanca, Marcia Stubbs, A Short
Guide to College Writing, 3rd ed.
• Sylvan Barnet, A Short Guide to Writing About
Literature
• Richard Marius, A Short Guide to Writing About
History
• Mary Lynn Rampolla, A Pocket Guide to Writing
in History
• Lee Cuba, A Short Guide to Writing About Social
Science
• Tim Corrigan, A Short Guide to Writing About
Film
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Back
| Top
| Course
Requirements
Attendance
and Participation: Students are expected to
attend every class and participate actively in class discussions
and peer reviews.
Research
Project: You will produce an in-depth research
project of 18+ written pages or the equivalent on a topic
of your choice related to the study of US history, culture
or society. I am open to alternative formats, such as a film
project or web site, as long as I am consulted first and the
projects are pursued and executed with the same academic rigor
required of your peers. Your project will be submitted to
extensive peer and teacher review over the course of the semester,
and you will be expected to incorporate suggestions and advice
as the project develops. Details about the assignment can
be found in the Assignments folder of D2L; the due date will
be 4/29.
Blogs:
You will write TEN required "blog" entries over
the course of the semester. Topics for these postings can
be found in the schedule of readings. We will use these blog
postings to hone our critical thinking skills, to keep on
task with our research, and to workshop ideas as they come
to us. Think of this as a research journal, and feel free
to use your blog as much as you like. Just make sure you complete
the ten required postings on time and as requested. The main
blog for this course can be found at http://osuamst.edublogs.org/.
Drafting
Exercises
Project
Proposal: You will write a 2-4 page project proposal
outlining your topic, explaining its importance or relevance
to the study of "American" history, culture or
society, and describing your approach to the topic. Details
about the assignment can be found in the Assignments folder
of D2L; the due date will be 1/29.
Annotated Bibliography: You will compile
an annotated bibliography of potential sources related to
your topic. This should consist of two parts: (1) an annotated
list of 7-10 secondary sources that provide background information
about your chosen topic, and (2) an annotated list 3-4 primary
sources you will use to illustrate your claims about your
topic. Details about the assignment can be found in the
Assignments folder of D2L; the due date will be 2/26.
Introduction
and Outline: You will submit a draft of your introductory
paragraph(s) or section for my commentary and for in-class
peer review. This introduction should be followed by a detailed
outline explaining how the analysis of the topic will proceed
(i.e. a "road map" of the argument). Details about
the assignment can be found in the Assignments folder of
D2L; the due date will be 3/11.
Rough
Draft: You will submit a COMPLETE rough draft
of the project for in-class peer review. You will also
meet with me one-on-one to discuss the draft and necessary
revisions. Though I am using the word "rough"
to describe the draft, it should be a full 18 or more
pages, be written clearly, contain references to your
sources, contain proper citations for all sources, and
demonstrate few writing errors. You should proofread and
correct the draft before bringing it to class to ensure
clarity. Failure to submit a complete draft or to show
up for your appointment with me will result in a letter
grade reduction for the project. The due date will be
4/8.
Academic
Honesty: All work you turn in for this class
must be your own work. Incidents of plagiarism—including
failure to cite your sources properly—will result in
a failing grade for the course. Consult OSU’s
Office of Academic Affairs for more information on the
University's new, more stringent Academic Integrity policy.
Or watch
this video. |
Back
| Top
|
1/8 |
Introduction: Class Overview, Identifying
Potential Topics, Setting up "Blogs" |
| 1/15 |
Crafting
Research Questions
READ:
Craft of Research, chapters 1-4 + pp. 285-9 (available
on D2L if books are not in)
BLOG:
Write an entry in which you explain what your topic
is and brainstorm potential research questions related
to that topic. Use the questioning exercises on pp.
46-48 as a guide for this brainstorming exercise.
IN-CLASS
BLOG RESPONSE: Respond to AT LEAST TWO of your
peers' blog postings by adding a comment on their blogsites.
Provide your thoughts on the value of the topic and
assess its current state: is it narrow enough? Are the
critical questions the author identified "good" questions?
Are there one or two questions you think are more important
than the others? Are there any questions you can think
of that the author has not? Etc. Help the author figure
out a good approach to research and investigation.
IN-CLASS
RESEARCH: Begin identifying sources for your
project.
|
| 1/22 |
Assessing
Models of Scholarship READ:
*Tzvetan Todorov, "Columbus and the Indians"; *Gail Bederman,
"Remaking Manhood Through Race and Civilization"; *Barry
Glassner, "Crime in the News"
BLOG: Identify the BEST essay assigned for today
and assess how the author of that essay approached his/her
research and writing. How is the argument laid out? What
are the main claims? What sort of evidence does the author
use to support those claims? How does the author make
you care about the topic? Why is the argument so persuasive,
in your opinion? DO NOT MERELY SUMMARIZE THE ARTICLE;
rather, think about how the argument is put together as
a model of research writing. What techniques seem most
effective to you? What might you want to emulate about
this author's method or style? What might you want to
avoid doing in your own research? Etc.
IN-CLASS DISCUSSION: Compare and contrast approaches
to and styles of research. |
| 1/29 |
Working
With Sources READ:
Craft of Research, chapters 5-6; and ONE article
about your research topic
BLOG:
Assess the reliability and value of ONE scholarly article
you have examined for your topic. Identify one key passage
in the article (a paragraph or two) that you feel is either
critical to understanding your topic or problematic (i.e.
something you either agree or disagree with strongly).
Discuss why the passage is "key" and how you might incorporate
or debate its insights in your own writing.
DUE: Formal Project
Proposal |
| 2/5 |
Research
Day IN-CLASS:
Continue identifying source materials you might use in
your research project. Read and take notes about sources
you have already found; research the credentials of author's
and check the accuracy of their claims; or use this time
to work on your annotations for the bibliography due 2/26.
BLOG:
Begin drawing connections between the secondary sources
you are reading. What similar ground do your sources seem
to cover? Do they approach this "ground" in the same way,
or are there differences of opinion about the meaning,
importance, or order of events? Where do you see yourself
fitting into these debates? Whose "side" will you take,
or how will you propose an alternative to the current
scholarship? Your blog entry should speak in specific
terms about AT LEAST THREE sources. |
| 2/12 |
Working
with Primary Sources READ:
Craft of Research, chapter 7; *James Davidson and
Mark Lytle, "The View From the Bottom Rail"
BLOG: Write an entry in
which you analyze the meaning of ONE primary source related
to your topic. This analysis should focus on closely
reading the text or artifact itself—what does it say?
How does the form contribute to the text/object's meaning?
What ideas or insights does this text/artifact give you
into your topic? How might an analysis of this text/artifact
help you make a claim about your topic? Try NOT to talk
about the author's/creator's intentions, the audiences'
responses, or even details of the historical period; instead,
focus closely on the text in isolation.
BRING:
2-3 primary sources related to your proposed topic (one
can be the source you blogged about for this week). Remember
a primary source is a text or artifact from the genre
or historical period you are studying or created by the
person you are studying. They are designed to give you
a sense of the features of the genre you are studying
or to provide a glimpse into the time and place or the
minds of the people you are studying. We will work on
constructing connections between the various primary texts.
|
| 2/19 |
Constructing
a Workable Thesis READ:
Craft of Research, chapter 8; *Thesis Handouts
on D2L
BLOG: Revisit last week's
primary source analysis and try to contextualize it historically.
Now you can think about the author/creator's intentions
(what he or she wanted to communicate) and the audience's
likely response (how would the text/artifact relate to
their lives or memories? How might they use the text/artifact
in their everyday lives? How does it "speak" to them?).
You can also think about how this text or artifact relates
to or illuminates the social dynamics of the time period
in which it was created. Does it comment, even obliquely,
on historical events? Does it embody certain common assumptions
of the time (about race, class, gender, sexuality, age,
the family, the nation, and so on)? How might your secondary
sources help you think about the meaning and function
of this primary source in its time/place?
|
| 2/26 |
The
Logic of Good Arguments READ:
Craft of Research, chapters 9-11; *Stephanie
Coontz, "What We Really Miss About the 50s"
BLOG: Respond to the questions
on the bottom of page 115 in Craft of Research.
Use this entry to begin thinking about how you will plot
out the presentation of your argument.
DUE: Annotated Bibliography
|
| 3/4 |
Planning
and Drafting I READ:
Craft of Research, chapters 12, 14; *Sample introductions
on D2L
BLOG: Think like a reader.
What potential problems do you anticipate a reader might
have with the shape or substance of your argument? Assume
the reader is relatively intelligent but uninformed about
your topic. How could you shape your draft so that it
helps the reader understand the topic, learn something
about, and value what he or she has learned? What will
you need to do, specifically, to make the argument clear
to the reader? How will you make the reader care about
the topic? Etc.
BRING:
A draft of your introduction and outline for in-class
peer review. |
| 3/11 |
Planning
and Drafting II--Meet with Dr. Takacs individually in
her office (MCB2221)
DUE: Introduction and
Outline |
| 3/18 |
Spring
Break--No Class |
| 3/25 |
Planning
and Drafting III BLOG:
Report on your progress with the draft. Use this entry
to try out an idea or approach, ask/answer questions related
to your research, or whatever—as long as the entry helps
you think about your research and writing.
IN-CLASS
BLOG RESPONSE: Respond to AT LEAST TWO of your
peers' blog postings by adding a comment on their blogsites.
Help them develop their thinking, by venturing an alternative
answer to research questions, asking questions about what
you don't understand, or asking new questions about the
material that they may have overlooked. Help the author
probe his/her ideas (not writing style) and be constructive
in your comments.
Class time will be devoted to blogging,
drafting, and consulting with me or your peers on issues
of content and organization. |
| 4/1 |
Planning
and Drafting IV NO
CLASS, but our classroom computers will be available for
your use, and I will be in my office (MCB 2221) from 4:30-6:30
to consult on drafts. |
| 4/8 |
Peer
Review READ:
Craft of Research, chapter 13
DUE: Complete Draft
of Research Project
Class time will be devoted to peer review
and revision. We will focus on "global issues" (thesis,
organization, use of evidence). |
| 4/15 |
Revising
Process Cont.—Mid and Low-Level Revising
READ:
Craft of Research, chapter 16 (if you plan to use
tables or other graphics read chapter 15, too); *Grammar
Handouts on D2L
BLOG: How might you use
the suggestions contained in Chapter 16 of Craft of
Research to revise your draft? Isolate a specific
section of your draft and work on making the style more
"reader-friendly."
IN-CLASS
BLOG RESPONSE: Respond to AT LEAST TWO of your
peers' blog postings by adding a comment on their blogsites.
Which version of the draft section they are working on
do YOU like better and why? Again, be constructive in
your comments, and try to help the person improve the
communication of their ideas. |
| 4/22 |
DUE:
Oral Presentations |
| 4/29 |
DUE:
Final Drafts of Projects |
|
