Assignments
English 6601 Methods of Research, Fall 2021
T 5:00-7:45 p.m., Arts & Sciences 316
In-Class Activities
1. Introduction to Bibliographical Studies
Although William Proctor Williams and Craig S. Abbott's An Introduction to Bibliographical and Textual Studies is concise, there is still much to cover, so let's structure today's discussion with a short in-class activity.
- Student 1/Chapter Introduction: Define the five kinds of bibliography: enumerative bibliography (8), annotated bibliography (8), historical bibliography (8-10), analytical bibliography (10-11), and descriptive bibliography (11-12).
- Student 2/Chapter 2 Analytical Bibliography: What is the main concept of the chapter? List three important points that the chapter makes.
- Student 3/Chapter 3 Descriptive Bibliography: What is the main concept of the chapter? List three important points that the chapter makes.
- Student 4/Chapter 4 A Text and Its Embodiments: What is the main idea of the chapter? List three important points that the chapter makes.
- Student 5/Chapter 5 Textual Criticism: What is the main idea of the chapter? List three important points that the chapter makes.
- Student 6/Student Choice of Chapter 2, 3, 4, or 5.
Revised and Expanded Paper
The dual purpose of the Revised and Expanded Paper is for students to acclimate to the graduate- and professional-level processes of revisiting prior work, updating arguments, and conducting additional research based upon self-criticism and professional feedback from colleagues in the field.
Original Paper Selection
Select a one or two recent research papers that you believe need both further development of interpretation and further research to help prove your argument.
Original Paper Workshop
Send one or two potential papers to the class in GeorgiaVIEW > Discussions > Revised and Expanded Paper Workshop by Sunday at noon. Read your classmates' papers in advance of Tuesday's class. During Tuesday's class, we'll discuss each paper's potential to revise the argument, expand the argument, and add additional research. After class, you will use class feedback to help you decide upon one paper to revise and expand
Annotated Bibliography, Research Strategy, and Revision Plan
Annotated Bibliography
Find 10 scholarly, secondary sources (books, book chapters, and peer-reviewed journal articles) that will help you further develop your literary interpretation, format the sources in MLA style, and provide a 75-100 word summary of each secondary source's argument as well as how the secondary source interprets and illuminates the meaning of the primary text, i.e., the literary work. Do not simply summarize the topic, provide the thesis. I recommend answering the following questions:
- What question, issue, or topic is the source investigating?
- What is the source's thesis or conclusion regarding the work of literature?
- How does the source help your understanding of the work of literature?
Research Strategy
Provide a paragraph length summary of how you found the secondary sources. For instance, list the library databases you used and secondary sources' works cited you consulted.
Revision Plan
Finally, provide a paragraph length explanation of how you plan to revise your original paper. For instance, discuss the new research you will incorporate, how you will amend your interpretation, and how you will expand the argument.
I suggest using this template. The annotated bibliography, research strategy, and revision plan is due in GeorgiaVIEW > Course Work > Assignments > Revised and Expanded Paper on Tuesday, September 7.
Revised and Expanded Paper
The revised and expanded paper must be one-third to one half longer than the original paper and incorporate at least 5 new secondary sources. For instance, if the original paper was 10 pages long and had 5 secondary sources, the revised and expanded paper should be 13-15 pages long and have 10 secondary sources. It is due Tuesday, September 14 in GeorgiaVIEW > Course Work > Assignments > Revised and Expanded Paper. If you revised your annotated bibliography based on feedback, also resubmit your bibliography, research strategy, and revision plan on Tuesday, September 14.
Textual Scholarship and Book History Annotations
While we were studying the history of the book, you worked on revising and expanding a previous research paper. This project provided the opportunity to practice the research methods learned in your undergraduate programs (researching and writing an annotated bibliography) as well as refine your argument and integrate additional research to a previous paper. Now, the textual scholarship and book history project allows us to practice the methods of textual scholarship learned in Williams and Abbotts', Greetham's, and Kirschenbaum and Rside's books and articles.
The class will select a work of literature and then individual students will be assigned to research its textual issues (such as the debate between differing scholarly editions or translations), its publication history (discuss its different editions), and its readership history (discuss its critical and social reception, both then and now). Each of you will find and annotate three sources pertaining to your assigned topic.
Some examples of topics include the inclusion of T. S. Eliot's notes in the publication of The Waste Land, the 2011 Touch Press Media editions of The Waste Land, the 1965 original publication of Sylvia Plath's Ariel versus the 2004 restored collection, and the original 1922 publication of James Joyce's Ulysses versus Hans Walter Gabler's 1984 edition.
Topics
Bring one or two possible topics to class on Tuesday, September 7; and the class will finalize a topic. The class selected Walt Whitman's Leaves of Grass as the textual scholarship and book history project.
Annotations
The list of sources will be compiled here by one or two students; and the professor will assign sources to students. On Tuesday, September 21, submit three annotations of 75-100 words each to GeorgiaVIEW > Course Work > Assignments > Textual Scholarship and Book History Project.
Scholarship Summary
While the textual studies project requires you to practice your annotation skills and learn more about textual criticism, the scholarship summary compels you to practice more comprehensive summary skills while learning about a new scholarly discipline and sharing your understanding with the class.
The scholarship summary, which will summarize a category of modern scholarship, should
- be 3-4 pages long,
- be formatted in MLA style in Word format (I suggest using this template),
- summarize the main tenets and questions the method uses to approach literature,
- define key terms and explain important concepts,
- and include questions that a literary scholar using the method would ask of a work of literature
Due Date
The summary is due by the start of class on the scheduled day in two places:
- GeorgiaVIEW > Course Work > Discussions > Scholarship Summary
- GeorgiaVIEW > Course Work > Assignments > Scholarship Summary
Sign Up Sheet
Sign up here for one Scholarship Summary slot.
Date |
Text |
Student |
|---|---|---|
T, 9-7 |
Sommer, "Language, Culture, and Society" |
1 Cameron Hallman |
T, 9-7 |
Hopper, "Linguistics" |
2 |
T, 9-7 |
Byrnes, "Language Acquisition and Language Learning" |
3 Nayoung Seo |
T, 9-14 |
Jarratt, "Rhetoric" |
4 Matthew Partain |
T, 9-14 |
Bartholomae, "Composition" |
5 Marlee Ruark |
T, 9-14 |
Bernstein, "Poetics" |
6 John Vermilyea |
T, 9-21 |
Translation Studies |
7 Hillary Hencely |
Scholarship Presentation
After revising and expanding a research paper and then researching a textual issue in a published literary work, you will research a form of modern scholarship: historical scholarship; comparative literature; cultural studies; feminisms, genders, sexualities, race and ethnicity; and migrations, diasporas, and borders. After signing up for a scholarly method, read the corresponding chapter from Nicholls' Introduction to Scholarship in Modern Languages and Literature. Compose a 10 source annotated bibliography comprised of overviews of the scholarly approach as well as theoretical sources that founded the scholarly approach. Do not include the in-class chapter in your bibliography. In a 30-45 minutes presentation, share your research findings with the class, teach the scholarly approach, and engage class discussion about the approach. Sign up below.
Due Date
The 10 source annotated bibliography is due in GeorgiaVIEW > Course Work > Assignments > Scholarship Presentation on the day you are assigned to teach the scholarly approach. Your project will be graded in terms of annotated bibliography quality (range of overviews and theoretical sources, quality of annotations), presentation quality, and understanding of the scholarly approach.
Scholarship Application
In addition to researching and presenting on a modern scholarly approach to literary studies, you will also research and teach a literary work from the perspective of a modern scholarly approach: historical scholarship; comparative literature; cultural studies; feminisms, genders, sexualities, race and ethnicity; and migrations, diasporas, and borders. Select a work of literature from the list of works pre-selected by the class that you would like to research and teach to the class using the assigned method for which you are scheduled. Inform the class of your selected text two weeks prior to the scheduled teaching demonstration (we need time to read the works). Compose a 10 source annotated bibliography comprised of critical sources (scholarly journal articles, books, book chapters) interpreting the literary text from the assigned critical lens. Lead class discussion of the literary work for 30-45 minutes by employing the critical approach and using your bibliography to inform your teaching.
Due Date
The 10 source annotated bibliography is due in GeorgiaVIEW > Course Work > Assignments > Scholarship Application on the day you are assigned to teach the work. Your project will be graded in terms of annotated bibliography quality (range of critical sources, quality of annotations), understanding of the critical approach, and application of the critical approach, and teaching of the literary work.
Text Selection
On Tuesday, August 31, students will suggest one or two possible texts with which to complete the scholarship application; and the class will finalize the texts.
Sign Up
Sign up here for one Scholarship Presentation (P) and one Scholarship Application (A) from different scholarship approaches at least two weeks apart. Since there are seven students in the class, either Cultural Studies or Feminisms (but not both) can have two students, and those two students will coordinate their projects so they do not overlap.
Due Date |
Scholarship Type |
Student |
|---|---|---|
T, 9-28 |
Historical Scholarship |
P1 Marlee Ruark |
Scholarship Application Text: Chopin, The Awakening |
A1 Matthew Partain |
|
T, 10-5 |
Comparative Literature |
P2 Hillary Hencely |
Scholarship Application Text: Camus, The Stranger |
A2 John Vermilyea |
|
T, 10-19 |
Cultural Studies |
P3 Nayoung Seo |
Scholarship Application Text: O'Connor, "A Good Man Is Hard to Find" |
A3 Marlee Ruark |
|
T, 10-26 |
Feminisms, Genders, and Sexualities |
P4 Cameron Hallman |
Scholarship Application Text: Shameless (US TV Show, approved if a 10 source bibliography) |
A4 Hillary Hencely |
|
T, 11-2 |
Race and Ethnicity |
P5 John Vermilyea |
Scholarship Application Text: Walker, "Everyday Use" |
A5 Cameron Hallman |
|
T, 11-9 |
Migrations, Diasporas, and Borders (rescheduled to T, 11-16) |
P6 Matthew Partain |
Scholarship Application Text: Hamid, Exit West |
A6 Nayoung Seo |
Thesis Proposal
You have revised and expanded a research paper, researched the textual history of a work of literature, and applied a scholarly methodology to a work of literature. Your final assignment is to research and compose a potential thesis proposal. First, select a topic and obtain instructor approval. Then, create a 20 source annotated bibliography composed of both theoretical sources that ground your scholarly methodology (no less than 5) and critical sources that interpret your selected literary work(s). Finally, develop a 3-4 page thesis proposal that articulates the topic's significance, originality, and critical methodology; poses research questions; reviews the research in the annotated bibliography; and offers tentative conclusions based on the preliminary research of the annotated bibliography. PapersOWL also offers thesis proposal guidelines.
Topic Selection
Prepare one or two potential topics for Tuesday, October 19 for class feedback and instructor approval.
Student |
Topic |
|---|---|
Cameron Hallman |
women in The Other Americans |
Hillary Hencely |
issues of gender and sexuality in fandom |
Matthew Partain |
marginalized and LGBTQ+ characters in O'Connor, McCullers, and Williams, evolution of Southern film, or Eudora Welty |
Marlee Ruark |
the history of devotional literature |
Nayoung Seo |
Shakespeare's women and contemporary literary women |
Jack Vermilyea |
British, German, and Italian fascists |
Thesis Proposal Conferences
Meet with your instructor about your project (annotated bibliography, presentation, proposal) on Tuesday, November 16. At the time of your scheduled appointment, use the Office Hours Zoom link. Sign up here.
Date & Time |
Student |
|---|---|
T, 11-16, 5:00 |
Jack Vermilyea (rescheduled for Monday, 11-22, 12:30) |
T, 11-16, 5:20 |
Marlee Ruark (rescheduled for Friday, 11-19, 12:00) |
T, 11-16, 5:40 |
Matthew Partain (reschedule for Monday, 11-22, 1:00) |
T, 11-16, 6:20 |
Hillary Hencely (rescheduled for Thursday, 11-17, 12:00) |
T, 11-16, 6:40 |
Nayoung Seo |
T, 11-16, 7:00 |
Cameron Hallman |
Thesis Proposal Presentations
Present your annotated bibliography (in progress, but at least 10 annotations should be completed and shared), your research questions, and possible preliminary findings in a 10-15 minute presentation on Tuesday, November 30. Sign up here.
Time |
Student |
|---|---|
T, 11-30, 5:05 |
Jack Vermilyea |
T, 11-30, 5:30 |
Marlee Ruark |
T, 11-30, 5:55 |
Matthew Partain |
T, 11-30, 6:30 |
Hillary Hencely |
T, 11-30, 6:55 |
Nayoung Seo |
T, 11-30, 7:20 |
Cameron Hallman |
Thesis Proposal
Submit your final project (20 source annotated bibliography and 3-4 page proposal) to GeorgiaVIEW > Course Work > Assignments > Thesis Proposal on Tuesday, December 7. Your project will be graded in terms of quality of annotated bibliography (range of sources and annotation of sources) and quality of proposal (topic context, research questions, tentative findings). Retrieve feedback approximately one week later in GeorgiaVIEW > Course Work > Assignments > Thesis Proposal. You can access your final grade in the course via PAWS after Wednesday, December 15. Here's how to calculate your course grade.