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Methods & Materials of Literary
Research |
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Course Description: English 201 is a hands-on approach to the collection, evaluation, and presentation of research materials. Course work includes the history of manuscript/book technology, transcription, editing, textual histories, research into journals/book reviews, introduction to the scholarly community (i.e. libraries, conferences, protocols for submitting and giving papers) and bibliography. This course is being offered in the Incubator Classroom, a technology-rich environment that offers use of SMART boards, data projector, document camera, laptops for all students, Internet connection, video conferencing, portable furniture and an immense amount of software, including Moodle (wiki, forums, chat, blogs) -- all of which we will utilize this semester. For this reason, the course information will be lodged with our Moodle site rather than the course schedule (permission needed to enter). An article will be the result of all of our experiments. Look for that. What follows is basic information for this course in one long Web document. |
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Required Texts
(on reserve in King Library): Altick and Fensternmaker. The Art of Literary Research. 4th ed. W. W. Norton. Castle, Gregory. Blackwell Guide to Literary Theory. Blackwells, 2007. Fforde, Jasper. The Eyre Affair. Penguin, 2001. Finkelstein, David and Alistair McCleery. Book History Reader. 2nd ed. Routledge, 2006. Greetham, D. C. Textual Scholarship. Garland Publishing Harner, James. Literary Research Guide. 4th ed. MLA, 2002. Winchester, Simon. The Professor and the Madman. Harper, 2005. Email account & flash drive |
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Recommended Texts: Baker, Nancy L. and Nancy Huling. A Research Guide for Undergraduate Students. 6th ed. MLA. Hacker, Diana. A Writer�s Reference (or some writing handbook) Payne, Michael. A Dictionary of Cultural and Critical Theory. Blackwells. Semenza, Gregory Col�n. Graduate Study for the 21st Century. New York: Palgrave, 2005. (a must if you intend to pursue an academic career) |
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5% Forum Posts & Blog Entries (3pts each) 5% Investigating Resources 10% Review of Electronic Scholarly Edition 5% Listserv Report 15% Textual History (Group Project) 15% Reflective Essay (altered from 10%) 15% Conference Proposal & Annotated Bibliography (altered from 10%) 5% Analysis of Journal Article 15% Conference Paper & Presentation 10% Class Discussion & Participation |
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Class
Discussion & Participation Our meeting space is the technology-rich environment of the Incubator Classroom where we will create wikis, respond to each other in online forums, collaborate on editing and share strategies, successes and failures in our scholarly adventures. The technology, though sometimes daunting, will actually enhance our discussions and has the capability to improve research as well as writing skills. It requires a commitment to participating, though. Each participant will demonstrate her/his preparedness by raising questions, sharing interesting materials, presenting effectively, among other things. For all assignments, please bring both a paper copy as well an electronic copy (on flash drive or disk or uploaded to our class server). Since this course focuses on methods of literary research, we will conduct class sessions as workshops rather than lectures. For most of our sessions, groups will lead the discussion. Since a methods course focuses upon "how to" rather than coverage of literary periods or forms, our discussions will most assuredly wander into all geographical and literary areas. For these reasons, this workshop atmosphere depends upon each individual�s preparedness and participation. Each class meeting will revolve around presentations of that meeting�s assignment as well as the reading questions posted by each group. Use the following as guidelines for this portion of your final grade: |
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Forum Posts & Blog Entries
(3pts each) Each week, you will post to both a forum and a blog. The forum will act as a warm-up for class discussions. Various groups will be responsible for posting questions in the forum by Sunday, 12pm for that week�s readings. Each class member is then responsible for responding to at least one set of questions from another group. The blog entries will be written during class and will act as a journal of your experiences. Questions will direct this writing. |
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Investigating Resources This assignment is intended to teach basic research skills in using King Library and its databases. You will work with Harner�s Literary Research Guide. More instructions to follow.
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Review of Electronic
Scholarly Edition The literary profession has responded to recent innovations in technology (and even created some new tools) by moving scholarly editions online. This means that many editions are now fully searchable using simple keyword combinations. In addition, these editions are becoming more and more multi-media by incorporating images, comparative editions and source materials. We will examine the NINES consortium of electronic editions. In writing a review, you will learn to assess the resource for its literary representation as well as its digital display just as you would for a print edition. This type of writing is important in order to become a critic of the literary scholarship. On the due date, we will hear reports from everyone. All reviews will be posted to the course wiki for everyone�s review. More instructions to follow. |
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A poem, short story, novel or essay is disseminated to its readers through a very particular physical body � one that holds clues to its origination, production and reception. Because of this, you will learn how to write a description of that "body" and its bibliographic codes. This exercise will allow you to practice a new type of language, one that requires you to understand that literature is not rooted solely in its lexical representation. We will review examples of descriptive bibliography and even workshop a few drafts. On the due date, we will hear reports from everyone. |
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Listserv Report The literary profession has become easier to access because of the interconnectedness of scholars. Conferences were generally the place to make impressions and deliver new scholarship. However, for the past 10 years, listservs have become the preferred community for scholarly queries and community-building. For this reason, you will subscribe to a listserv in your area of interest, e.g., 18th-Century British Literature. After monitoring that listserv (and even posting if you feel so inclined), report on its efficacy, professionalization and general use. We will post these reports to the course wiki in our continuing efforts to build an encyclopedia of research and scholarly strategies. On the day that the report is due, everyone will present their findings. The listserv's readers are scholars and academics who study all aspects of literature some of whom we are reading this semester. There is a particular etiquette to posting on a professional listserv, therefore before you post anything, observe proper nettiquete. (For instance, you might let them know that you�re a graduate student.) |
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Textual History (Group
Project) Working in the groups that were formed during the first class session, you will put together a textual history on a text of your group�s choice. Greetham begins our investigation into this type of critical inquiry in Chapter 7 of Textual Scholarship. We�ll have time to brainstorm, workshop and discuss strategies (and even define textual history). Each group will present its findings on the due date. More information and instructions to follow. |
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Analysis of Journal Article After we�ve gone through research methods, we�ll need to look at how scholars use this material. By analyzing another scholar�s work, you will get a glimpse at the publish-or-perish part of this profession. The first step will be to identify a journal, then find a peer-reviewed article. Further instructions will follow. |
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Conference Proposal &
Annotated Bibliography A conference is a good way to introduce yourself to the profession. But, it all begins by identifying a conference that you�d like to attend and then submitting a proposal. We�ll draft, revise and present a conference proposal in order to prepare for writing the full conference paper. The annotated bibliography will be early evidence of your research. After reviewing all proposals (posted to the wiki), we�ll begin to assemble an actual conference with panels, moderators and presentations to occur on the final exam day. More instructions will follow. |
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Conference Paper &
Presentation Writing a conference paper is an art in and of itself. Each class member will draft a paper based on the proposals and annotated bibliography. Then there�s presenting the paper, another art form separate from the writing. We�ll go over presentation styles to prepare for our culminating conference. The paper itself will be due on our conference day. |
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Reflective Essay This final essay will synthesize not only your scholarly adventures but also the theoretical and critical readings that we will perform all semester. Your weekly blog entries can help you with this final essay. We�ll discuss these reflections at the last class meeting. |
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| Grading Policy | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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The Department of English
reaffirms its commitment to the differential grading scale as
defined in the SJSU Catalog ("The Grading System"). Grades issued
must represent a full range of student performance: A= excellent; B=
above average; C= average; D= below average; F= failure. For final
grades, 100-90 is an A, 89-80 is a B, 79-70 is a C, 69-60 is a D,
and below 60 is an F. Pluses and minuses are the middle of each
range. In calculating the final grade, a set number will represent
each letter grade; for example, B+ is 87.5, B is 85, and B- is 82.5. In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Grades issued will represent a full range of student performance (no extra credit offered) and will adhere to the following SJSU academic standards of assessment: |
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Late Policy
Since this is a seminar, you need to be prepared at every class meeting with the readings and writings. If you cannot meet a deadline, you must contact me prior to our class meeting to discuss the situation. Because an incomplete allows for extended time to complete the requirements of the course (and is unfair to your colleagues), a request for one is not generally granted. |
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Academic Honesty Your own commitment to learning, as evidenced by your enrollment at San Jos� State University, and the University�s Academic Integrity Policy requires you to be honest in all your academic course work. Please know that submitting work from another course (recycling) is also against the Academic Honesty Policy. Faculty members are required to report all infractions to the Office of Student Conduct and Ethical Development. The Policy on academic integrity can be found at: http://sa.sjsu.edu/student_conduct. |
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Avoiding Plagiarism Plagiarism is the unacknowledged use of somebody else�s words or ideas and is considered an instance of academic dishonesty that instructors must report. You commit plagiarism by buying, stealing, or borrowing a paper;
In other words, submit only your own work.
To learn how to cite sources accurately and forthrightly, consult
your handbook. If you have any questions about when or how to
document a source, do not hesitate to ask me for clarification.
Turning in plagiarized work will result in immediate failure in the
assignment and possible failure in the course and dismissal from San
Jos� State University. See King Library�s definition, the University
policy and a plagiarism tutorial:
www.sjlibrary.org/services/literacy/info_comp/plagiarism.htm
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Classroom Environment
Respect your fellow students and I: Arrive on time (excessive tardiness will effect your participation grade) and do not partake in disruptive behavior. If you are late, wait for an appropriate moment to enter so you do not disturb the class. Turn off cell phones or put them on silent mode during the class period. |
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Email Email is the best possible way to contact me (9am-5pm) and has the added bonus of recording our conversations. When emailing me, please consider it a formal communication: include the appropriate salutation, your name, your question/comment. Know that long conversations over email are not fruitful merely because of the limitations of technology. If you have an extended question or dilemma, please visit me during office hours. I will amass a class email list and will occasionally send out information regarding our meetings or the readings. Please provide an email address that you check daily. |
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Course Moodle This is our central location for the wiki, blog and forum. The site is accessible by registered users with an enrollment key. We will have a tutorial from the Incubator Classroom staff on the first day of class to help acclimate to all of this technology. If you run into any technical problems while trying to FTP your documents to our classroom server or logging into Moodle from home, please contact the IC staff (contact information given during first session). |
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SJSU Writing Center Visit me during office hours for help with your writing. For even further help, go to the Writing Center located in Clark Hall, Suite 126. Hours: Monday-Thursday 9-7 and Friday 9-1; Call for appointments at 924-2308 or go online at www.sjsu.edu/writingcenter Work with tutors in a one-on-one environment. Make appointments online at the above website. |
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LARC (Learning Assistance
Resource Center) The Learning Assistance Resource Center is an on-campus facility that provides peer tutoring for San Jos� State University students. LARC offers assistance with writing, and if you feel that you need intensive help beyond what I can offer during office hours, please request a writing tutor. The Center is located in The Student Services Center in the 10th Street Parking Garage, Room 600. The phone number is (408) 924-2587. |
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Disabilities Policy If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with the DRC to establish a record of their disability.
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