A FEW NOTES ABOUT THIS CLASS:
1. The course outline is subject to change. There may be additions and/or deletions of assignments during the term. Please be very conscious of this from week to week. Check this website for the most up-to-date information, not the syllabus on Brightspace.
2. During the first 15-60 minutes of many classes we'll do in-class assignments. If you're late you'll miss these assignments and can't make them up.
3. I've uploaded a number of useful sample files and templates to Brightspace, under Learning Path. All are referenced below.
4. We'll split our time between labs and lecture rooms. For the first seven weeks we'll meet in the lab. For the last four weeks we'll meet in a lecture room for presentations.
++Recommended book on research practices (pdf): The Craft of Research
++Another great research resource: The Purdue Online Writing Lab
++Free online cite generators:
WEEK 1:
Meet in lab
Introduction to Capstone
--My background: conflict reporting; investigative reporting; international writing.
Capstone-style stories: the political uses of patriotism; what cryonics tells us about faith, technology, and the future; punk, metal, and the perils of musical tribalism
--Examples of past Capstone projects (in Brightspace, under Learning Path). And a list of last quarter's topics here.
Universal, key questions for virtually any topic: Why is the situation the way it is? Who made it this way? Who has the power to change it / how might things change?
Brainstorming your Capstone topics
+designing a smart research question (considering key concepts including historical context, culture, politics, economics, race, gender, class, agency, intersectionality, etc.)
An example from my work: how and why politicians use coded racist and sexist language to communicate to their followers.
+the research proposal (handout; also in Brightspace, under Learning Path)
Homework:
+Begin crafting your research proposal based on the handout we went through in class (it's also in Brightspace, under Learning Path, if you've lost yours). The research proposal is due at the start of class week 3, and its timely completion is worth 5 percent of your class grade. (Still confused? More info here on the A to Zs of developing a strong research question, pgs. 35-48.)
Remember: Use APA format citations each and every step of the way. If you don't use APA, you won't get the points.
WEEK 2:
Meet in lab
A tip: Give yourself permission to write badly (at least on your first attempt)
--In-class exercise: Why it matters, or sharpening your topic. Write a paragraph or two about your topic, summarizing the subject and then telling me why it's important and why people should care about it.
--Sharpening your topic (using one of my pieces)
--primary research vs. secondary research (both are useful)
An example: primary and secondary
An example from my work
You'll need to cite at least two primary sources for your paper.
--Stories with layers: "That Diss Song Known as 'Yankee Doodle'"; "How Did a Palestine Poster Become a Symbol of Resistance?"
--I'll provide individual feedback on your topics (this is true for pretty much every class meeting).
Homework:
+Finish your research proposal, which is due at the start of class week 3. Its timely completion is worth 5 percent of your class grade. If you haven't downloaded a template yet, you'll find it in Brightspace, under Learning Path. It's labeled "research proposal."
Bring three hard copies to class week 3 for peer review.
(Still confused? More info here on the A to Zs of developing a strong research question, pgs. 35-48.)
Remember: Use APA format citations each and every step of the way. If you don't use APA, you won't get the points.
WEEK 3:
Meet in lab
--Figuring out the presentation lineup
--The importance of seeking out great quotes (a corollary: the importance of thorough research)
--In-class exercise: quote-hunting
--Peer-review of research proposals (with rubric)
--Revise research proposal as necessary
--Introduction to the writing outline: How it helps you sharpen your topic and ultimately saves time. Work off the Writing Outline handout--download from Brightspace (under Learning Path) and fill it in.
Homework:
+Finish Writing Outline. Bring three (3) copies to class for peer review.
+Start writing--once you've got your topic sorted, start putting words on paper. The sooner the better.
WEEK 4:
Meet in lab
--In-class exercise: put it into your own words
--Story structure (Capstone samples in Brightspace, under Learning Path)
--Crafting an opener: A few examples (Capstone samples), including one of mine
--A perfect opening section: Fantastic Beasts
--Peer review of writing outlines
--The annotated bibliography (What's this? In brief, you need to summarize each source and explain why/how that source fits into your thesis. Cast a wide net: academic articles and journalism, books and movies, etc. Use Google, sure, but also use the school's database portal. More info here. There's also a sample annotated bibliography posted in Brightspace, under Learning Path.)
--Start working on openers and annotated bibliography
Homework:
+Write your opening section (~1 page) for peer review next week. Make it compelling--draw the reader into your topic. Bring three hard copies to class.
+Start work on your annotated bibliography--minimum 12 sources, four academic, at least two of them primary--to be handed in week 6. You can add/swap sources for your final draft if you like, but it's best to get as much as possible down on paper now.
WEEK 5:
Meet in lab
--Beware:
And one more to watch out for--literally
--In-class exercise: Rewriting
--Tips for writing transitions.
--Peer review of opening section of the essay
--Work on your essay and/or annotated bibliography
Homework:
+Polish up your annotated bibliography--minimum 12 sources, four academic, at least two of them primary--due next week. You can add/swap sources for your final draft if you like, but it's best to get as much as possible down on paper now. This is worth 10 percent of your class grade.
+Keep working on your essay
WEEK 6:
Meet in lab
--Rewriting exercise two (handout)
--Continue to revise/write the first draft of your essay
--Intro to the second phase of the class: the presentation
Homework:
+Finish the first draft of your essay, due by the start of class week 7. It's OK if it's rough, but it must be complete for credit. This is worth 15 percent of your class grade. Print a couple of extra copies of your essay for peer review.
WEEK 7:
Meet in lab
--Peer review of your first draft
--Begin work on public speaking presentations.
Homework:
+Start preparing in-depth public speaking presentation. The practice presentation is worth 5 percent of your class grade.
Note: We'll meet in the lecture room next door for the rest of the quarter.
WEEK 8:
Meet in lecture room
Practice for public presentations (for grads, mostly, though we'll aim for roughly equal numbers of presenters each week).
When you're not presenting you'll need to listen to others present, then offer real feedback (that's your participation grade for today).
Homework:
+Begin revising your essay--the final's due at the start of class week 10.
+Practice your presentation
WEEK 9:
Meet in lecture room
--Practice for public presentations (for non-grads, mostly, though we'll aim for roughly equal numbers of presenters each week).
When you're not presenting you'll need to listen to others present, then offer real feedback (that's your participation grade for today).
Homework:
--Complete final version of your essay for next week. This is worth 15 percent of your class grade.
--Practice/revise your presentation for weeks 10/11. The final presentation is worth 15 percent of your class grade.
WEEK 10:
Meet in lecture room
--Final version of your essay is due at the start of class.
--Round one of public presentations--graduating students (and maybe a few non-grads, too--we'll aim for roughly equal numbers of presenters each week)
WEEK 11:
Meet in lecture room
--Round two of public presentations--everybody who didn't present week 10