Methods and Materials of Research – ENGL 602

Course Description

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

As Christian professionals, we bear a particular obligation to research, read, and write well so that the ideas and interpretations we advance within our career fields, whether specifically religious or secular, will bring credit to our faith and our Father. In-depth research into a variety of types of primary and secondary source material allows the student to situate him or herself as a professional by gaining a fuller understanding of the historical, theoretical, and critical implications of a text. Jointly, practice in bibliography, empirical research, and other common forms of information gathering and usage will equip the student to process ideas thoughtfully and communicate them clearly within his or her profession.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each Discussion. In addition to the thread, the student is required to reply to 2 classmates’ threads. The initial thread should be at least 500 words in length, and the replies should be at least 100 words in length. For each thread, students must support their assertions with at least 1 scholarly citation in current APA, MLA, or Turabian format depending on the documentation style most commonly used in the student’s field and integrate biblical principles. (CLO: A, D, E)

Peer Review Discussions (2)

Peer review and feedback are vital to this course and the Writing in Your Field Project. These Discussions will give the student an opportunity to share his/her Writing in Your Field Project in various stages, review another classmate’s assignment, and receive feedback on the Writing in Your Field Project. Please be mindful of the assignment requirements, as this is a non-traditional Discussion. The student will attach the required documents to the initial thread and will write two responses to another classmate's thread. For the Peer Review Discussion: Writing in Your Field Project: Proposal, the student's first reply should be at least 500 words in length, and the second should be at least 200 words in length. For the Peer Review Discussion: Writing in Your Field Project: Rough Draft, the student's first reply should be at lest 500 words in length, and the second should be at lest 250 words in length.

Writing in Your Field Project: Proposal Assignment

The student will write a 2-page proposal that explains the topic choice, source types, and planned research methodology for the Writing in Your Field Project. The student will submit his or her proposal via Canvas to the instructor for approval. The student must cite 2–3 sources both in-text and in a reference page/works cited/bibliography. (CLO: A, B, C, D)

Writing in Your Field Project: Annotated Bibliography Assignment

Using the documentation style most commonly used in the chosen field, the student will correctly cite at least 10 sources that may be used in the Writing in Your Field Project. Each citation must be followed by a paragraph of at least 200 words that includes a brief summary, an evaluation, and an explanation of how the source will be used in the final piece. (CLO: B, C, D)

Research Blog Post Assignment

The student will create a 1–2-page, audience-driven, blog-style guide to the basics of research task assessment, source selection, evaluation, and citation in the student’s chosen field. The student will be required to submit a list of citations for resources used in the creation of his or her research guide. (CLO: A, B, C, D)

Writing in Your Field Project: Final Product Assignment

The student will write an 8–11-page work, incorporating at least 8 sources, appropriate to the student’s chosen field. Genre types may include academic paper (empirical or analytical), long-form journalistic piece, business proposal, case study, lesson plan, or any other genre that is appropriate to the field. (CLO: A, B, C, D, E)