Independent Research Guidelines

Spring 2015

Key Projects:
I. Independent research topic proposals, DUE: Friday. 2/13 or Friday, 2/20.
II. Independent research paper drafts, DUE: Friday, 2/27, or Friday, 3/6.
III. In-class research presentations, SIGN-UP in class; choose the date.

I. Independent research topic proposals:
A. Propose a topic for an independent research paper and presentation in a one-page document (2-3 paragraphs)

B. Purpose: Narrow focus of the topic of interest and research question.

C. In preparation for this proposal, begin to research primary and secondary source materials on your topic; use available resources in the library and instructor collections, as well as the library access to online and inter-library resources; see instructor, as well as talk to the librarians, other teachers, and/or family, who may be specialists in your area of interest for additional help.

D. Proposal outline: 
1. Provide a preliminary overview of the historiography on this topic (analysis of the available secondary sources on the chosen topic, e.g., nationalism in the Soviet Union)
2. State a preliminary thesis argument if possible.
3. Explain what you aim to show through your research.
4. Comment on why you think your research is important to the study of interwar history, i.e., the contribution your research makes.
5. Include a working bibliography (MLA format) with two separately identifiable lists of primary/archival (at least two), and secondary sources (at least one book and one vetted journal article, e.g., from JSTOR and/or Academic OneFile; see Library resource guide for additional resources). 

DUE: Friday. 2/13 or Friday, 2/20.

II. Key steps for independent research papers: 

A. Archival research:  

Purpose: Find direct forms of evidence in available archival collections, and use as the basis for analysis and argument in the final thesis paper.

- Identify and collect archival source materials; keep in mind the variety of primary sources available, including texts (e.g., government documents, speech transcripts, letters, diaries), art, architecture, photography, music, dance steps, etc. 

- Develop a framework for analysis; contextualize the source (e.g., SOAPSTONE rubric: Speaker, Occasion, Audience, Purpose, Subject and/or TONE); develop and refine for different types of archival source materials, e.g., textual analysis vs the analysis of music, art, photography, dance, clothing, etc. 

- As research begins to include more archival collections and readings from the available historiography (i.e., the secondary sources), continue to compare findings from the analysis of primary source materials with the historiography in order to develop working thesis further.

B. Historiography:  

Purpose:  Develop a command of available secondary sources, their arguments and evidence, and use in combination with available primary/archival research to formulate your own argument, and make your own contribution to what has been done on this topic so far.

- Provide an overview of what historians or other scholars have written about this topic before, and clearly explain how your argument builds on, challenges or synthesizes what has been argued before (dialectical argument; 2-3 paragraphs).
- Make sure to clearly identify the author in text, and discuss their primary source evidence.
- Cite secondary sources used, MLA-style.
- Discuss any typical or conventional arguments that scholars have made to answer this question, e.g (for example), the conventional arguments that Reed mentions for how to explain the rise of European colonialism, or that Bush presents to explain the effects of European colonialism.
- Note any limits or problems in these scholars’ arguments, use of evidence, etc.
- Pay attention to any possible counter-arguments, more recent research (for example from Charles Mann's 1493) and what still needs to be done, like synthesizing the research and arguments already out there, resurrecting or testing an older argument, or introducing new primary sources, and thereby new interpretations and alternative explanations.
- Take a look former 10th grade student research papers archived in the Haiku Learning website, and/or the paper collections available in the classroom, for examples and possible previous work on your topic.

C. Thesis: Finish by outlining and explaining what you plan to argue and show in the rest of your essay, e.g., how your research builds on existing arguments, OR the need for a synthesis that brings together all of the older and more recent research and arguments to put together a fuller explanation of the problem, OR an antithesis that uses more recent research and your own efforts to refute a standing argument.

 

D. Format: For the rough draft, write at least 5-8 pages (8-10 pages on the final draft) on your research topic. 

1. The introduction should present the topic to the reader (assume your reader knows nothing!), and set up the grounds for your research and argument.

2. The second paragraph (and additional paragraphs if necessary) should provide an overview of the historiography, i.e., what experts on your topic in the secondary sources have already done on this topic, i.e., what they have argued based on their research, then what might still need to be done on your topic, e.g., rebut an argument, offer a new interpretation of available materials on a given topic, synthesize available research to compile a more comprehensive understanding of your topic, offer a new interpretation of available primary sources, and/or make use of new primary sources to revise our understanding of your topic, and outline what you aim to demonstrate in the body paragraphs that follow (this should also provide the basis for your thesis, i.e., the argument you want to make. 

3. Body paragraphs should focus on key points you want to make in order to build your argument; these body paragraphs should have a clear topic sentence that captures a clear point and should also make use of primary and secondary forms of evidence and analysis to support those points. CITE primary sources used, MLA-style.

4. Conclusion paragraphs should not simply sum up your research and reiterate the significance of your findings in relationship to the scholarship, BUT also offer up a last set of interesting thoughts stemming from your research. 

DUE: Friday, 3/6.

 

III. Independent research presentations: Prepare an 8-10 minute presentation based on your research for class. Presentations should include an introduction to the subject of your research and why you are interested in this topic, and then set up the issue or debate at stake in your research. Next, the presentation should provide a summary assessment of the scholarship/historiography, i.e., an overview of the secondary sources, key authors, arguments and their evidence, what has been done, what needs to be done, a key debate, areas for further research, how this then sets up your research and what you aim to demonstrate through your research. Next, present at least one primary source and offer an interpretation in support of your thesis. Finally, discuss your conclusions and any further issues for consideration stemming from your research. Be prepared to field questions during a brief quest-and-answer session, and receive constructive feedback from your peers and instructor in the end. Consider use of handouts, materials objects, music, video, a brief PowerPoint or Prezi presentation, etc. Make sure to choose a week and day to present and discuss with the instructor.