Upper-division Writing Requirement Review Form (5/4/09) I. General Education Review – Upper-division Writing Requirement Dept/Program Course # (i.e. ANTH History HSTR 418 Subject 455) or sequence Course(s) Title Research Seminar: Britain in the Long Eighteenth Century Description of the requirement if it is not a single course II. Endorsement/Approvals Complete the form and obtain signatures before submitting to Faculty Senate Office. Please type / print name Signature Date Instructor 8 ix 2010 John Eglin Phone / Email john.eglin@umontana. edu Program Chair John Eglin III Overview of the Course Purpose/ Description HSTR 418UG W Research Seminar: Britain in the Long Eighteenth Century. 3 credits. Offered spring alternate years. Students will discuss specific issues in the historiography of the long eighteenth century in British history (c1660-1800) and produce research papers grounded in primary sources. Consent of instructor required for enrollment; preference given to advanced history majors. This course will be one of the few upper division writing courses offered in the department that focuses on European history. It also provides students an opportunity to use Early English Books Online, Eighteenth Century Collections Online, and other invaluable electronic resources available through Mansfield Library. IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved. In the process of refining their topics, Student learning outcomes : students learn to frame them as research Identify and pursue more sophisticated problems that lead to contestable claims. questions for academic inquiry There is an electronic resources workshop Find, evaluate, analyze, and synthesize early in the semester, after which students information effectively from diverse sources (see http://www.lib.umt.edu/informationliteracy/) compile a working bibliography of primary and secondary sources. Each student selects a primary and secondary source item to be read and discussed by the entire class. Students must summarize the secondary Manage multiple perspectives as appropriate literature on their topic, and consider counter-arguments to their own claims. Students read and discuss samples of Recognize the purposes and needs of secondary literature in the discipline. discipline-specific audiences and adopt the academic voice necessary for the chosen discipline Use multiple drafts, revision, and editing in conducting inquiry and preparing written work Follow the conventions of citation, documentation, and formal presentation appropriate to that discipline Develop competence in information technology and digital literacy (link) Students turn in a paper proposal for comment by the instructor, and submit a draft for review by the instructor and their peers. Students are familiarized with University of Chicago style. The course is heavily dependent on online resources such as JSTOR, EEBO, ECCO, and the ODNB and OED. V. Writing Course Requirements Check list Is enrollment capped at 25 students? If not, list maximum course enrollment. Explain how outcomes will be adequately met for this number of students. Justify the request for variance. Are outcomes listed in the course syllabus? If not, how will students be informed of course expectations? Limited to 20 students. Are detailed requirements for all written assignments including criteria for evaluation in the course syllabus? If not how and when will students be informed of written assignments? Please attach one example of instructions for written assignment. One of the required texts for this course is Booth, Colomb and Williams, The Craft of Research (University of Chicago Press), which incorporates detailed instructions for writing research papers, from formulating topics to submitting a final draft. Briefly explain how students are provided with tools and strategies for effective writing and editing in the major. Students are guided through all the stages of crafting a research paper, from selecting a topic to completing the final draft. For example, they must frame their topic as a research problem, write a research proposal, and meet with the instructor weekly to discuss the process of research and writing. Students hand in a draft that is reviewed by the instructor and by a subset of the other students in the class. Which written assignments include revision in response to instructor’s feedback? Yes Are expectations for Information Literacy listed in Yes the course syllabus? If not, how will students be informed of course expectations? VI. Writing Assignments: Please describe course assignments. Students should be required to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade should be based on students’ performance on writing assignments. Clear expression, quality, and accuracy of content are considered an integral part of the grade on any writing assignment. Three: a prospectus and working Formal Graded Assignments bibliography, 1000 words; a draft paper, 5000 words; a final paper, incorporating draft and revisions, 7-8000 words. Informal Ungraded Assignments I have assigned an ECCO “scavenger hunt.” VII. Syllabus: Paste syllabus below or attach and send digital copy with form. The syllabus should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html Paste syllabus here. History 418: Research Seminar: Britain in the Long Eighteenth Century. J.A. Eglin -- Office LA 257A -- MWF 10-11AM, R 2-3PM or by appointment (x6755; john.eglin@umontana.edu), or by happy accident This class is an undergraduate/graduate research seminar ultimately aimed at producing polished historical writing grounded in primary sources. It meets the upper division writing requirement for history majors. It is primarily intended for students with some background in the period, and will allow these students to delve deeper into its historiographical debates, using both secondary scholarship and printed primary sources drawn from Early English Books Online (EEBO), and EighteenthCentury Collections Online (ECCO). For the most part, the topics we cover will be topics that you choose. Readings for the course will be assigned week to week, and we will rely mostly on the Mansfield Library Reserve system, EEBO, ECCO, JSTOR, and other online databases. You will need to become intimately familiar with these and other electronic resources. Typically, a week's reading will consist of a primary source selection together with one or two articles from academic journals, or chapters from scholarly books. Generally, these readings will be chosen by the presenter(s) for that week in consultation with the instructor. You will need to prepare the assigned readings before the seminar meets. I have ordered the textbook by Frank O’Gorman, Britain in the Long Eighteenth Century, and you should purchase it if you don't have it from last semester. I have also ordered Booth, Colomb, and Williams' The Craft of Research, which, although not specifically geared to historical research, is the best guidebook to research and writing that I have yet run across. Finally, Kate Turabian's Guide for Writers of Research Papers outlines the University of Chicago notation style, which is the preferred style not only in this department, but in the historical profession generally. Attendance at all weekly sessions is mandatory. Grades will be determined as follows: 20% preparation and participation in seminar (including individual meetings, reading group meetings and presentations); 10% on the preliminary bibliography; 10% on the paper prospectus (1000 words in length), 20% on the draft research paper (5000 words in length, exclusive of bibliography); and 40% on the final research paper (7000-8000 words in length, excluding footnotes and bibliography). NOTE: These percentages only obtain if ALL written work is turned in. Failure to turn in any written assignment will result in failure of the course. Late work will not be accepted except by prior arrangement (extensions will not be granted after the due date) for reasons that are verifiable and allowed under university regulations. Otherwise, all written work must be turned in on the due date, in class, and in person. History Department policy does not allow incompletes to be granted for upper division writing courses. Written work will be evaluated, in roughly equal proportions and as appropriate, on the basis of (1) style: grammar, diction, voice, spelling, etc.; (2) argument: framing questions, considering counter-arguments, defending claims; and (3) sources: selection, analysis, use as evidence, documentation. Course Schedule 27 January. Course Introduction. ECCO Scavenger Hunt. 3 February. Topics due. Library Electronic Resources tour. 10 February. Preliminary bibliography due. 17 February. 24 February. 3 March. Prospectus due. 10 March. 17 March. 24 March. 31 March. Spring Break. No seminar meeting. 7 April. 14 April. 21 April. Draft papers due (hard copy to the instructor; electronic copies to reading group). 28 April. Reading Group Meetings. 5 May. Final Session. Final Research Paper due in LA 256 by 3 PM Wednesday 13 May. VII. Copies and Electronic Submission Submit approved original, a copy, and electronic file to o the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.