{"id":666,"date":"2015-10-22T01:30:42","date_gmt":"2015-10-22T01:30:42","guid":{"rendered":"http:\/\/scholarblogs.emory.edu\/humbug\/?page_id=666"},"modified":"2015-11-17T23:10:26","modified_gmt":"2015-11-17T23:10:26","slug":"assignment-3-research-and-analysis-paper","status":"publish","type":"page","link":"https:\/\/scholarblogs.emory.edu\/humbug\/assignment-3-research-and-analysis-paper\/","title":{"rendered":"Assignment 3: Research and analysis paper"},"content":{"rendered":"<p><strong>Research and analysis paper<\/strong><\/p>\n<p>Link to the library course site can be found <a href=\"http:\/\/guides.main.library.emory.edu\/humbug\">here<\/a>.<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"167\"><strong>Assignment<\/strong><\/td>\n<td width=\"63\"><strong>Due Date<\/strong><\/td>\n<td width=\"158\"><strong>Percentage of course grade<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"167\">Prospectus<\/td>\n<td width=\"63\">11\/2<\/td>\n<td width=\"158\">5%<\/td>\n<\/tr>\n<tr>\n<td width=\"167\">Exploratory essay\/bibliography<\/td>\n<td width=\"63\">11\/12<\/td>\n<td width=\"158\">10%<\/td>\n<\/tr>\n<tr>\n<td width=\"167\">Detailed outline<\/td>\n<td width=\"63\">10\/17<\/td>\n<td width=\"158\">With blog grade<\/td>\n<\/tr>\n<tr>\n<td width=\"167\">Final draft<\/td>\n<td width=\"63\">11\/24<\/td>\n<td width=\"158\">15%<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>Your final paper will be a 7-9 page, thoroughly researched, thesis-driven paper about a \u201cliterary hoax\u201d\u2014 a piece of literature about hoaxes, literature written or received as a hoax, and so on. Some examples (note that these range through many genres and different relationships to \u201choax\u201d and \u201ctruth,\u201d so you\u2019ll have to be very clear about what your chosen subject is and isn\u2019t, i.e., don\u2019t call satire a hoax, or vice versa):<\/p>\n<ul>\n<li>Our dearly beloved Poe: \u201c<a href=\"http:\/\/www.eapoe.org\/works\/tales\/rodmna1.htm\">The Journal of Julius Rodman<\/a>,\u201d \u201c<a href=\"http:\/\/xroads.virginia.edu\/~hyper\/POE\/kempelen.html\">Von Kempelen and his Discovery<\/a>,\u201d \u201c<a href=\"http:\/\/xroads.virginia.edu\/~hyper\/POE\/balloon.html\">The Balloon-Hoax<\/a>\u201d (this is different than the moon hoax), \u201c<a href=\"http:\/\/www.eapoe.org\/works\/essays\/maelzel.htm\">Maelzel\u2019s Chess-Player<\/a>\u201d (an essay debunking a hoax)<\/li>\n<li><em> Crockett\u2019s Exploits and Adventures in Texas, Written by Himself <\/em>(1837), a pretty quick read <a href=\"https:\/\/books.google.com\/books?id=eUYEAAAAQAAJ&amp;pg=PR1&amp;lpg=PR1&amp;dq=Col.+Crockett%27s+Exploits+and+Adventures+in+Texas,+Written+by+Himself&amp;source=bl&amp;ots=EsXulZDqME&amp;sig=kSAe8h_s-9JoQO12rPUyhPzmBpA&amp;hl=en&amp;sa=X&amp;ved=0CDwQ6AEwBWoVChMIjpjaxYXPyAIVAgs-Ch2TQwYS#v=onepage&amp;q=Col.%20Crockett's%20Exploits%20and%20Adventures%20in%20Texas%2C%20Written%20by%20Himself&amp;f=false\">available as a free ebook<\/a><\/li>\n<li>\u201cThe Blood Runs Like a River Through my Dreams,\u201d by \u201cNasdijj\u201d: link to Esquire article <a href=\"http:\/\/www.esquire.com\/news-politics\/a950\/esq0699-jun-nasdijj-rev-1\/\">here<\/a>, but beware: because it\u2019s Esquire it might give you some racy ads or links.<\/li>\n<li>Thomas Chatterton\u2019s Thomas Rowley poems<\/li>\n<li>James Macpherson\u2019s Ossian poems<\/li>\n<li>James Whitcomb Riley\u2019s \u201c<a href=\"http:\/\/www.jameswhitcombriley.com\/leonainie.htm\">Leonanie<\/a>\u201d (said to be Poe\u2019s)<\/li>\n<li>Lauren Slater\u2019s <em>Lying <\/em><\/li>\n<li>\u201cForrest Carter\u2019s\u201d <em>Education of Little Tree<\/em><\/li>\n<li>Swift\u2019s \u201cA Modest Proposal\u201d<\/li>\n<li><em>Catch Me If You Can <\/em>(film)<\/li>\n<li><em>Big Eyes <\/em>(film)<\/li>\n<li><em>Paranormal Activity <\/em>(film)<\/li>\n<li><em>F is for Fake <\/em>(film by Orson Welles)<\/li>\n<li>You could take a more traditional hoax and compose an essay arguing why it should be considered \u201cliterature\u201d<\/li>\n<\/ul>\n<p>The ultimate goal of this paper is to argue for a claim about the cultural significance of a particular literary hoax, utilizing both primary and secondary research, which may include news articles, public responses, academic articles, and other materials that fill out the context of your topic. Your close reading and rhetorical analysis skills will still come in handy here, as this paper must incorporate close and careful readings of your texts and contexts, but you will be developing an additional set of skills here as by incorporating a significant research component.<\/p>\n<p>This paper will prepare you to be ready and able to join a pre-existing academic conversation. Research skills will be integral to your success at Emory (and beyond), and we will spend much of the latter half of this course working on this extended research project, which will be broken into several stages before your first polished draft. I will give you substantial feedback at every stage, and I strongly encourage you to come talk to me during offices hours or set up a meeting:<\/p>\n<p><strong>Prospectus: <\/strong>Write a one-page single-spaced document to propose a topic for your final literary analysis and research paper. Unlike the first paper, in which you had a clear task, your research paper asks a bit more\u2014not simply that you can give a good reading of a text, but that you are writing a paper that <em>ought <\/em>to be written\u2014that engages important questions and illuminates important topics. Your prospectus is your opportunity to make the case for your paper.<\/p>\n<p>You\u2019ll need to give a brief background of the hoax you\u2019re interested in, explain why you find it interesting, and propose a research question, explaining why that question is problematic and significant. Point towards evidence from your source that you\u2019ll use to answer or inflect that question. Questions may include (though are certainly not limited to): What made a particular hoax successful (or not) at a given point in time? What social factors might a hoax have been responding to? Is a hoax perhaps responding to developments in gendered or racial relations? Scientific advancement? Military incidents? How is an author utilizing or disrupting hoax tropes to influence their audience? How does literary form inflect the hoax? Be as specific as possible to ground your claim, and indicate what types of sources you\u2019ll be looking for to answer these questions.<\/p>\n<p><strong>Exploratory essay\/bibliography: <\/strong>Compose a 1-page single-spaced essay narrating your process as you work on your final paper. What have you been particularly struck by as you read through source documents and secondary research? Has your research question evolved as you begin research? Talk, too, about your research process\u2014what have you found\u2014or not found?<\/p>\n<p>Briefly summarize (3-5 sentences) at least 6 sources and explain their utility for your project\u2014what you found useful, what you found unconvincing, and how they influence your own claims. Include an MLA style citation for each.<\/p>\n<p><strong>Outline: <\/strong>Compose the most detailed outline possible for your paper. It should include your overall thesis, a topic sentence for each of your paragraphs, and several pieces of evidence per paragraph. Include the quotes or pieces of evidence that you will use, both from the source text, and from your research sources, and indicate how they will support your claim.<\/p>\n<p><strong>Final paper: <\/strong>7-9 double-spaced pages that integrate close reading and rhetorical analysis of a source document with information pulled from secondary sources in order to make a claim about a literary hoax:<\/p>\n<p>In an \u201cA\u201d paper, the author has established the stakes of the paper\u2014the reader understands why they should take the time to read this paper. The thesis is interesting, specific, and debatable, and is supported by elegantly integrated, thoroughly explained evidence from both the source text and secondary sources. The paragraphs each advance a claim that is necessary to support the thesis, and the essay is organized to build to a crescendo. The reader never questions why they are being given a particular piece of evidence, or what the function of a particular sentence is\u2014they are instead expertly guided from one point to the next. Compelling counterarguments are addressed and dismissed or integrated. The subject matter is approached with complex, rather than binary, thinking, and avoids generalizations. The paper is grammatically correct, carefully edited, with concise, tight prose. Sources are properly documented. Each piece is properly formatted, in 12-point Times New Roman with 1-inch margins, a proper heading, and page numbers. See bottom of this page for\u00a0the grading criteria we developed together in class.<\/p>\n<p>This paper integrates all four of this course\u2019s outcomes. Be prepared to articulate how your paper demonstrates each.<\/p>\n<ul>\n<li><strong>Outcome 1: Rhetorical Awareness and Composition.<\/strong> You will demonstrate understanding of genre, audience, and purpose in both reading and writing. You will analyze, use, and adapt generic conventions, including organization, development, and style, while composing in multiple genres and modes, including text, audio, and image.<\/li>\n<li><strong> Outcome 2: Writing as Process. <\/strong>You will understand and practice writing as a process, recursively implementing strategies of research, drafting, revision, editing, and reflection. You will reflect on your own writing process, and learn to critique your own work and the work of others.<\/li>\n<li><strong> Outcome 3: Critical Thinking and Reading Resulting in Writing. <\/strong>As you undertake scholarly inquiry and produce your own arguments, you will summarize, analyze, synthesize, and evaluate the ideas of others, which you will encounter in a variety of media: print, visual, aural, oral, and spatial. You will learn accepted and ethical ways to integrate other texts into your work. You will use writing as a critical thinking tool.<\/li>\n<li><strong> Outcome 4: Hoax-Related Expertise. <\/strong>You will be able to write with clarity about the messy intersections of veracity and deception, especially as they apply to literary and popular texts, without being reductive or relying on binary thought. You will be able to support your own claims with reliable theoretical and historical materials.<\/li>\n<\/ul>\n<table width=\"550\">\n<tbody>\n<tr>\n<td width=\"104\"><a href=\"http:\/\/www.wwnorton.com\/college\/english\/litweb10\/writing\/B3a-intro.aspx\">Introduction<\/a><\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Engaging: draws the reader in, inspires curiosity<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Gives background to set the stakes and introduce the topic: main themes of primary source<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Starts broad\u2014big picture \u00e0 specific (but NOT: \u201cSince the dawn of time\u2026\u201d)<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Leads to thesis\u2014material is necessary before we can understand your claim<\/td>\n<\/tr>\n<tr>\n<td width=\"104\"><a href=\"http:\/\/www.wwnorton.com\/college\/english\/litweb10\/writing\/B2-thesis.aspx\">Thesis<\/a><\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Makes a specific, debatable claim (maybe positioned against the counter-argument: so and so things xyz, but I argue\u2026.) <em>about the primary object <\/em>(film, text, etc.)<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Summarize points to come: give a roadmap<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Complexity: non-binary thinking<\/td>\n<\/tr>\n<tr>\n<td width=\"104\"><a href=\"https:\/\/depts.washington.edu\/owrc\/Handouts\/How%20to%20Structure%20and%20Organize%20Your%20Paper.pdf\">Organization<\/a><\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Primary source is introduced with concise, relevant summary (probably early)<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Paragraphs are arranged logically: they work together to support your thesis.<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Paragraphs build on one another: you couldn\u2019t put them in a different order and have the same argument.<\/td>\n<\/tr>\n<tr>\n<td width=\"104\"><a href=\"http:\/\/writingcenter.fas.harvard.edu\/pages\/topic-sentences-and-signposting\">Topic Sentences<\/a><\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Clearly outline where you\u2019re going in the paragraph and prepare prepares you for evidence. Be specific!<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Connection to thesis and signposting your argument: might indicate changing direction or development of argument, and so provides transitions.<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 When appropriate, debatable &amp; complex, unless giving factual information as background<\/td>\n<\/tr>\n<tr>\n<td width=\"104\">Research\/Evidence<\/p>\n<p>-primary<\/p>\n<p>-secondary<\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Your claim about the film\/story\/essay should be center-stage<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Close reading drawing on concrete evidence (i.e. specific words, images, tone, structure, pronouns), analysis of author\u2019s apparent motives or the likely impact on readers\/viewers. Use rhetorical analysis!<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Secondary sources: quotes support your point about the primary \u201ctext.\u201d<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Evidence supports your point\u2014it does not take over your argument<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Evidence follows <a href=\"http:\/\/www.wwnorton.com\/college\/english\/litweb10\/writing\/E1a-rules-to-follow.aspx\">the rules of quotation integration<\/a><\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Evidence integrated with <a href=\"http:\/\/www.wwnorton.com\/college\/english\/litweb10\/writing\/E1b-useful-strategies.aspx\">effectively and with variety<\/a>\u2014i.e., sometimes with colons, sometimes built into a sentence, sometimes as summary or paraphrase.<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 All direct quotes are in quotes: <a href=\"https:\/\/writing.wisc.edu\/Handbook\/QPA_paraphrase.html\">no patchwriting<\/a>!<\/td>\n<\/tr>\n<tr>\n<td width=\"104\"><a href=\"https:\/\/www.umuc.edu\/writingcenter\/writingresources\/paragraph_struc.cfm#analysis\">Analysis<\/a><\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Hourglass!<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Every quote needs an introduction: context &amp; authority\u2014who\u2019s talking? (i.e. <a href=\"http:\/\/www.uwyo.edu\/english\/undergraduate-students\/english1010\/1010-osh-attributive%20tags.html\">attributive tag<\/a>)<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Every quote needs follow-up\u2014why is it here?<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Thorough connection between evidence and topic sentence<\/td>\n<\/tr>\n<tr>\n<td width=\"104\"><a href=\"http:\/\/www.wwnorton.com\/college\/english\/litweb10\/writing\/B3c-conclusion.aspx\">Conclusion<\/a><\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Brief summary that gives the shape of the argument\u2014what has developed through this paper?<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Zoom out: so what? You can bring in a larger context, discuss the implications of your analysis for broader questions about truth, authority, hoaxes, etc.<\/td>\n<\/tr>\n<tr>\n<td width=\"104\">Style &amp; grammar<\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 <a href=\"http:\/\/writingcenter.unc.edu\/handouts\/word-choice\/\">Word choice &amp; variety<\/a>: easy to understand, no jargon<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/572\/01\/\">Concise &amp; precise<\/a>\u2014not fluffy: no extra words<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 \u201cFlows\u201d &amp; <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/573\/1\/\">varies sentence length<\/a>\u2014some short, some long<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Proofread\u2014no errors or typos<\/p>\n<p>\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 Punctuation and <a href=\"http:\/\/www.wwnorton.com\/college\/english\/litweb10\/writing\/B5a-tenses.aspx\">grammar used correctly<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"104\">Format<\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/747\/01\/\">Times, 12-pt, page numbers, 1\u201d margins.<\/a><\/td>\n<\/tr>\n<tr>\n<td width=\"104\">Documentation<\/td>\n<td width=\"446\">\u00b7\u00a0\u00a0\u00a0\u00a0\u00a0 MLA format: proper <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/747\/02\/\">in-text citations<\/a> and <a href=\"https:\/\/owl.english.purdue.edu\/owl\/resource\/747\/05\/\">works cited page<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"<p>Research and analysis paper Link to the library course site can be found here. Assignment Due Date Percentage of course grade Prospectus 11\/2 5% Exploratory essay\/bibliography 11\/12 10% Detailed outline 10\/17 With blog grade Final draft 11\/24 15% Your final &hellip; <a href=\"https:\/\/scholarblogs.emory.edu\/humbug\/assignment-3-research-and-analysis-paper\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":3120,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-666","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/pages\/666","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/users\/3120"}],"replies":[{"embeddable":true,"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/comments?post=666"}],"version-history":[{"count":3,"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/pages\/666\/revisions"}],"predecessor-version":[{"id":1028,"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/pages\/666\/revisions\/1028"}],"wp:attachment":[{"href":"https:\/\/scholarblogs.emory.edu\/humbug\/wp-json\/wp\/v2\/media?parent=666"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}