Editing Practice of scholarship (Spring 2016)

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'''Tuesdays 9am-12pm'''
'''Tuesdays 9am-12pm'''


'''Frances Searle Building Room 2-107'''
'''Frances Searle Building Room 2-378'''


'''Instructor:''' [http://aaronshaw.org Aaron Shaw] ([mailto:aaronshaw@northwestern.edu aaronshaw@northwestern.edu])
'''Instructor:'''[http://aaronshaw.org Aaron Shaw] ([mailto:aaronshaw@northwestern.edu aaronshaw@northwestern.edu])
* Frances Searle 2-142
* Frances Searle 2-142
* Office Hours: M 1-3pm, T 3-5pm, and by appointment.
* Office Hours: M 1-3pm, T 3-5pm, and by appointment.
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=== Writing assignments ===
=== Writing assignments ===


Every week, I ask you to produce and submit some written work. Unless otherwise noted, you should plan to upload this work to Canvas by 9am on Monday morning each week (24 hours before the class meets). This will make it possible for me and your colleagues to read and comment on your work before class.
In many weeks, I ask you to produce and submit some written work. Unless otherwise noted, you should plan to upload this work to Canvas by 9am on Monday morning each week (24 hours before the class meets). This will make it possible for me and your colleagues to read and comment on your work before class.


=== Feedback assignments ===  
=== Feedback assignments ===  


Almost every week, I ask you to review and comment on colleagues' work prior to class. In general, you should provide your comments as a response to their post on Canvas and come to class prepared to discuss the work and your feedback.
At several points throughout the quarter, I ask you to review and comment on colleagues' work. In general, you should provide your comments as a response to their post on Canvas and come to class prepared to discuss them.


=== Research journal ===
=== Research journal ===
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'''Due: Tuesday, June 7'''
'''Due: Tuesday, June 7'''


Your final project for the course is a submission-ready manuscript for a peer reviewed conference or journal of your choosing. It should follow the style, length, and formatting guidelines of the venue in which you seek to publish it.
Your final project for the course is a submission-ready manuscript for a peer reviewed conference or journal of your choosing. It (obviously?) should follow the style, length, and formatting guidelines of the venue in which you seek to publish it.


== Evaluation and grades ==
== Evaluation and grades ==
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* Landers, Richard N. 2014. [http://neoacademic.com/2014/07/16/how-to-write-a-publishable-social-scientific-research-article-exploring-your-process/ How to Write a Publishable Social Scientific Research Article: Exploring Your "Process."] ''NeoAcademic Blog.''
* Landers, Richard N. 2014. [http://neoacademic.com/2014/07/16/how-to-write-a-publishable-social-scientific-research-article-exploring-your-process/ How to Write a Publishable Social Scientific Research Article: Exploring Your "Process."] ''NeoAcademic Blog.''
* Pasek, Josh. 2012. [https://www.apa.org/education/undergrad/empirical-social-science.pdf "Writing the Empirical Social Science Research Paper: A Guide for the Perplexed"](pdf). ''Psychology Teacher Network'', ''21''(4).
* Pasek, Josh. 2012. [https://www.apa.org/education/undergrad/empirical-social-science.pdf "Writing the Empirical Social Science Research Paper: A Guide for the Perplexed"](pdf). ''Psychology Teacher Network'', ''21''(4).
* Wobbrock, Jacob O. [http://faculty.washington.edu/wobbrock/pubs/Wobbrock-2015.pdf Catchy Titles Are Good: But Avoid Being Cute](pdf). An HCI research paper writing guide formatted as an HCI paper...
* Wobbrock, Jacob O. [http://faculty.washington.edu/wobbrock/pubs/Wobbrock-2015.pdf Catchy Title Are Good: But Avoid Being Cute](pdf). An HCI research paper writing guid formatted as an HCI paper...


'''Assignment:'''
'''Assignment:'''
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'''Reading:'''
'''Reading:'''
* Booth et al., Chapter 3 ("From Topics to Questions") & Chapter 4 ("From Questions to Problems").
* Booth et al., Chapter 3 ("From Topics to Questions") & Chapter 4 ("From Questions to Problems").
* Durkheim, Émile. 1897. ''Suicide''. Excerpt — final section of the Introduction ([https://canvas.northwestern.edu/courses/36533/files available via Canvas]). 
* Kahn, C. Ronald. 1994. "[http://www.nejm.org/doi/full/10.1056/NEJM199405263302113 Sounding Board: Picking a Research Problem — The Critical Decision]." ''The New England Journal of Medicine 330''(21):1530-1533.
* Kahn, C. Ronald. 1994. "[http://www.nejm.org/doi/full/10.1056/NEJM199405263302113 Sounding Board: Picking a Research Problem — The Critical Decision]." ''The New England Journal of Medicine 330''(21):1530-1533.


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** A brief statement of the significance or application of your project.
** A brief statement of the significance or application of your project.
* Review a peer's project synopsis. Evaluate whether it effectively articulates a research topic, question, significance, and problem using the criteria described by Booth et al. Post your review as a response to your peer's post in the appropriate "Discussion" on Canvas.
* Review a peer's project synopsis. Evaluate whether it effectively articulates a research topic, question, significance, and problem using the criteria described by Booth et al. Post your review as a response to your peer's post in the appropriate "Discussion" on Canvas.
* Complete weekly research journal entries.


=== Week 4: April 26 — Prior Work: Interrupting a conversation ===
=== Week 4: April 26 — Prior Work: Interrupting a conversation ===
'''Reading:'''
'''Reading:'''
* Becker, Chapter 8 ("Terrorized by the Literature").
* Becker, Chapter 8 ("Terrorized by the Literature").
* Booth et al., Chapter 6 ("Engaging Sources").
* Booth et al., Chapter 6 ("Using Sources").
* Becker, Howard. 1953. [http://www.jstor.org/stable/pdf/2771989.pdf "Becoming a Marihuana User."](pdf) ''American Journal of Sociology'', ''(59)''3: 235-242.
* Healy, Kieran. 2016. [http://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance](pdf). (forthcoming in ''Sociological Theory'').  
* '''Optional:''' Healy, Kieran. 2016. [http://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance](pdf). (forthcoming in ''Sociological Theory'').  
 


'''Assignment:'''
'''Assignment:'''
* Identify two or three most important existing theories/findings/systems that your work will test/synthesize/extend/enhance. Briefly (in no more than 200 words per theory/finding/system!) explain the relevant claims of the prior work, how it connects to your project, and what differentiates your project from it. As usual, post this to [https://canvas.northwestern.edu/courses/36533/discussion_topics/230623 the appropriate "Discussion" page on Canvas].
* Identify the two or three most important existing theories/findings/systems that your work will test/synthesize/extend/enhance. Briefly (in no more than 200 words per theory/finding/system!) explain the relevant claims of the prior work, how it connects to your project, and what differentiates your project from it. As usual, post this to [https://canvas.northwestern.edu/courses/36533/discussion_topics/230623 the appropriate "Discussion" page on Canvas].
* Review a peer's posting. For each existing theory/finding/system they discuss, do they provide an effective, compelling rationale that justifies their project in relation to prior work? Are you convinced that they are addressing an important question in their domain of study?
* Review a peer's posting. Do they provide an effective, compelling rationale that justifies their project in relation to prior work? Are you convinced that they are addressing an important question in their domain of study?
* Complete weekly research journal entries. Submit 2 or 3 journal of your favorite entries so far to [mailto:aaronshaw@northwestern.edu Aaron via email].
* Complete [https://docs.google.com/forms/d/1w2gGNzBxH2ZW0TJdd6Obq4t7dR85gSuttzol9MtsCYE/viewform mid-quarter course evaluation] (by Sunday, April 24).


=== Week 5: May 3 — Method: Research design & justification ===
=== Week 5: May 3 — Method: Research design & justification ===
'''Reading:'''
'''Reading:'''
* Small, Mario Luis., 2009. [http://eth.sagepub.com/content/10/1/5.short How many cases do I need? On science and the logic of case selection in field-based research]." ''Ethnography (10)'':1, 5-38.
* Booth et al., Chapter 9 ("Reasons and Evidence").
* '''Optional:''' Booth et al., Chapter 9 ("Reasons and Evidence").


'''Assignment:'''
'''Assignment:'''
* Complete mid-course self-assessment and reflection (''tbd'').
* Complete mid-course self-assessment and reflection (''tbd'').
* Write up the methodological approach you (plan to) pursue in your project and your justification for the approach. Make sure to restate your research question and explain why the data/evidence you (will) collect and the method(s) of analysis you (will) use provide insight into the problem you are addressing. Make sure that your argument will convince a skeptical reader that your approach is sensible, well-thought through, and compelling (500-800 words) Post to the [https://canvas.northwestern.edu/courses/36533/discussion_topics/236976 discussion page].
* Write up the methodological approach you (plan to) pursue in your project. Include a brief description of the data you (plan to) analyze, the suitability of the data to your problem, and your analytical approach. Remember that this is not a literature review. (500-800 words).
* Review a peer's write-up of their methodological approach & justification. Does it make sense? Has the author provided a clear and compelling rationale for the analytical approach they take to their research problem and the data they use? Is there a mismatch between the research questions and the data? Between the methods of analysis and the focus of the inquiry? Be a skeptical (but nonetheless generous) reviewer.
* Review a peer's write-up of their methodological approach. Does it make sense? Does it provide an adequate and compelling rationale for the analytical approach they take to their research problem and the data they use?
* Complete weekly research journal entries.


=== Week 6: May 10 — Results & Discussion ===
=== Week 6: May 10 — Results, limitations, & threats ===
'''Reading assignment goals:''' This week you will use ''one of the instructional readings'' and ''your model paper'' to extract general guidelines for presenting results and analysis. If you would like suggestions for additional model papers, please ask Aaron.
'''Reading:'''
 
* Booth et al., Chapter 10 ("Acknowledgments and Responses").
'''Reading: choose your own adventure.''' Because the presentations and discussions of results vary so widely across methods and research communities, you should chose ''one'' of the instructional readings below. Each one is aimed at writing up and discussing results gathered through a specific method (participant observation, interviews, and field experiments respectively. Copies of the text(s) can be made available if we need them.
* Emerson, Fretz & Shaw. 1995. ''Writing Ethnographic Fieldnotes,'' Chapter 7.
* Weiss. 1994. ''Learning from Strangers,'' Chapter 7 (Available on [https://canvas.northwestern.edu/courses/36533/files Canvas]).
* Gerber & Green. 2012. ''Field Experiments,'' Chapter 13.
 
Please note: Aaron will add other potential instructional readings to this list as he becomes aware of them. If you know of another instructional reading that you would like to use because it fits your purposes better, please ask Aaron so he can review it and confirm that it's suitable for the assignment.
 
'''Optional reading:'''
* Booth et al., Chapter 10 ("Acknowledgments and Responses") and Chapter 15 ("Communicating Evidence Visually").


'''Assignment:'''
'''Assignment:'''
* Based on your instructional reading ''and'' your model paper, prepare a check-list (or some similarly concise, usable representation) of attributes of excellently presented research evidence/findings. Your list (or whatever) should be the kind of thing you will use to guide your own work. Upload this to the [https://canvas.northwestern.edu/courses/36533/discussion_topics/239310 corresponding Canvas "Discussion."] We will use these to compile lists and common themes in class (using [https://docs.google.com/document/d/19Xlpip5JC9Q-GREOgjJHAA1doLaByPiNiPI0Uso2Ndw this google drive file].
* Write up about 1000 words synthesizing the (anticipated) findings and discussing the significance of your research and upload that to the [https://canvas.northwestern.edu/courses/36533/discussion_topics/239311 corresponding Canvas "Discussion."] I recommend doing this in two parts:
** Write ~500 words explaining the (anticipated) findings from your study. Quite literally, explain what you (expect to) find. What patterns of evidence (would) support these findings? If appropriate, include any data visualizations or tables you (plan to) present.
** Write ~500 words discussing the findings in the context of the research questions and prior literature that frames your project. What is the (expected) contribution of your research? What do you (expect to) know at the conclusion of your study that was unknown or misunderstood before your study?
* Provide feedback to your peer on their findings and discussion write up (and ''only'' their findings and discussion write up).


=== Week 7: May 17 — Introduction & Conclusion: End up at the beginning ===
=== Week 7: May 17 — Discussion: Whose ox gets gored? ===
'''Reading:'''
'''Reading:'''
* Little, Andrew T. 2016. "[http://www.andrewtlittle.com/papers/little_intros.pdf Three Templates for Introductions to Political Science Articles]." Manuscript, Cornell University.
 
'''Assignment:'''
'''Assignment:'''
* Pick two articles from the [http://onlinelibrary.wiley.com/doi/10.1111/jcom.2016.66.issue-1/issuetoc February, 2016 issue] of ''Journal of Communication'' (Volume 66, Issue 1) or two papers from [http://dl.acm.org/citation.cfm?id=2858036 CHI 2016] (or one from each).
=== Week 8: May 24 — Introduction & Conclusion: End up at the beginning ===
** If you choose JoC pieces, do not pick the Vorderer article. Do not pick a book review.
** If you choose CHI pieces, do not choose a Note or a Panel or something else that is not a full, peer reviewed paper.
* Read the Introduction and Conclusion for both articles (ideally, don't read anything else — not even the abstract!) and respond to the following questions ([https://canvas.northwestern.edu/courses/36533/discussion_topics/241563 in writing, submitted via Canvas]):
#Provide a link/citation to the paper.
#Briefly summarize the papers' respective central claims, evidence, and contributions in your own words.
#According to Little's templates (See above), what type of introduction does each paper have?
#For your favorite of the two, identify something you think it does well in the introduction and something you think it does well in the conclusion. Justify these choices/preferences.
#For the same article (your favorite), what suggestions would you make to the author(s) for improving the introduction? the conclusion?
#What can you take away from this favorite article for introducing/concluding your own work?
* Write an introduction for your project and submit it to [https://canvas.northwestern.edu/courses/36533/discussion_topics/241564 the corresponding "Discussion" on Canvas]. Keep the Introduction under 600 words. Have it reflect your anticipated findings and contribution (from last week's assignment).
* Provide feedback on your partner's Introduction.
 
=== Week 8: May 24 — Revise, revise, revise ===
'''Reading:'''
'''Reading:'''
* Becker, Chapter 3 ("One Right Way") and Chapter 4 ("Editing by Ear").
* Strunk & White. Chapter 2 ("Elementary Principles of Composition") and Chapter 5 ("An Approach to Style").


'''Assignment:'''
'''Assignment:'''
* Revision assignment: Using Becker and Strunk & White as inspirations, please prepare to line-edit the rough draft texts that Aaron circulates via email/canvas (one by [https://canvas.northwestern.edu/courses/36533/discussion_topics/246614 Silvia] and one by [https://canvas.northwestern.edu/courses/36533/discussion_topics/246615 Aaron]). Read them, maybe bring a hard copy with you if you like to edit that way. In class, we will focus on improving the tone, style, and organization of the texts.
* Work on accomplishing your goals for your final project for this week (''no written assignment to submit or provide feedback on''). Note that you will be asked to provide an update on your progress to your discussant from the May 17 class.


=== Week 9: May 31 — Submission, reviews, and revision in publication ===
=== Week 9: May 31 — Submission, reviews, & revision ===
'''Reading:'''
'''Reading:'''
* King, Brayden. 2011. [https://orgtheory.wordpress.com/2011/05/31/the-editors-speak-what-makes-a-good-review/ "The editors speak: what makes a good review?] (read the entire post and all the statements from the journal editors). ''OrgTheory''.
* Becker, Chapter ? ("Editing by Ear").
* Robin et al's CHI reviews and rebuttal (link tbd).
* Jeremy et al's ''Social Science Research'' reviews and response letter (link tbd).


'''Assignment:'''
'''Assignment:'''
* Make progress on your final projects!


=== Week 10: June 7 — Final projects due ===
=== Week 10: June 7 — Final projects due ===
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* [https://www.insidehighered.com/advice/2015/09/16/essay-preparing-effective-presentation-academic-job-talk A Dozen Slides] Philip N. Howard gives advice on preparing a social science job talk that might also help you organize your thinking and writing for any project.
* [https://www.insidehighered.com/advice/2015/09/16/essay-preparing-effective-presentation-academic-job-talk A Dozen Slides] Philip N. Howard gives advice on preparing a social science job talk that might also help you organize your thinking and writing for any project.


== Policies & protocols==
== Policies ==
 
'''Confidentiality of Peers’ Work'''
 
Throughout the course, you will be receiving, reading and commenting on classmates’ writing. These writing assignments are for class use only. You may not share them with anybody outside of class without explicit written permission from the document’s author and pertaining to the specific piece.
 
'''Confidentiality of In-Class Discussions'''
 
It is essential to the success of this class that participants feel comfortable sharing questions, thoughts, ideas, fears, reservations, apprehensions and confusion about works-in-progress, writing, the research process and scholarly experiences more generally speaking during discussions. Therefore, you may not create any audio or video recordings during class time nor share verbatim comments with those not in class nor are you allowed to share using other methods -- e.g., social media -- comments linked to people’s identities unless you get a person’s permission. If you want to share general impressions or specifics of in-class discussions with those not in class, ask for permission first.
 
'''Academic Integrity'''
 
You are responsible for reading and abiding by the [http://www.northwestern.edu/provost/students/integrity/ Northwestern University Principles Regarding Academic Integrity].
 
Make sure to document all of your work and acknowledge the ideas and work of others. Possible sanctions, as per the university guidelines, include reduced or failing grade, a defined period of probation or suspension, exclusion from the university and notation on the official record. You must not, in any way, misrepresent your work or be party to another student’s failure to maintain academic integrity. Do not ever copy other people’s words without quotation marks (do not do this even if you are "just" taking notes) and always use proper citation. Do not ever refer to other people’s work without attribution. DO NOT cheat, plagiarize or disregard the University Principles Regarding Academic Integrity in any way, it is NOT worth it! When in doubt, err on the side of giving more credit to the original source rather than less. Feel free to ask me (the instructor) for clarification about related matters.
 
'''Deadlines, Absences, etc.'''
 
Emergencies happen. Unanticipated obstacles arise. If you cannot make a deadline, please contact me to figure out a schedule that will work. If you must miss a class, contact me. You are responsible for obtaining class notes, handouts, assignments, etc. from fellow students in case of an absence.
 
An additional word about extensions and incompletes: In principle, I have no problem with extensions or incompletes. In practice, they tend to be a pain for everybody involved and I strongly discourage them. If you absolutely must submit an assignment late, assume that I will require at least 1 month (4 weeks) to grade it. Please take this into account if you will need me to to submit a grade in order to receive your fellowship/diploma/visa/etc. by a particular date.
 
'''Accommodations'''
 
I am totally happy to provide accommodations. Any student requesting accommodations related to a disability or other condition is required to register with AccessibleNU (847-467-5530) and provide professors with an accommodation notification from AccessibleNU, preferably within the first two weeks of class. All information will remain confidential. For more information, visit [http://http//www.northwestern.edu/accessiblenu/%7D%7BAccessibleNU AccessibleNU].
 
'''Sexual Harasssment'''
 
All participants in this class are bound by the [http://www.northwestern.edu/sexual-harassment/policy/ Northwestern University sexual harassment policy]. Please note, that the core of the policy states, "no member of the Northwestern community may sexually harass any other member of the community." I take this very seriously. Please review the policy and speak to me if you have any questions or concerns.
 
'''Email protocol'''
 
I receive too much email. If, for some reason, I do not respond to your message within 48 hours, please do not take it personally and feel free to re-send the message. This will help me and I will not resent you for it.
Please note that all contributions to CommunityData are considered to be released under the Attribution-Share Alike 3.0 Unported (see CommunityData:Copyrights for details). If you do not want your writing to be edited mercilessly and redistributed at will, then do not submit it here.
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