Editing Practice of scholarship (Spring 2019)

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== Overview & objectives ==
 
== Overview & objectives ==
  
The goal for this course is simple: submit a piece of academic research for publication by the end of the quarter. The piece should (obviously) be original. You should be the primary person responsible for the research and should be the lead or sole author of the submission.  
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The goal for this course is simple: submit a piece of academic research for publication by the end of the quarter. The piece should (obviously) be original. You should be the primary person responsible for the research and should be the lead author of the submission.  
  
 
The course and assignments are structured to help you cultivate (more of) the skills, wisdom, and experience necessary to publish independent, original, and high-quality scholarship in relevant venues for your work. There are several milestones to help you measure your progress towards manuscript submission at the end of the quarter. The seminar will be run as a workshop in which you will produce written work and provide feedback on each other's work every week. Most weeks, we will also read and discuss materials related to the crafts of designing, conducting, writing, submitting, reviewing, revising, and publishing scholarly research. The experience will probably feel like a combination of a writing bootcamp and an extended group therapy session.
 
The course and assignments are structured to help you cultivate (more of) the skills, wisdom, and experience necessary to publish independent, original, and high-quality scholarship in relevant venues for your work. There are several milestones to help you measure your progress towards manuscript submission at the end of the quarter. The seminar will be run as a workshop in which you will produce written work and provide feedback on each other's work every week. Most weeks, we will also read and discuss materials related to the crafts of designing, conducting, writing, submitting, reviewing, revising, and publishing scholarly research. The experience will probably feel like a combination of a writing bootcamp and an extended group therapy session.
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# Details on this syllabus will change, but I will not change readings or assignments less than one week before they are due. If I don't fill in a "To Be Determined" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.
 
# Details on this syllabus will change, but I will not change readings or assignments less than one week before they are due. If I don't fill in a "To Be Determined" one week before it's due, it is dropped. If you plan to read more than one week ahead, contact me first.
# Keep an eye out for emails and announcements I send through [https://canvas.northwestern.edu Canvas] re: updates to the syllabus. You can also review the [http://wiki.communitydata.cc/index.php?title=Practice_of_scholarship_(Spring_2016)&action=history edit history of this page] to track what has changed recently and compare it against earlier versions.
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# Keep an eye out for emails and announcements I send through [https://canvas.northwestern.edu/courses/36533 Canvas] re: updates to the syllabus. You can also review the [http://wiki.communitydata.cc/index.php?title=Practice_of_scholarship_(Spring_2016)&action=history edit history of this page] to track what has changed recently and compare it against earlier versions.
 
# You can ''always'' give me feedback and suggestions related to what works and what doesn't about the course. I will explicitly solicit your input a few times during the quarter, but '''be bold''' and feel free to submit your feedback to me at any time in any format. In the past, I have made substantive changes to courses on-the-fly in response to student feedback.
 
# You can ''always'' give me feedback and suggestions related to what works and what doesn't about the course. I will explicitly solicit your input a few times during the quarter, but '''be bold''' and feel free to submit your feedback to me at any time in any format. In the past, I have made substantive changes to courses on-the-fly in response to student feedback.
  
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Almost every week will have some required readings. In general, I will provide links to readings or distribute them via [https://canvas.northwestern.edu/courses/36533 Canvas]. You are expected to have read these before you come to class and to have prepared for discussion. There are also some suggested readings and other resources you might find useful.
 
Almost every week will have some required readings. In general, I will provide links to readings or distribute them via [https://canvas.northwestern.edu/courses/36533 Canvas]. You are expected to have read these before you come to class and to have prepared for discussion. There are also some suggested readings and other resources you might find useful.
  
There is one book that we will read multiple selections from. I recommend you acquire it. There are multiple editions/versions, but I don't think it matters which edition you use (I think the chapter numbers and titles are consistent):
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There is one book that we will read multiple selections from. I recommend you buy it. There are multiple editions/versions, but I don't think it matters which edition you use (I think the chapter numbers and titles are consistent):
 +
<!---* Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams. ''The Craft of Research.'' Chicago: University of Chicago Press.--->
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* Becker, Howard S. ''Writing for Social Scientists.'' Chicago: University of Chicago Press.
  
: Becker, Howard S. ''Writing for Social Scientists.'' Chicago: University of Chicago Press.
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=== Writing assignments ===
  
I have also included readings from two others:
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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 5pm on Friday each week. This will make it possible for me and your colleagues to read and comment on your work before class.
 
 
: Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams. ''The Craft of Research.'' Chicago: University of Chicago Press.
 
: Strunk, William., and E.B. White. ''The Elements of Style.'' New York: Longman. (Please make sure it's an edition that includes "Part V: An Approach to Style")
 
 
 
The Booth et al. stuff is recommended. If you like it, read it!
 
 
 
=== Weekly writing assignments ===
 
 
 
Every week, I ask you to produce and submit some written work. Unless otherwise noted, you should upload this work to Canvas by 5pm on Friday each week. This will make it possible for me and your colleagues to read and comment on your work before class.
 
 
 
For most weeks, I will give written feedback on a randomly selected subset of the submissions (details of this procedure TBA). This preserves my sanity, but it does mean you will not each receive written feedback from me every week. You will, however, receive written feedback from me multiple times throughout the quarter. I will provide written feedback on everyone's final projects.
 
  
 
=== Feedback assignments ===  
 
=== Feedback assignments ===  
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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.
 
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.
  
=== Optional research writing journal ===
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=== Research journal ===
  
Throughout the quarter, you may find it valuable to keep a research writing journal documenting your effort, progress, and reflections on your project in this course. I encourage you to write brief daily entries (or as close to daily as you can) and, at minimum, a few entries per week. Entries can be brief and might simply record what you worked on that day, how long you worked on it, and a sentence or two reflection on your work experience. You may also find yourself inspired to write more. This is an optional assignment and you do not need to submit it.
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Throughout the quarter, you should keep a research journal documenting your effort, progress, and reflections on your project in this course. I encourage you to write brief daily entries (or as close to daily as you can) and, at minimum, two entries per week. Entries can be brief and might simply record what you worked on that day, how long you worked on it, and a sentence or two reflection on your work experience. You may also find yourself inspired to write more. I have asked you to submit journal entries to me twice during the quarter for review.
  
 
=== Final Project: Manuscript submission ===
 
=== Final Project: Manuscript submission ===
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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 should follow the style, length, and formatting guidelines of the venue in which you seek to publish it.
 
[https://canvas.northwestern.edu/courses/91705/assignments/575733 Submit via Canvas]
 
  
 
== Evaluation and grades ==
 
== Evaluation and grades ==
  
 
In addition to the assignments and frequent feedback you will provide and receive on your work, you will also perform self, peer, and course evaluations at several points throughout the quarter. Your final grades for the course will be constructed based on an aggregation of all these materials with the following weights:
 
In addition to the assignments and frequent feedback you will provide and receive on your work, you will also perform self, peer, and course evaluations at several points throughout the quarter. Your final grades for the course will be constructed based on an aggregation of all these materials with the following weights:
* Participation 25%
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* Participation 20%
 
* Written assignments 20%
 
* Written assignments 20%
 
* Feedback assignments 20%
 
* Feedback assignments 20%
* Peer and self evaluations 10%
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* Peer and self evaluations 15%
 
* Final manuscript 25%
 
* Final manuscript 25%
  
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=== Week 1: April 1 — Introductions ===
 
=== Week 1: April 1 — Introductions ===
Note that this week (and only this week!) we will complete the reading and assignment in class.
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Note that this week we will complete the reading and assignment in class.
  
 
'''Reading:'''
 
'''Reading:'''
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** A statement of the research topic.
 
** A statement of the research topic.
 
** A question, puzzle, or problem you aim to answer or resolve in this project.
 
** A question, puzzle, or problem you aim to answer or resolve in this project.
** The evidence you will use, how you collected it, how you will analyze it, and how/why this evidence/analysis will allow you to solve your puzzle.
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** What you anticipate you will find.
** What you anticipate you will find through your analysis.
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** What the contribution of your anticipated findings would be (assuming you found them).
** What central takeaway your anticipated findings would support (assuming you find the findings you anticipate).
 
 
** Why you believe this work and the anticipated findings are important.
 
** Why you believe this work and the anticipated findings are important.
 
** A target venue (peer reviewed journal or archival conference) to which you plan to submit your work.
 
** A target venue (peer reviewed journal or archival conference) to which you plan to submit your work.
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=== Week 2: April 8 — Planning your work & work your plan ===
 
=== Week 2: April 8 — Planning your work & work your plan ===
 
'''Reading Part I:'''
 
'''Reading Part I:'''
* Becker, Howard. ''Writing for Social Scientists.'' Chapters 1 ("Freshman English for Graduate Students") & 7 ("Getting It out the Door") (Available on [https://canvas.northwestern.edu/files/6757598/download?download_frd=1 Canvas]).
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* Becker, Howard. ''Writing for Social Scientists.'' Chapters 1 ("Freshman English for Graduate Students") & 7 ("Getting It out the Door").
* Booth et al. Prologue to Section IV ("Planning Again") and Quick Tip on Outlining (pp. 185-188).
 
  
 
'''Reading Part II (pick any two):'''
 
'''Reading Part II (pick any two):'''
* Cochrane, John H.. 2005. [https://faculty.chicagobooth.edu/john.cochrane/research/Papers/phd_paper_writing.pdf Writing tips for Ph.D. students] (pdf). (Note that this one is aimed at economists, but is generally good on many points)
 
 
* Ko, Andrew. [https://faculty.washington.edu/ajko/advice#goodpaper How do I write a good research paper?] (HCI-oriented).
 
* Ko, Andrew. [https://faculty.washington.edu/ajko/advice#goodpaper How do I write a good research paper?] (HCI-oriented).
<!---* 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.''--->
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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.''
 
* 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. 2015. [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. 2015. [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...
  
 
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'''Recommended Reading:'''
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* Booth et al. Prologue to Section IV ("Planning Again") and Quick Tip on Outlining (pp. 185-188).
  
 
'''Assignment:'''
 
'''Assignment:'''
 
''Note'': Please complete all assignments before class each week. Written assignments submitted to Canvas (your project synopsis this week) should be completed by Friday at 5pm.
 
  
 
* Identify, summarize, and outline an exemplary paper:  
 
* Identify, summarize, and outline an exemplary paper:  
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** Be sure to include all of the elements I listed above.  
 
** Be sure to include all of the elements I listed above.  
 
** The new and improved synopsis should be 750-1000 words long (just the text) and may include references if you want.  
 
** The new and improved synopsis should be 750-1000 words long (just the text) and may include references if you want.  
** Submit the synopsis to [https://canvas.northwestern.edu/courses/91705/discussion_topics/597416 the corresponding "Discussion" in Canvas] '''by Friday, April 5, 2019 at 5pm'''.
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** Submit the synopsis to [https://canvas.northwestern.edu the corresponding "Discussion" in Canvas].
* Review a peer's synopsis. Write comments, email them to the author and come prepared to discuss them in class.
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* Review a peer's synopsis. Write your comments as a response to the peer's "Discussion" posting.
  
 
=== Week 3: April 15 — Research question: Where's the puzzle? ===
 
=== Week 3: April 15 — Research question: Where's the puzzle? ===
 
* [[Practice of scholarship (Spring 2019)/week 3 session plan| Session plan]]
 
 
 
'''Reading:'''
 
'''Reading:'''
::''Please note: Our in-class activities and discussion will focus on the Durkheim, Pan, and Zuckerman readings as well as your written assignments. The other readings are largely there as instructional supplements.''
 
 
* 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/ available via Canvas]).   
 
* Durkheim, Émile. 1897. ''Suicide''. Excerpt — final section of the Introduction ([https://canvas.northwestern.edu/ 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.
* Pan, Jennifer, and Kaiping Chen. 2018. "Concealing Corruption: How Chinese Officials Distort Upward Reporting of Online Grievances." ''American Political Science Review.'' 112(3): 602-620. ([http://jenpan.com/jen_pan/sendup.pdf PDF available via Jen Pan's website]). '''We will focus on the Introduction''' (especially the long first paragraph).
 
 
* Zuckerman, Ezra. 2017. [https://www.dropbox.com/s/a3n1ux6lnu7wbpe/On%20Genre.pdf?dl=1 On genre: A few more tips to article-writers] (pdf).  
 
* Zuckerman, Ezra. 2017. [https://www.dropbox.com/s/a3n1ux6lnu7wbpe/On%20Genre.pdf?dl=1 On genre: A few more tips to article-writers] (pdf).  
  
 
'''Assignment:'''
 
'''Assignment:'''
* Write a very brief motivation of your research project ([http://neoacademic.com/2014/07/16/how-to-write-a-publishable-social-scientific-research-article-exploring-your-process/ Richard Landers] calls this "the intro to the intro") that includes the following elements (submitted, once again, via [https://canvas.northwestern.edu/ the corresponding "Discussion" in Canvas]):
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* A very brief motivation of your research project that includes the following elements (submitted, once again, via [https://canvas.northwestern.edu/ the corresponding "Discussion" in Canvas]):
 
** A description of the topic and clear statement of the claim.
 
** A description of the topic and clear statement of the claim.
** Question(s) derived from the topic and claim. Underscore the most interesting one(s) that you will address.
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** A list of questions derived from the topic and claim. Underscore the most interesting one(s) that you will address.
 
** A brief statement posing your research around a puzzle or some other genre/framing device (see the Zuckerman reading for ideas).
 
** A brief statement posing your research around a puzzle or some other genre/framing device (see the Zuckerman reading for ideas).
 
** 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 "intro to the intro." Evaluate whether it effectively articulates a research topic, question, puzzle, and significance. Write down comments and bring them with you to class.
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* Review a peer's project synopsis. Evaluate whether it effectively articulates a research topic, question, puzzle, and significance. Post your review as a response to your peer's post in the appropriate "Discussion" on Canvas.
  
 
=== Week 4: April 22 — Prior Work: Interrupting a conversation ===
 
=== Week 4: April 22 — Prior Work: Interrupting a conversation ===
 
* [[Practice_of_scholarship_(Spring_2019)/week 4 session plan|session plan]]
 
 
 
'''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 ("Engaging 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. (Focus on the first section up through p. 236)
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* Becker, Howard. 1953. [http://www.jstor.org/stable/pdf/2771989.pdf "Becoming a Marihuana User."](pdf) ''American Journal of Sociology'', ''(59)''3: 235-242.
* Shaw, Aaron and Eszter Hargittai. 2018. [https://doi.org/10.1093/joc/jqx003 "The pipeline of online participation inequalities: The case of Wikipedia"]. ''Journal of Communication'', ''(68)''1: 143-168. (Focus on the parts before "Data and methods" on p. 149)
 
 
* '''Optional:''' Healy, Kieran. 2017. [http://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance](pdf). ''Sociological Theory'', ''(35)''2: 118-127.   
 
* '''Optional:''' Healy, Kieran. 2017. [http://kieranhealy.org/files/papers/fuck-nuance.pdf Fuck Nuance](pdf). ''Sociological Theory'', ''(35)''2: 118-127.   
  
 
'''Assignment:'''
 
'''Assignment:'''
* Identify the two or three most important existing theories/findings/systems that your work will test/synthesize/extend/enhance. Briefly (in about 250 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/ the appropriate "Discussion" page on Canvas].
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* 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/ 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. 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?
* Complete [https://docs.google.com/forms/d/e/1FAIpQLSfgl4SSyt-BgNAppFp7pJRYAj8aBF6q2ATuaSciqJCnz4cORw/viewform?usp=sf_link mid-quarter course evaluation] (by Friday also).
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* Complete [https://1.1.1.1 mid-quarter course evaluation].
  
=== Week 5: April 29 — Method & Warrant ===
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=== Week 5: April 29 — Method: Research design & justification ===
* [[Practice_of_scholarship_(Spring_2019)/week 5 session plan|Session plan]]
 
 
'''Reading:'''
 
'''Reading:'''
* Benzecry, Claudio. 2009. [https://link.springer.com/article/10.1007/s11133-009-9123-7 Becoming a fan: On the seductions of opera]. ''Qualitative Sociology'', 32(2), 131-151.
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* 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.
* Hecht, Brent, and Darren Gergle. 2010. [https://dl.acm.org/citation.cfm?id=1753370 The tower of babel meets web 2.0: User-generated content and its applications in a multilingual context]. ''Proceedings of the ACM Conference on Human Factors in Computing Systems (CHI)''.
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* '''Optional:''' Booth et al., Chapter 9 ("Reasons and Evidence").
* Katz, Jack. 1997. [https://doi.org/10.1177/0049124197025004002 Ethnography’s Warrants]. ''Sociological Methods & Research'', 25(4), 391–423.
 
* '''Strongly recommended:''' Booth et al., Chapter 9 ("Reasons and Evidence").
 
* '''Optional:''' 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.
 
  
 
'''Assignment:'''
 
'''Assignment:'''
 +
* 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 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].
 
* 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 & 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.
 +
* Complete weekly research journal entries.
  
 
=== Week 6: May 6 — Results & Discussion ===
 
=== Week 6: May 6 — Results & Discussion ===
 
* [[Practice_of_scholarship_(Spring_2019)/week 6 session plan|session plan]]
 
 
 
'''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 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: 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, field experiments (and other inferential quantitative studies), interviews, and systems papers respectively. Copies of the text(s) will be posted to the [https://canvas.northwestern.edu/courses/91705/files/folder/readings "readings" directory] on Canvas.
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'''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.
 
* 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.
 
* Gerber & Green. 2012. ''Field Experiments,'' Chapter 13.
* Weiss. 1994. ''Learning from Strangers,'' Chapter 7.
 
* Zhang, Haoqi. n.d. [https://docs.google.com/document/d/17TJ-N9oxsTWlenlMsPOzfinMGFEEfdY36YZnpia7hvE/edit# Writing an academic (systems) paper], the parts on "system description", "study/experiment/deployment", and "discussion."
 
  
 
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.
 
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.
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'''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/91705/discussion_topics corresponding Canvas "Discussion."] We will use these to compile lists and common themes in class.
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* 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/91705/discussion_topics corresponding Canvas "Discussion."] I recommend doing this in two parts:
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* 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 schematic/simulated versions of any data visualizations or tables that (will) support your claims.
+
** 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?
 
** 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).
 
* Provide feedback to your peer on their findings and discussion write up (and ''only'' their findings and discussion write up).
  
 
=== Week 7: May 13 — Introduction & Conclusion: End up at the beginning ===
 
=== Week 7: May 13 — Introduction & Conclusion: End up at the beginning ===
* [[Practice_of_scholarship_(Spring_2019)/Week 7 session plan|Session plan]]
 
 
'''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.
 
* Little, Andrew T. 2016. "[http://www.andrewtlittle.com/papers/little_intros.pdf Three Templates for Introductions to Political Science Articles]." Manuscript, Cornell University.
* Revisit the Week 2 readings and/or (if you're working on a systems paper) the Zhang reading from Week 6. All have valuable tips on writing effective introductions and (in some cases) conclusions.
+
 
 
 
'''Assignment:'''
 
'''Assignment:'''
* Pick two articles (two from one or one from each) from the [https://academic.oup.com/joc/issue/69/2 April, 2019 issue] of ''Journal of Communication'' (Volume 69, Issue 2) OR [https://dl.acm.org/citation.cfm?id=3173574 CHI 2018] (or CHI 2019 if the proceedings appear in time).
+
* 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).  
** If you choose CHI pieces, try to pick a full paper that won an award. Please do not choose a Note or a Panel or something else that is not a full, peer reviewed paper.  
+
** If you choose JoC pieces, do not pick the Vorderer article. Do not pick a book review.
* Read the Introduction and Conclusion for both articles (ideally, don't read anything else — not even the abstract!) and prepare responses to the following questions (no need to submit):
+
** 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.
 
#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?
 
#According to Little's templates (See above), what type of introduction does each paper have?
Line 220: Line 190:
 
#For the same article (your favorite), what suggestions would you make to the author(s) for improving the introduction? the conclusion?
 
#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?
 
#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/91705/discussion_topics/597422 the corresponding "Discussion" on Canvas]. Keep the Introduction under 600 words. Have it reflect your anticipated findings and contribution (from last week's assignment).
+
* 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.
 
* Provide feedback on your partner's Introduction.
  
 
=== Week 8: May 20 — Revise, revise, revise ===
 
=== Week 8: May 20 — Revise, revise, revise ===
* [[Practice_of_scholarship_(Spring_2019)/Week 8 session plan|Session plan]]
 
 
'''Reading:'''
 
'''Reading:'''
 
* Becker, Chapter 3 ("One Right Way") and Chapter 4 ("Editing by Ear").
 
* Becker, Chapter 3 ("One Right Way") and Chapter 4 ("Editing by Ear").
* ''Optional'': Becker, Howard. 1953. [http://www.jstor.org/stable/pdf/2771989.pdf "Becoming a Marihuana User."](pdf) ''American Journal of Sociology'', ''(59)''3: 235-242. (Revisit this and focus on the writing).
 
 
* Strunk & White. Chapter 2 ("Elementary Principles of Composition") and Chapter 5 ("An Approach to Style").
 
* Strunk & White. Chapter 2 ("Elementary Principles of Composition") and Chapter 5 ("An Approach to Style").
* Wajcman, Judy. 2019. [https://doi.org/10.1177/0162243918795041 The Digital Architecture of Time Management]. ''Science, Technology, & Human Values'', ''44''(2), 315–337.
 
  
 
'''Assignment:'''
 
'''Assignment:'''
<!--- * Revision assignment: Using Becker and Strunk & White as inspirations, please TBA prepare to line-edit the rough draft texts that Aaron circulates via email/canvas (one by TBA [link] and one by [https://canvas.northwestern.edu/ 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. --->
+
* 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.
 
* 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 27 — No class meeting (Memorial Day) ===
+
=== Week 9: May 27 — '''No class''' (Memorial Day)  
  
 
=== Week 10: June 3 — Submission, reviews, and revision in publication ===
 
=== Week 10: June 3 — Submission, reviews, and revision in publication ===
* [[Practice_of_scholarship_(Spring_2019)/Week 9 session plan|Session plan]]
 
 
'''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''.
 
* 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''.
* Elmqvist, Niklas. 2016. [https://sites.umiacs.umd.edu/elm/2016/11/19/writing-rebuttals/ Writing rebuttals].
+
* Robin et al's CHI reviews and rebuttal (link tbd).
* Sample paper(s) with sample reviews and sample response(s) to reviews.
+
* Jeremy et al's ''Social Science Research'' reviews and response letter (link tbd).
** [https://canvas.northwestern.edu/files/7032806/download?download_frd=1 ICWSM reviews example] (from Yixue and Nick Diakopoulos)
 
** [https://canvas.northwestern.edu/files/7032799/download?download_frd=1 ''Communication Research'' submission/review example materials] (from Aaron and Mako Hill)
 
  
 
'''Assignment:'''
 
'''Assignment:'''
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=== Week 11: June 10 — Final projects due ===
 
=== Week 11: June 10 — Final projects due ===
  
No class meeting today. Submit your final projects [https://canvas.northwestern.edu/courses/91705/assignments/575733 via Canvas].
+
No class meeting today. Submit your final projects via Canvas.
  
 
== Resources ==
 
== Resources ==

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