Seminar in advanced research methods for historians

HIS 601 Seminar in advanced research methods for historians Spring 2011



This seminar provides graduate students with advanced training in the methods of historical research and writing. Our main goal is for each participant to produce a 30-35 page paper suitable for publication in an academic journal. Readings and class discussion will focus on developing and illustrating an argument of interest to a broad group of scholars. Although topics must be historical in nature, theoretical perspectives and methods from other disciplines are very welcome.

As part of our discussion, we will reflect on what makes historical work distinctive. Questions to be considered include: what are the possibilities and limitations inherent in any historical archive? What constitutes a historical source? Are all texts potential documents? Why was a record or text produced and who read it? What were its modes of circulation? Who does it privilege and who exclude? How could different groups or communities of meaning-makers alter its use and importance? What were the social, cultural, political and intellectual contexts of its production?

Besides writing several drafts of their papers, students will be asked to discuss examples of their primary sources in class and to provide constructive feed back on their fellow student’s work.

Requirements:
1. Course attendance. Since we meet only once week, regular attendance is essential. If you have to miss more than two scheduled classes, see me so we can talk about how to keep you on track in the course.
2. Class readings, contributions, and participations. This is not a reading seminar, so the readings will be relatively few in number. But you will be asked to do weekly readings and other assignments that should be completed before class.
3. Completion of final paper by Monday, May 16.




Preliminary schedule of meetings and discussions:

Topics below are provisional, subject to change after I have a better sense of what skills you particularly want to work on.

Jan. 31 First class meeting: introductions

Class work:
-- provide brief answers to the following questions: What is your probable topic? What big historical problem/argument does it address? Why is this topic significant and worthy of study? Who else has studied it? How will you go about researching it?

-- review and discuss: AHA Statement of professional standards

Part 1: Understanding the article form

Feb. 7 Setting Goals
READ: “Zotero: Social and Semantic Computing for Historical Scholarship” BB
DO: Bring to class one article that you see as a model for what you want to write in this class. Come prepared to tell us why you like it. Think about the argument, the methods, the sources, and the writing style.

Class work:
discuss what makes a good article; how is digital technology changing the way we do historical research

Feb. 14 Scouting the location
DO: This week, make a list of journals that might be suitable for your article and email it to me by Friday.

No class meeting: Prof. T will be in London.

Feb. 21 Writing a prospectus
DO: Bring to class a short prospectus for your article. Revisit the questions used in week 1 as starting point. Include a brief discussion of what journal you’d like to aim for and why.

Class work: read and comment on each other’s prospectuses

Part 2 Defining a topic and doing research

Feb. 28 Finding and using primary sources
DO: Visit AHA's Archives Wiki (link on BB) just to see what’s there.
DO: Bring in an example of a primary source you’ve used and the notes you’ve taken on it.
READ: “Survival Guide to Archival Research”; “Taking a Byte Out of the Archives: Making Technology Work for You”

Class work:
Discuss what is an archive and how do we prepare to use one? How do we take notes in ways that avoid troubles in the future?
We will literally “compare notes” in class tonight.

Mar. 7 Refining the argument
DO: bring to class
1. a brief description of a theoretical argument and/or theorist that you are using in your article
2. a short excerpt from that theoretical perspective or person that illustrates the argument you are interested in
3. a brief statement of how you’d like to address that argument in your article.

Class work:
share and discuss what you write about your argument and bring to class.

Part 3 Writing the rough draft

March 14 Introducing the article, part 1
DO: draft the first three pages of your paper and bring to class

Class work: share and discuss drafts

March 21 Introducing the article, part 2:
DO: draft the historiographic/theoretical section of your article

Class work: share and discuss drafts

March 28 Developing the argument
DO: Bring in 5-6 pages of the body of your article.

Class work: share and discuss drafts

April 4 Avoiding problems
READ: to be announced
DO: ask your advisor to give you readers’ reports for an article he or she has had published. We will use these for class discussion on April 11

Class work:
discuss the kind of research mistakes that get historians into really big trouble.

Part 4: writing the second draft

April 11 Responding to suggestions and criticisms
Read: read the readers’ reports your advisor gives you.

Class work:
discuss your reactions to the readers’ report; what kinds of criticisms do you ignore, what kind do you need to respond to?

April 18 Spring break: enjoy!

April 25 Writing with style
DO: Bring to class two copies of a full rough draft of your article
READ: “Beyond Tense,” and “Style is not a luxury matter”, BB

In class:
discuss revising for style and practice it a little.
Everyone will get another seminar member’s paper to read and comment on.

May 2 Revising for style
DO: Bring in 2-3 pages of your article, revised for style
DO: Bring in your fellow student’s paper with helpful comments on it.

May 9 Final class: celebration

May 16 Revised drafts due.