30
Lessons
58
Videos
37
QUIZ
6 Weeks
Duration
English
Language
COURSE DESCRIPTION
The course objective is to equip students to understand and undertake a successful research independently. Students will be able to undertake different types of research and will be able to know the type of research that is suitable for their own topic. Students will he helped to organise their facts, statistics and avoid plagiarism. This course will help students to instil in them a confidence that they need to embark on a research with intellectual integrity and originality.
LEARNING OUTCOMES
At the end of the course, students will be able to gain:
- Knowledge:
This course will help the students to understand themselves through diverse self-awareness theories so that they can sync themselves to their best type and be effective learner. They will acquire knowledge about different elements of citation by observing and following MLA Style Guide. The students will know different types of plagiarism and how to copyright their own intellectual property of research. - Skills:
This course will help the students to learn the skills of effective reading, academic writing and prepare a thesis proposal through literature review. Students will be able to learn and practice the skill of writing a reading report, review and term paper with proper citation system followed at Filadelfia Bible College - Attitude:
This course will acquaint them to the avenues of diverse scholarly books and articles and they will develop an appreciation to academic content. The students will be able to engage with different authors faithfully by using citation system. They will be using resources of other authors with integrity and be giving due recognition to the author’s content to avoid intellectual theft.
COURSE REQUIREMENTS
REQUIRED READING
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 7th ed. New York: Modern Language Association of America. 2003. Print.
SUPPLEMENTARY / RECOMMENDED READING AND TOOLS (Bibliography)
Adler, Mortimer J., and Charles Van Doren. How To Read A Book: The Classic Guide To Intelligent Reading. Simon and Schuster, 2014. Print.
Blum, Susan D. My word!: Plagiarism and College Culture. Cornell University Press, 2011. Print.
Burke, Jim. “Academic vocabulary list.”avaliable online at www.englishcompanion.com. Retrieved on January (2020).
Buzan, T. The Buzan Study Skills Handbook: The Shortcut to Success in Your Studies with Mind Mapping. BBC Active and imprint of Educational Publishers LLP, Harlow Essex CM20JE, England, 2007. Print.
Creswell, John W. Educational research: Planning, Conducting, And Evaluating Quantitative. Upper Saddle River, NJ: Prentice Hall, 2002. Print.
Creswell, John W., and J. David Creswell. Research Design: Qualitative, Quantitative, And Mixed Methods Approaches. Sage publications, 2017. Print.
Dorothy E.. Zemach, and Carlos Islam. Paragraph Writing: From Sentence To Paragraph. Macmillan, 2005. Print.
Franklin, Marianne I. Understanding Research. Routledge, 2012. Print.
Largan, Claire, and Theresa Morris. Qualitative Secondary Research: A step-by-step guide. Sage, 2019. Print.
Mackenzie, Alec, and Pat Nickerson. The Time Trap: The Classic Book on Time Management. Amacom, 2009.
McMillan, Kathleen, and Jonathan DB Weyers. The Study Skills Book. 2012.
Olson, Matthew H., and B. R. Hergenhahn. “Theories of Learning.” Jakarta: Kencana , 2009. Print.
Roos, D. Don’t Read This Book: Time Management for Creative People. [ebook] Management Concepts Press, 2017.
Zemach, Dorothy E., and Lisa Rumisek. Academic Writing. Macmillan, 2016. Print.
GUIDELINES FOR INTERACTIONS
We anticipate our students to have varied viewpoints which will enrich the discussions in our learning community. Therefore, we ask our students to be charitable and respectful in their interactions with each other, and to remain focused on the topic of discussion, out of respect to others who have committed to being a part of this learning community.
ASSIGNMENTS AND GRADING
- Discussion Forum
A. Weekly Discussions and Written Responses: 300 Words each (Total 35%).
Late responses are not accepted. Each week’s initial response is due on Wednesday (11:59pm) and interactions with other responses are due on Saturday (11:59pm).
Attendance in this course is demonstrated by regular log-ins and up-to-date participation in forums.
Every Monday a weekly discussion question will become visible. Each student will read through the question and take time to formulate a response.
Aim for responses that display a thorough understanding of the textbooks and primary sources relevant to each question and a clear engagement with the class discussions and lectures, especially identifying areas of your understanding of each week’s themes that have challenged, changed, and/or enriched you. This is not a summary of the readings and the lectures, but a response to particular themes/arguments. Be specific and brief, but not superficial.
The initial response should be 300 words but there is no set limit on words for the subsequent interactions between students. In order to maximize the benefit of this element of the course, the student should post his/her initial response by 11:59 pm on Wednesday of the week and then spend the remainder of that week interacting with their colleagues in the class until Saturday at 11:59pm.
Each weekly questions and themes will be discussed on following week during optional class meetings
Discussion Forum and Grading Rubric (see the General Grading from FBC Grading standards)
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Areas of Evaluation
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Grade A
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Grade B
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Grade C
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Grade D
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|---|---|---|---|---|
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Completeness of post
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Addresses all parts of question; meets and did not exceed word limit; comprehensive response
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Addresses all parts of question; respectable length & did not exceed limit; somewhat comprehensive
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Addresses some parts of question; shorter length; incomplete post
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Rarely addresses question; far too short or far too long; incomplete post
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Clarity of post
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Clear and concise posts; grammatically correct with rare
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Clear, but can be more concise; a few grammatical or spelling errors
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Somewhat clear, but with significant number of errors in spelling and grammar
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Unclear, poor spelling and grammar in most posts
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Critical engagement with class material (lectures, readings)
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Thoughtful; opinions and ideas are substantiated with class material and additional resources (quotations and/or references); active reflection & questioning; obvious integration with one’s context
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Thoughtful; opinions and ideas are occasionally substantiated with class material; some reflection & questioning; some integration
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Less thoughtful; opinions and ideas are sometimes substantiated with class material; insufficient reflection & questioning; less integration with one’s context
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Opinions and ideas are not substantiated with class material; no reflection & questioning; no integration with one’s context
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Promptness & quality of responses
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Posting on time; responds to all group members’ comments on your post, interacting with other students’ postings in timely manner; thoughtful responses
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Posting on time; responds to some of group members’ comments on your post, limited interaction with other students’ postings in timely manner; somewhat thoughtful responses
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Posting mostly on time; interaction with only 1-2 students’ postings; less thoughtful responses
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Late posting; rarely responds to group members’ comments on your post and/or students’ postings; responses not thoughtful
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B. Essay/Research Paper: 1500 Words, 35%. Due on the last day of classes.
Write a thesis proposal on any of the issues, themes, events, or people that you find interesting. In other words, research is required for this paper. The paper must be transparent, meaning that you will clearly state what your primary and secondary sources are, and how you have gone about turning them into “data” for your argument.
You need to demonstrate familiarity with the specifics and details of the issues, themes, events, or people you selected, as well as demonstrate your ability to use correct citation style.
C. SUMMARY OF ASSIGNMENTS AND GRADING
Evaluation is based upon the completion of the following assignments:
1. | Weekly Discussions and Responses | 35 % |
2. | Class Interaction | 15 % |
3. | Critical Book Review | 15 % |
4. | Research/Essay Paper | 35 % |
5. | Total Grade | 100 % |
GENERAL GUIDELINES FOR THE SUBMISSION OF WRITTEN WORK
Submission Method and Late Submission
Submission: Papers to be submitted electronically in .doc or .docx format via Global Classroom
Late Submission Penalties:
- Weekly Responses and Primary Source Analysis Paper will NOT be accepted as
- All other late assignments will be penalized 1% (1 point) per
Citing References
In all assigned work, proper style guidelines must be used and followed exactly; failure to do so will render the submitted assignment unacceptable.
For proper citation style, consult the FBC Style Guide or the full edition of the MLA Handbook for Writers of Research Papers: Seventh Edition, especially chapters 5 and 6 for arrangement of entries through in-text citations and Works Cited.
Academic Integrity
Integrity in academic work is required of all our students. Academic dishonesty is any breach of this integrity, and includes such practices as cheating (the use of unauthorized material on tests and examinations), submitting the same work for different classes without permission of the instructors; using false information (including false references to secondary sources) in an assignment; improper or unacknowledged collaboration with other students, and plagiarism.
Global Classroom takes seriously its responsibility to uphold academic integrity, and to penalize academic dishonesty.
COURSE SCHEDULE, CONTENT AND REQUIRED READINGS
| Date | Theme | Readings |
|---|---|---|
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Week One |
SELF AWARENESS AND LEARNING THEORIES |
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Week Two |
DYNAMICS OF RESEARCH AND FINDING RESOURCES |
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Week Three |
READING INTELLIGENTLY, INTENTIONALLY AND INTERACTIVELY |
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Week Four |
CITATION: PARAPHRASING, IN-TEXT CITATION AND WORKS CITED |
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Week Five |
MECHANICS OF WRITING |
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Week Six |
PREPARATION OF THESIS PROPOSAL |
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ONLINE PRIMARY SOURCE READINGS
The readings can be found as PDF files on the course web page at under “Materials”.
