The objectives of this course are (1) to provide you with a breadth of knowledge of empirical methods and methodologies employed in rhetoric and composition; (2) to help you become critical readers of empirical research reports; (3) to give you experience posing research questions and planning a research design; and (4) to hone your academic writing skills.  In terms of empirical research, the course will focus on these questions:

• What types of research inquiry are used in composition/rhetoric?
• What types of questions are answered by different research methodologies?
• How does one design an effective empirical study?
• Can one design and implement the “perfect” empirical study?

During the semester, we will begin by examining the types of research methodologies common in rhetoric and composition.  We will then turn our attention to methodological issues such as subjects/participants, coding, validity/reliability, and ethics.  We will also examine emerging empirical research methods including teacher research and feminist research.   In addition to reading texts about research methods and methodologies, we will also read research reports as a way to understand how research is actually conducted using various methodological frames, to examine and problematize the decisions that researchers make, and to gain an understanding the genre of research reports.  

Even if you think you will never conduct an empirical research study, this course is valuable because you will often be asked to justify curricular or programmatic decisions on empirical research studies; therefore, will need to be able to read these reports critically and argue about them knowledgeably.

Further, to enhance your academic writing, you will be writing a great deal in the course.  Be prepared:  the reading and writing requirements for this course are heavy.

Recommended 
All of these texts will be on reserve in the library.  I may refer you to them as you work on your empirical design project.
Joanne Addison and Sharon James McGee, eds. Feminism and Empirical Research: Emerging 
Perspectives on Qualitative and Teacher Research 
James Porter and Patricia Sullivan. Opening Spaces
Rachel Spilka, ed. Writing in the Workplace: New Research Perspectives
Lee Odell and Dixie Goswami, eds. Writing in Nonacademic Settings

Daily Readings—Come to class prepared to discuss each day’s assigned readings.   

Presentation of Readings--Students will sign-up to lead discussion on particular research reports.  When leading discussion, you need to provide a brief written and oral summary of the study, offer your thoughts about the research design’s strengths and weaknesses, and give your overall impression of the study.  (Note: We’re not so much interested in learning about the results of the study per se—if you happen learn something useful along the way, all the better—but we want to focus our attention to the design, implementation, and write-up of the study.)  Discussion leaders should strive to limit their presentation to five-seven minutes because all class members should have read the material.  Unnecessarily lengthy diatribes do not impress me.  You will need to provide a written summary (handout) for each student, and I will provide you with a sample.

Journal Analysis—You will conduct a brief review (3-4 pages) of one relevant journal in the field of composition/rhetoric. I will provide you with specific guidelines.

Definition Discussions—You will be assigned to a three or four person group that will work together to develop definitions of the terms that we are uncovering this semester.  Your group will work via WebCT.  Each group member should participate in your group’s discussion as you work toward a mutually agreed upon definition of terms.  At some points during the semester, we will be working with several new terms so each group may be defining different terms.  Each group will share their definitions with the rest of the class.

Empirical Research Design Project Document—Each student will design an empirical research project that answers specific research questions.  (You will not be conducting the study this semester, only designing the project.)  Use the design most appropriate to the questions you are asking.  Your study can focus on any issue in rhetoric, composition studies, or professional communication. You will need to provide a brief literature review, research questions, rationale, design, and justification.  I will provide you with specific guidelines.  

Presentation on Empirical Research Design Project—Each student will present orally his/her empirical research design project to the class.  The presentation will be 15-20 minutes in length and should include appropriate visuals (such as Power Point slides, overhead transparencies, handouts, etc.).  I will provide you with specific guidelines.

Annotated Bibliography—As part of your empirical research design, you will create an annotated bibliography that focuses on both the theoretical and empirical readings employed in your project.  You will provide a copy to each member of the class.

Final Exam—There will be a take-home final exam.

Because you are graduate students, I see little need to provide a lengthy discussion of my expectations: Be in class, be prepared, be responsible, and be on time—both in turning in assignments and in coming to class.

Missing an evening class is the equivalent of missing an entire week, so every absence will have an impact on what you gain from the course.  Obviously, try not to miss.  If you must miss one class, I will give you an additional assignment to compensate for the absence.  Two or more absences will significantly impact your final grade in the course (read: likely failure).

Do not submit any work that is not your own:  doing so will necessitate my failing the work, failing you in the course, and perhaps reporting you to campus administrators.

Be sure to paraphrase and quote material accurately as well as properly acknowledge and cite the work of others.  If you have any questions about accurately paraphrasing, quoting, and acknowledging sources, do not hesitate to schedule an appointment with me.  Improper citation practices will hurt your grade and could result in failing the assignment and/or course.

You must complete all of the out-of-class written assignments as well as the oral presentation and final exam in order to pass this course.

Written assignments are due at the beginning of class, unless otherwise specified.

Demonstrating competent academic writing is a requirement of this course.  Therefore, approach every writing task as a representation of your academic (and professional) ability.  

Incompletes are my prerogative—not automatically assumed—and are reserved for unusual or extenuating circumstances.  My experience is that incompletes do not help graduate students in the long run.