Dr. David Shea, Associate Professor, Faculty of Business and Commerce, Keio University
1 credit - No prerequisites. Open to Groups 1-16 /TESOL IIIA/Elective (V)
Pass/Fail Only

Advisement note: This is a TESOL IIIA course. It is not for Group 17. Group 16 may register with Director approval. This course will build upon the MA Project (A) course. It may be taken only once to count for 36 credits of MA Degree. Courses with this course number may be taken more than once.

PRE-REQUISITES

This is an advanced course, so students wishing to register should meet the following conditions:

• You should have a clear idea of your project aims and a firm question to answer
• You should have completed the Literature Survey (or be near completion)
• You should have had an MA Advisement with an Advisor (see the TC website for an advisor in your area).
• You should be in the process of collecting and analyzing (or preparing to collect and analyze) data

COURSE DESCRIPTION

The course is designed to help students negotiate the various writing and research practices involved in carrying out an MA Project. Issues related to reading, writing, and research will be addressed, and the outline of the class itself will follow the traditional 5-part organization of an academic research paper:

• introduction
• review of related literature
• methodology
• findings
• discussion

Attention will be placed on academic writing, with special attention given to citation and reference procedures according to APA style (required for a project). The instructor will speak about common organizational and stylistic problems that have proved difficult for TC students in the past, and there will be a good deal of time devoted to talking about each student's project. We will read and analyze a number of model research articles in order to develop (and refine) a critical awareness of what constitutes clear and persuasive research. We will also engage in writing workshops and carry out an actual mini-analysis of a selected samples of data. Class will end with a formal presentation on the MA project students are working on (or finishing up).

Assessment will be based on three criteria:

• active participation in class activities and discussion;
• prompt completion of all written assignments;
• a succinct and insightful final presentation of your project.

COURSE TEXTBOOKS

A reading packet will be prepared by the instructor. Students should buy the packet and read the first week's assignment prior to the first class.

COURSE OUTLINE

1st Session
INTRODUCING THE PROJECT
Issues to consider: Framing an issue, previewing an argument
In class activity: Presentation and discussion of "do-able" research questions
Discussion of assigned reading: (Gorsuch, 1998)
HW: Write a short 2-3 page essay introducing the issue and previewing the project

2nd Session
METHODOLOGY
Issues to consider: Data collection, analysis and interpretation procedures, theoretical integration
In-class activity: Hands-on, "grounded" analysis of data samples
Discussion of assigned readings: (Casanave, 1994; Altrichter, Posch, & Somekh 1993)
HW: write a 3-4 page draft of methodological procedures, prepare short presentation

3rd Session
REPORTING RESULTS
Issues to consider: Assertion, substantiation, exemplification, organization
In-class activity: Presentation of analysis procedures (outlined)
Discussion of assigned readings: (Hubbard & Power, 1993; TBA)
HW: Write a 1 page outline and 5-6 page draft that presents key findings

4th Session
DISCUSSING FINDINGS
Issues to consider Implications, academic tone, relevance
In-class activity: Discuss the findings
Discussion of assigned readings: (Leki, 2001; Flowerdew, 2001)
HW: Write a 2-3 page summary and discussion of major

5th Session
REVIEWING LITERATURE
Issues to consider: Locating the project within a field, collection procedures, summarization
Issues to consider: APA format guidelines: citation, quotation, reference
Discussion of assigned readings (Merriam, 1998, TBA)
HW: Write a 4-5 page review of relevant literature

6th Session
SYNTHESIS
Formal presentation and Q&A discussion of projects
Issues to consider: Critical response, peer feedback, revision, journal submission
HW: Request peer reading, revise extensively, submit MA Project

BIO-DATA

After receiving a Ph.D. in foreign language education from the University of Georgia in 1993, David Shea has taught ESL in Japan on both secondary and university levels. Currently, he is Associate Professor in the Faculty of Business and Commerce at Keio University. At TC, David has worked as MA project advisor and taught classes in intercultural communication as well as research design. His academic interests include discourse pragmatics, bilingualism, and intercultural communication.