CHIN 5003 - Research Method and Writing

North Terrace Campus - Semester 2 - 2015

This course is a compulsory core unit in the Masters of Translation and Transcultural Communication program. Research Method and Writing is designed to ensure that you will develop your skills in conducting and writing research in English by investigating a chosen topic of your own specific interest in the area of Chinese cultural and social studies. Topics covered in the course address the following skills, both theoretically and practically: transcultural approaches to education, reflective learning, critical reading, structuring deductive logic, conducting and presenting research in a Western context, and writing argument-based research. As students enrolled in this course, in order to promote your skills development you are required to engage actively in workshop activities, as well as to complete all out-of-class tasks and worksheets as fully and creatively as you can. Each student will advance their previous understanding of the expectations of research writing and will complete a research project (6,000 words) on a topic agreed by the lecturer.

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Course Details

Course Code	CHIN 5003
Course	Research Method and Writing
Coordinating Unit	Asian Studies
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	6
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	Y
Assumed Knowledge	Native or near-native level of Chinese language proficiency
Assessment	In-class activities (30%), presentation (10%), 1,500 word annotated bibliography (10%), 6,000 word research essay (50%)

Course Staff

Course Coordinator: Dr Xianlin Song

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

1	obtain knowledge and understanding of theoretical approaches to the globalisation of education
2	understand the cultural underpinnings of western research paradigms and methodologies, and the rhetorical logic in which these are formally expressed in speech and writing
3	frame a research problem and devise appropriate and effective ways of investigating it in contemporary social and cultural studies contexts
4	appreciate conventional criteria for constructing convincing argument in English
5	develop critical reading and argument evaluation skills
6	work cooperatively with others to solve research problems, analyse texts, present findings and critique presentations
7	engage with, and contribute to, diverse cultural perspectives and academic traditions
8	develop experience and confidence in participating in public discussion
9	increase knowledge and competence in deductive essay writing
10	Acquiring discipline (Asian Studies) specific knowledge and specialised understanding of cross-cultural theories and debates

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised.	1, 2, 4
The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner.	3, 4-6, 8
An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems.	1-10
Skills of a high order in interpersonal understanding, teamwork and communication.	2, 3, 5-7
A proficiency in the appropriate use of contemporary technologies.	1, 3, 5-6
A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life.	1-10
A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community.	1-10
An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities.	1, 3, 5-6

Learning & Teaching Modes

The course will run as seminars. Students will interrogate and practise theoretical points in activities designed to test and extend their practical application of the demonstrated skill. The 12-week curriculum is designed to achieve a pedagogy of connection structured on a “control wedge” model which effects a gradual transfer of authority and control from teacher to learner. Writing and argumentation skills are taught by means of a well-established “genre pedagogy” in which scaffolded activities are employed to help students to recognise the difference between their familiar rhetorical structures and the targeted new genres through an articulated series of learning processes (from deconstruction, to group construction and finally independent composition). On-going support is provided within the curriculum by technology of MyUni and the bi-lingual team.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

1 x 3-hour seminar (or equivalent) per week	36 hours per semester
7 hours reading per week	84 hours per semester
8 hours research per week	96 hours per semester
8 hours assignment preparation per week	96 hours per semester
TOTAL WORKLOAD	312 hours per semester

Learning Activities Summary

Schedule
Week 1	Introduction: Transcultural approaches to research
Week 2	Research and research communication: Critical thinking
Week 3	Research and research communication: Criteria for success
Week 4	Writing a Research Essay: Logic and argument
Week 5	Writing a Research Essay: Theoretical framework & Research Question
Week 6	Writing a Research Essay: Integrating literature
Week 7	Writing a Research Essay: Structuring
Week 8	Writing a Research Essay: Reviewing research question
Week 9	Writing a Research Essay: Reviewing research question
Week 10	Presentation of Research proposal
Week 11	Presentation of Research proposal
Week 12	Reflecting and debriefing: Transcultural approaches to research

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Learning Outcome
Workshop participation	Formative and Summative	25%	1-10
1500 word Annotated Bibliography	Formative and Summative	10%	1,5,9
Research Presentation	Formative and Summative	10%	3,5,7,8
6000 word research essay	Formative and Summative	55%	1-7, 9-10

Assessment Detail

Workshop participation: attendance and participation in workshops, including weekly
task sheets and workshop exercises - 25% weighting

1500 word annoted bibliography: annotated bibliography of 5 readings, including a summary of the arguments the student has selected from each work showing why they are relevant to their topic of research (approx 150-200 words each). At least 3 of the annotated bibliographies must be in English - 10% weighting

Research presentation: conduct a 15 minute presentation on the student's research topic plus lead 20 minutes of discussion - 10% weighting

6000 word research essay: submit an essay on the research project topic - 55% weighting

Submission

All assignments are to be submitted electronically via MyUni

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator