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Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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WRITING IN THE SOCIAL SCIENCES
Erin B. Jensen, University of Utah
INTRODUCTORY ESSAY
Writing in the Social Sciences is an undergraduate upper division writing course required for social
science majors (including anthropology, sociology, and psychology), and the course also fulfills the upper
division writing requirement for the university. While the majority of students enrolled in the class are
social science majors, students with other majors including computer science, economics, education,
health sciences, and business take the course as well. The writing class is taught every semester and is
offered as either an online or a classroom-based course. The following syllabus is for the online version
of the course.
This version of the course is influenced by my experiences helping social science majors in the University
Writing Center with their writing and with applications for graduate school. The course introduces upper
division students to undergraduate publication opportunities, research-focused essays, and graduate
school applications and materials.
The benefits of undergraduate research and publishing are well documented, as the benefits include
helping students gain confidence in their writing, providing them an opportunity to establish a mentor
relationship with professors, and helping them to apply for graduate school and financial aid (Abdul-
Alim, 2012; Berry, 2016; Burns & Ware, 2008; Matten & Teitge, 2003). Burns and Ware (2008) provide a
literature review on the benefits of undergraduate research and publication and identify six reasons for
undergraduate publication: it helps students develop critical thinking skills, participate in collaborative
learning, refine communication skills, become enthusiastic about scholarly pursuits, become familiar
with the research process, and develop better writing skills (p. 255). Burns and Ware (2008) argue that
having students write for a specific journal increases students’ writing ability and skills because they
know there is a purpose behind the writing assignment (p. 255).
Undergraduate publishing can also lead to successful graduate school applications and increased
financial help. Abdul-Alim (2012) relates the experience of an undergraduate co-authoring a paper
based on her experiences studying plants and then receiving a $100,000 scholarship to attend graduate
school. While this may be an extreme example, undergraduate students appreciate knowing that
undergraduate publication can be financially beneficial. Mark Kantrowitz, a publisher with fastweb.com,
emphasizes that students should certainly "mention being published as an undergraduate, because
people who have been published as an undergraduate are seen as having a lot of promise as a future
researcher" (cited in Abul-Alim).
During the course, students read articles about the benefits of undergraduate publishing to help them
better understand the course’s focus on such publishing. It is important for students to understand why
the course is focused on undergraduate research and why such research could be beneficial to them.
Course feedback has established that the majority of students enrolled in the course are unaware of the
possibilities of undergraduate publications and that there should be an increased awareness among
social science majors of the benefits of undergraduate research and publishing.
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The Writing in the Social Sciences course is structured around two main categories of assignments: (1)
graduate school applications and financial aid opportunities and (2) undergraduate research and
publishing. The course has five major assignments: writing a personal statement, writing a resume or
CV, reviewing an undergraduate journal, writing an annotated bibliography, and writing a journal article.
The first two assignments are focused on preparing for graduate school and so are focused on writing a
personal statement and writing a resume or CV. Students are required to find a personal statement
prompt from an application for graduate school, a scholarship, or a study abroad program, and then
write a personal statement in response to that prompt. The resume or CV assignment requires that
students develop that document in response to the same prompt or another prompt related to their
graduate school application or another opportunity. Student feedback on these two assignments has
established that students find them to be very helpful in learning how to apply for graduate school or
similar opportunities and that many students had been unaware of how to write a personal statement
or what to include on a resume or CV.
The remaining assignments focus on helping students write a researched argument essay or article that
can then be submitted to a journal for publication. Course feedback has also established that many
students have limited understanding of the publishing process, and the course is designed to help them
gain a better understanding of how to get published. During the semester, students view several
PowerPoint presentations about how to evaluate a journal, how to read and understand the author
guidelines, and how to identify and understand the requested formal and citation style. The
presentations include examples of specific journals and provide screen shots of journal requirements to
help students better understand the process. Students are also provided with a list of undergraduate
journals and are told they can pick one from the list or find an undergraduate journal that is not on the
list. Once students select a journal, they write a two-page review of the journal, including information
about the required format, length, citation style, thesis format, and other important information.
The other major assignments are connected as students compile an annotated bibliography of sources
that they will use in the writing of their journal article. For the annotated bibliography assignment,
students compile ten sources and then provide a paragraph of summary and a paragraph of how they
plan on using the source in their paper. Students are allowed to pick any topic that is associated with
either their major or with their other interests. The journal article has to be at least twelve pages long
with a cover page and a references page. Students are required to use the citation style and format
required by the selected journal. While students are not required to submit their papers to their
selected journals, they are strongly encouraged to do so.
This course focuses on student learning and is organized to help students successfully complete all
assignments. Five major writing assignments in a semester does require students to write, draft, and
revise weekly. Four of the five assignments (with the exception of the review of the undergraduate
journal) require at least one rough draft and one writing workshop peer-review. This approach helps
students learn more about the writing process, provides them with helpful feedback on their writing,
and helps them stay on schedule. The assignments themselves are spread over the semester with due
dates for rough drafts and final drafts at least a week apart. The course emphasizes a process approach
to writing with students working systematically to complete the writing assignments. The deadlines for
all major assignments do not overlap with any other major assignment deadlines. For example, students
are introduced to the idea of a personal statement in Week 1, but are not required to submit a rough
draft until Week 3. In Week 3, students submit a draft and then participate in a peer-review writing
workshop. After the workshop is completed, students take the feedback from both the other students
and the instructor and revise the document. The final version of the personal statement is turned in
during Week 4. For the two assignments that require the greatest amount of writing, the annotated
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bibliography and the journal article, students are given several weeks between the rough draft deadline
and the final version deadline. The purpose behind these deadlines is to give students time to revise
their writing. The deadlines are also spread out over the semester to help students meet the writing
demands of this upper division writing course.
The course is influenced by a social constructivist approach as students engage with one another in
online discussion posts, responses, and peer-review writing workshops. All major assignments go
through the writing process and are peer reviewed by other students. The online discussion posts are in
response to class readings, and students are required to comment on each other’s posts.
The majority of student feedback about this course has been positive. Students appreciate the
opportunity to write for a specific journal with the possibility of being published within that journal.
They appreciate having a clearly defined purpose and audience and learning how to target a specific
journal and to meet specific guidelines related to content, format, and style. Many of the students have
submitted their journal articles to undergraduate journals, and several have been successful at getting
published. Students also appreciate how the first two assignments help them better understand how to
apply for graduate school and other opportunities. Many of the students in the course have applied to
graduate school and have used their personal statements and resumes from the course.
Students learn much about writing within the course, and they gain a better understanding of how
purpose and audience guide their efforts when writing. The course goals are echoed in the various
writing assignments and in the student-to-student online interactions that focus on writing issues and
that help students improve their writing skills.
SYLLABUS: WRITING IN THE SOCIAL SCIENCES (ONLINE SECTION)
COURSE OVERVIEW
Writing in the Social Sciences is an upper division writing class focused on writing skills important to the
social sciences. The course will focus on undergraduate journal publication opportunities, preparing for
graduate school applications, using sources to develop critical thinking on issues, forming an argument
about a specific topic, and using revising skills to improve documents. In this class, you will:
1. Develop your own critical thinking about issues and problems and how to structure a research
based argument
2. Research undergraduate publishing by selecting a journal, analyzing the format of the journal,
and then formatting your writing to fit the journal requirements.
3. Improve academic writing skills through participating in the writing and peer-review process.
As a class, we will read a variety of texts to explore academic writing in the social sciences. Individually,
you will perform research to support your arguments and explore the possibilities for your own
contribution to academic conversations.
REQUIRED TEXTS
1. Booth, W.C., Colomb, G.G., & William, J.M. (2008). The Craft of Research. (3rd ed.). Chicago:
IL: University of Chicago Press.
2. Additional articles available on Canvas and online.
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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RECOMMENDED TEXTS
American Psychological Association: Concise Rules of APA Style
ASSIGNMENTS
Several major assignments, outlined below, work toward achieving a better understanding of
undergraduate research and preparing for graduate school. As part of these major assignments, you will
participate in collaborative peer review groups to improve your writing assignments. All major
assignments will be completed in several drafts that you will submit to Canvas (the university’s online
learning platform). Additionally, you will be graded on your completion of weekly assignments. Please
note that assignments may change according to our needs throughout the term.
DISCUSSION POST ASSIGNMENTS: 5 POINTS
Informal, exploratory writing is a good way to improve your writing skills. You will need to write a
response to the readings assigned for homework. Unless otherwise stated, these homework
responses should be at least 2 paragraphs in length. Please do not summarize,, instead provide your
response to the readings. The responses can be a response to what you have read or you can
include questions that you still have about the readings. You can include what you liked or what you
learned from the readings. You can include how the information applies to what you are doing for
this class or how the readings apply to other classes.
You can receive either full credit or no credit on the responses, and they are due every Wednesday
at 11:59 pm. You will also be required (unless otherwise stated) to respond to at least 1 other post
from a fellow student. Those posts must be at least 3 sentences long. Both your 2 paragraphs and
your 1 response is due Wednesday at 11:59 pm. Please post your homework (2 paragraphs) and
your 1 response to Canvas under the Discussion tab.
FORMAL PAPERS
1. PERSONAL STATEMENT: 75 POINTS (MINIMUM 2 PAGES)
Most graduate programs and many scholarships require a Personal Statement. However, most
students are unclear in what should be included or how to format a Personal Statement. As
many of you are planning on graduate school, an understanding of how to write a Personal
Statement is important. Even if you are not planning on graduate school, knowing how to write
a Personal Statement can still be helpful as working on writing skills is important.
The assignment: Write a two page personal statement in response to a specific application
question. Find a scholarship, graduate school application, or general application to answer
(examples of questions that you can use will be posted on Canvas). More details will be provided
on the assignment handout.
2. RESUME/CV: 50 POINTS
Write a Resume/CV in response to a specific application question. Find a scholarship, graduate
school application, or job posting to answer. More details will be provided on the assignment
handout.
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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3. UNDERGRADUATE JOURNAL REVIEW: 50 POINTS (MINIMUM 2 PAGES)
This course encourages undergraduate students to publish. There are hundreds of
undergraduate journals that publish class papers, research projects, etc. from undergraduate
students across all majors and disciplines. I will provide a list of websites and journals to aid in
your search for an undergraduate journal to choose. However, there are many undergraduate
journals that only publish papers from undergraduates that attend their university (ex.
University of Florida Undergraduate Journal only publishes papers from students that attend
their university. Please do not chose a journal that only publishes papers from a specific
university). Every journal has a specific format and style that is required for the papers. The
purpose of this assignment is to choose a journal that you would want to get published in and in
order to publish your paper, you need to know about the format and the requirements of the
journal. If, after selecting a journal and completing this assignment, you decide a different
journal would be better, you are welcome to switch journals. Just make sure to let me know.
The assignment: Select an undergraduate journal that publishes articles in your major (a list of
acceptable journals will be provided). Write a two page review of your chosen journal thinking
about the history of how the journal was established, who the audience is for the journal, who
gets published in the journal, the types of papers that are published (research studies? opinion
papers? class research papers? etc.), the format required (headings, levels of headings, no
headings, two column, cover page, etc), the citation format requires (APA, Chicago, MLA, etc.),
the topics of the papers that are published, and any other information that you would like to
include about the journal. Please focus on the journal itself and NOT on specific articles
published in the journal.
4. ANNOTATED BIBLIOGRAPHY: 100 POINTS
Your final project in the class is to write a research paper to potentially get published. In
preparation for that final paper, you will prepare an annotated bibliography. The purpose
behind annotated bibliographies is to help in the research process by helping you to start
thinking about the main points of the research and then start thinking about how you plan
to use that research in your paper.
The assignment: Prepare an annotated bibliography that provides a one-paragraph introduction
to your research topic and then lists and annotates TEN credible and authoritative sources that
you could use in your researched argument. At least SIX of these sources must be peer-
reviewed journal articles. For each source, include complete bibliographic information in APA
style (unless your journal requires a different citation style) and provide a two-paragraph
annotation that first provides a summary of the source and then includes a paragraph on how
you plan on specifically using the content of the article in your paper. Summarize overall
content, analyze the authoritativeness of the source (authority, accuracy, currency, objectivity,
and/or coverage), and evaluate its usefulness and relevance to your researched argument topic.
Evaluative comments on the limitations of the study may be appropriate as well.
Your purpose is to establish that you have done the necessary research and have found
authoritative sources that you could use in your journal article. Refer to
http://library.njit.edu/researchhelpdesk/instruction/rr102-annotatedbibinstructions.pdf
for examples of how to write an Annotated Bibliography.
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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5. CONTRIBUTION JOURNAL – ARTICLE: 200 POINTS (MINIMUM 12 PAGES OF TEXT,
NOT INCLUDING COVER PAGE OR REFERENCES)
Through your completion of the Annotated Bibliography, you will take on more authority as
a writer in your discipline. You have moved from summarizing the work of others to
evaluating it.
The Journal Article assignment asks you to take on even more authority by constructing a
position and then using your research to support your position. Consider some of the issues or
problems relevant to your discipline that you would like to pursue. You should begin to think
about your research problem early in the semester. For this assignment, you will need to find
an undergraduate journal (a list will be provided in class) and write your paper in the style
required by that undergraduate journal.
COURSE POLICIES
• All homework assignments (unless indicated on the syllabus) are due on Wednesday night at
11:59 pm. Many main assignments are due on Saturday at 11:59 pm. Please check the Weekly
Schedule for all deadlines.
• NO late papers will be accepted without prior arrangement. Please let me know BEFORE the
assignment is due of any circumstances that may contribute to turning in the assignment late.
• Respect for others is absolutely mandatory. Disrespectful behavior and language have no place
in this class.
COURSE EXPECTATIONS & PRACTICES
1. Freshman writing is a prerequisite for this class, you should be familiar with terms such as
rhetoric, analysis, and argument.
2. The default format style for this class is the American Psychological Association (APA)
style. Please refer to the Concise Rules of APA Style textbook.
3. You are expected to know how to navigate the Canvas website and to check it regularly. Weekly
assignments will be posted on Canvas. You are expected to check the Calendar weekly. All
assignments will be posted by Saturday night.
4. Drafts will be graded and commented on. Submit all your formal assignments with attention to
grammar, punctuation, spelling, style, and appropriate format.
5. All formal papers (including drafts) must be formatted in APA or the appropriate citation style
for your chosen journal. Please let me know if you are using a citation style that is not APA
INCOMPLETES
The University Writing Program offers Incompletes only under extraordinary circumstances and only
when 80% of the course work has been completed.
PLAGIARISM POLICY
Plagiarism, the willful copying/presenting of another person’s work as your own, and other forms of
cheating are not only unacceptable, but also illegal. The University Writing Program’s standard penalty
for plagiarism is a failing grade (E) for the assignment, and possibly the course. In certain cases, the
penalty is expulsion from the University. If you have any doubts as to what constitutes plagiarism,
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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please refer to sections II and V of the Student Code, or talk to me.
EXTRA CREDIT
Some extra credit will be given for going to the Writing Center. Please email me the day, time, and tutor
that you met with in order to receive extra credit. The Writing Center info can be found at (specific
website). Appointments are required, but this resource is free for all students.
GRADING SCALE
100-94% A, 93-90% A-, 89-87% B+, 86-83% B, 82-80% B-, 79-77% C+, 76-73% C, 72-70% C-, 69-67%
D+, 66-63% D, 62-60% D-, 59-lower% E
ADA NOTICE
The University seeks to provide equal access to its programs, services and activities for people with
disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to
the Center for Disability Services located in X Building. They can be contacted at 801-581-5020. CDS will
work with you to make arrangements for accommodations.
TIMELINE OF COURSE
Main Assignments Due
Personal Statement: Rough Draft: Week 3
Final Draft: Week 4
Resume/CV Rough Draft Week 7
Final Draft Week 8
Journal Review Final Draft Week 6
Annotated Bibliography Rough Draft: Week 9
Final Draft: Week 12
Journal Article Rough Draft Week 14
Final Draft Week 16
All Homework Assignments, Rough Drafts, and some of the Formal Assignments are due on Wednesdays
at 11:59 pm. All peer-review workshop comments (and some of the formal assignments) are due on
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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Saturdays at 11:59 pm. This weekly schedule may change and all changes will be emailed to you and
posted as an announcement on Canvas.
All weekly materials and readings (other than the textbook readings) can be found under the Modules
section on Canvas. Modules will be updated every Saturday by 11:59 pm. A more complete schedule can
be found under the Files section and is named “Semester Schedule”
Week
Topic
Reading
Assignments
1
Overview of
Class and
Syllabus
Find a graduate application or scholarship that
requires a Personal Statement (PS)
Week 1 Lecture Notes
-Discussion Post #1
-Post the PS question
2
Introduction to
textbook
Craft of Research (Craft), Prologue and Chapter 1.
Week 2 Lecture Notes
-Discussion Post #2
-Outline due of PS
3
Peer Review
Rough Draft of Personal Statement and Peer
Review. Complete two peer reviews of rough
drafts. Make comments on the paper.
Week 3 Lecture Notes
-Post rough draft
Peer-review of rough
draft
4
Organization
Read Craft Ch. 3 and 4
Week 4 Lecture Notes
-Discussion Post #3
-Final Personal
Statement Due
5
Benefits of
Undergraduate
Research
Publication: Burns, S. & Ware, M. E. (2008).
Undergraduate student research journals:
Opportunities for and benefits from publication.
In R. L. Miller, E. Balcetis, S. T. Barney, B. C. Beins,
S. R. Burns, R. Smith, & M. E. War
(Eds.). DEVELOPING, PROMOTING, &
SUSTAINING THE UNDERGRADUATE RESEARCH
EXPERIENCE IN PSYCHOLOGY (pp. 253-256).
- Read Berry
- Read Abdul-Alim
- Read Matten and Teitge
Week 5 Lecture Notes
-Discussion Post #4
6
Resume/CV
Topic Selection
Evaluate 2 Resumes and complete the handout
Chose a topic for Journal Article assignment
Week 6 Lecture Notes
-Resume/CV handout
-Post about topic
chosen
-Final Journal Review
7
Rough Draft of
Resume/CV
Peer-Review of rough draft
Week 7 Lecture Notes
Rough draft of
Resume/CV
-Start drafting
Annotated Bib
8
Journal Topics
Read Craft Ch. 5 and 6
Read the following PPTs:
-How to use the library
-How to read an academic journal
-How to read a journal article
Week 8 Lecture Notes
-Discussion Post #5
-Final Resume/CV
9
Peer Review
Complete two peer reviews of rough drafts.
Week 9 Lecture Notes
-Peer-review of
Rough Draft of
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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Annotated
Bibliography
10
Spring Break
11
Annotated Bib.
Continued
Continue work on the Annotated Bibliography
Week 11 Lecture Notes
-Discussion Post #6
-Revise Annotated
Bib
12
Thesis,
Introductions,
Quote
Sandwich
Read Craft 6, 7 and 9
Read two papers published by previous students:
Jessma Barrani and Jonathan Park (see
References)
Integrating Quotes Handout
Week 12 Lecture Notes
-Discussion Post #7
-Discussion Post #8
-Integrating Quotes
Assignment
-Due: Final
Annotated
Bibliography
13
Outlines and
Organization of
Journal Article
Read Craft 12 and 13
Week 13 Lecture Notes
-Discussion Post #9
-Outline with
introduction
14
Rough Draft
and Peer
Review
Peer-Review of rough draft
Week 14 Lecture Notes
-Rough Draft of
Journal Article
15
Conclusions
and revision
Read Craft Ch. 17
Week 15 Lecture Notes
-Discussion Post #10
16
End of the
semester
Course Review: Located on surveymonkey
Week 16 Lecture Notes
-Journal Article Final
-Course Review
Thanks for a great semester. Email me with any questions or concerns.
REFERENCES:
Abdul-Alim, J. (2012, March 20). Getting published can lead to money for graduate school. US News.
Retrieved from http://www.usnews.com/education/best-graduate-
schools/paying/articles/2012/03/20/getting-published-can-lead-to-money-for-graduate-school
Barrani, J. (2014 ). An overlooked population: Adults with Sensory Modulation Disorder. Undergraduate
Research Journal for the Human Sciences. 13. Retrieved from
http://www.kon.org/urc/v13/barrani.html
Berry, K. (2016). How to get published as an undergraduate. Synonym. Retrieved from
http://classroom.synonym.com/published-undergraduate-4324.html
Booth, W.C., Colomb, G.G., & William, J.M. (2008). The Craft of Research. (3rd ed.). Chicago: IL:
University of Chicago Press.
Burns, S. & Ware, M. E. (2008). Undergraduate student research journals: Opportunities for and benefits
from publication. In R. L. Miller, E. Balcetis, S. T. Barney, B. C. Beins, S. R. Burns, R. Smith, & M. E.
War (Eds.). DEVELOPING, PROMOTING, & SUSTAINING THE UNDERGRADUATE RESEARCH
EXPERIENCE IN PSYCHOLOGY (pp. 253-256).
Matten, C.R. & Teitge, B.D. (2003, May). The benefits of undergraduate research: The students’
perspective. The Mentor: An Academic Advising Journal. Retrieved from
https://dus.psu.edu/mentor/2013/05/undergraduate-research-students-perspective/
Syllabus 6/1 (2017) E. B. Jensen, “Social Sciences”
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Park, J. (2015). Climate Change and Capitalism. Consilience: The Journal of Sustainable Development.
14(2). Pp. 189-206. Retrieved from: https://consiliencejournal.org/article/climate-change-and-
capitalism/
