GRS 196/WGS 190: Senior Thesis

Spring 2015—Course Syllabus

Professor: María Luisa RuizEmail:

Meeting time: T/TH9:45-11:20Office: D 301

Office Hours: T/TH 12-1,TH 3-5Phone: x4586

and W by appointment only

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“I write to find out what I am thinking; what I’m looking at, what I see, and what it means.” –Joan Didion

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Course Description—

As the senior capstone experience, the primary focus of the semester will be to use class readings, assignments, and meetings to guide students through the process of researching and writing their own major thesis papers (ca. 30 pages). We will start with a topical overview of the era, from which students will identify individualized research questions. Assignments will include a preliminary research proposal, written paper draft, peer review, final paper, and a research poster presentation with significant blocks of time for independent research and writing.

In addition to working on the ‘nuts and bolts’ necessary to complete a successful thesis we will also be addressing writing as a process-messy, creative, challenging, stressful, joyful. As you’ve no doubt encountered, it’s the nuts and bolts pragmatism of sitting down to write that eludes us. Writers, in particular, are a notorious tribe of procrastinators. We walk around with great ideas and noble intentions. Then, we go grocery shopping, or to the basketball, or check Facebook for the 20th time. In short, we don’t write.

We can’t assume that when true brilliance taps us on the shoulder, we’ll know it and actually get in the chair and scribble something down. No — like all things, writing is a practice, it’s a habit. We need to do it daily, or at least regularly, to ensure that our “muscles and bones” are in the kind of shape necessary for reflection. In fact, exercise is a useful metaphor. One can’t run a long length without training for it. And that’s what we’ll do this semester. We’ll begin to ‘train’ by engaging in exercises that remind us that writing, while challenging can be a mindful and joyful creative endeavor.

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“Don’t try to figure out what other people want to hear from you; figure out what you have to say. It’s the one and only thing you have to offer” -Barbara Kingsglover

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Course Objectives—

  • Conduct an independent research project that demonstrates understanding of the scholarly research and writing process, including the critical synthesis of original and scholarly evidence in their disciplinary and interdisciplinary global context(s).
  • Demonstrate original thesis-driven writing following the proper customs of attribution, citation, and academic references.
  • Understand and participate in professional practices of abstract writing, peer review, and public presentation.

Required Books—

  • Susan M. Hubbuch, Writing Research Papers Across the Curriculum (2009).

Course Expectations—

  • Engagement. Your classmates are counting on your attendance, preparation, and support to enhance their work, just as you are entitled to expect the same from them.
  • Integrity. All work is expected to be the sole product of the person(s) whose name is attached with complete and accurate attribution of credit for any references to the ideas, quotations, or contributions of others. Academic dishonesty includes, but is not limited to: plagiarism, turning in someone else’s work, and lack of proper citation. Violations of the Saint Mary’s College Academic Honor Code will also be referred to the Academic Honor Council. For more information, see the Academic Policies section of the Saint Mary’s College Student Handbook.
  • Quality. Assignments are expected to meet all specifications upon submission. Failure to meet length requirements or use of formatting techniques to lengthen or shorten papers, inappropriate use of quotations, and/or not addressing all objectives of a question will result in significant grading penalties. Websites such as Wikipedia, online study guides, personal webpages, and commercial sites advertising products are almost never appropriate and will be penalized harshly! When in doubt, ask.
  • Respect.Responding to others’ work constructively is a difficult art. Please strive to be as supportive and honest as you can in both written and oral feedback by focusing on what your peers did well and what specifically they might try to make the work better.

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“A writer is someone for who writing is more difficult than it is for other people.” -Thomas Mann

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--Grading—

15%--Class Attendance, Participation, Preparation, and Activities:

This course is not an independent study. Class meetings are an important opportunity for developing the scholarly skills of research and writing needed to sustain a major thesis project of your own. Individual research projects can be stressful and isolating, but a writing cohort can ease anxiety, combat procrastination, and enrich the quality of the final product(s). Therefore, class activities including, but not limited to: attendance, informal research and writing exercises, peer reviews, and the timely adherence to deadlines and individual meetings with the professor will comprise a significant portion of the course grade. As further support, you will be required to join a Writing Circle:

WritingCirclesare facilitated peer groups of three to five students
from the same course or course section.Circlesmeet for one hour each
week throughout the semester in the Center forWritingAcross the
Curriculum (Dante 202) where instructors facilitate each group through
peer reviews of thewritingassigned in their courses.
To join aCircle, register for COMM 190 through GaelXpress, then go to

to get scheduled.

15%--Proposal:

A formal research proposal should include: a working title, a draft abstract (1 paragraph), a brief introduction to original data/evidence/primary sources, a statement of methodology, and an annotated bibliography of scholarly literature. Topics must be approved in advance by both this professor and your advisor/consulting professor.

20%--Public Presentation

Presenting your hard work in a public forum provides an opportunity for you to share your interest and expertise with a broader audience. Creating a visual poster display also forces you to condense your findings, which is a useful exercise in and of itself for clarifying your thinking and expression as you write. Presenting your own research and conclusions is also a vital professional and life skill that will serve you well later.

50%--Final Paper

A final thesis paper of at least 30 pages plus bibliography and appendices will be due at the start of the final examination time. Although this may feel daunting, there will be many checkpoints along the way in order to break down the project into manageable pieces. The Final Paper grade accounts for both the rough draft and final revised paper.

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“Inspiration is for amateurs; the rest of us just show up and get to work.” -Chuck Close

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--Resources—

Library Reference Desk: Our subject librarians are Sue Birkenseer () and Sharon Walters () Contact a librarian for an appointment: a) at the Reference Desk, b) by phone (925) 631-4624, c) text message or IM, d) the Library’s “Ask Us” link (

Learning differences:

Student Disability Services extends reasonable and appropriate accommodations that take into account the context of the course and its essential elements for individuals with qualifying disabilities. Students with disabilities are encouraged to contact the Student Disability Services Office at (925) 631-4358 or to arrange a confidential appointment to discuss accommodation guidelines and available services. Additional information regarding the services available may be found at the following address on the Saint Mary’s website:

Academic Honor Code

Saint Mary’s College expects every member of its community to abide by the Academic Honor Code.According to the Code, “Academic dishonesty is a serious violation of College policy because, among other things, it undermines the bonds of trust and honesty between members of the community.”Violations of the Code include but are not limited to acts plagiarism.For more information, please consult theStudent Handbookat traditional undergraduate students] or [for graduate and professional students].

Center for Writing Across the Curriculum

CWAC: Center for Writing Across the Curriculum, offers two options for all students, of all disciplines and levels:

Writing Circles: Students register for the .25 course COMM 190: Writing Circles and then contact CWAC to select a weekly Circle time. Students sign up before or during the first week of the semester. During the small-group workshops, writers discuss their own projects, at all stages of the process.

One-on-one sessions: Students call 925.631.4684 to make appointments or drop in, Dante 202. Online sessions via Skype are available. Fall hours: 4-8 p.m. Sunday; 12-8 p.m. Monday; 12-6 p.m. Tuesday; and 12-8 p.m. Wednesday and Thursday. Writing Advisers guide their peers toward expressing ideas clearly, always weighing audience and purpose. Writers bring their assignment sheets and readings in order to brainstorm ideas, revise drafts, or work on specific aspects of writing, such as grammar, citation, thesis development, organization, critical reading, or research methods. They may discuss any genre, including poetry, science lab reports, argument-driven research, or scholarship application letters.

Class Rules

The class is 90 minutes long and will depend upon every student contributing to the discussion.. Please try your best to be on time. Life happens, but be respectful of everyone involved by not disrupting class. Do not talk, read, or do other course work during class. Turn off phones and put them away (meaning I don’t want to see phones on the table and I don’t want to see anyone texting under the table (texting will result in 0 participation points for the day).

Personal belongings should be placed on the floor or on the backs of chair—no hiding behind backpacks.. Please be sure to have writing materials--notebooks, paper, and pen AND BRING THE READING EVERY DAY. Food and drink are permitted; just don’t be late to class while attempting to procure it.

Email/Moodle

Email is the official mode of communication and Saint Mary’s. If I need to make a sudden change to the syllabus or a class session, I will do so via email or Moodle. if I do not have the chance to see the class as a whole first. In addition, you will be expected to respond to emails when it is appropriate.

A note on emails: When you email me, or another professor on campus, please make sure that it does NOT read like a text message. Please include a greeting, information about who you are and specifics as to why you are writing. For example, the email “Hey, what did I miss today?” Is NOT an appropriate way to address a professor who reads multiple emails from students on a daily basis. The more information you provide in your email, the more likely it is that you will get a quick response, or a response at all.

Help available: Please use my office hours – I’ll be happy to discuss with you any aspect of the class or to just talk about majors, the College, or other issues. A final word: I hope that everyone will do well in this course. If you’re having difficulties, please speak with me sooner rather than later, so we can work together to find a solution.

“As a writer you are free. You are about the freest person there ever was.“

- Ursula K. Le guin

Ruiz Syllabus GRS/WGS Spring 20151