Initiating a Research Project for MArts
Rhedir gan School of History, Philosophy and Social Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Prof Peter Shapely
This is an advanced level skills module that aims to train students to initiate research projects, and will lay the foundations for their MArts dissertation. It will teach students to use ‘finding aids’ to compile a corpus of secondary and primary works in their chosen area of interest; it will show them how to compile scholarly bibliographies; and it will allow them to construct a research plan for a project which could use the material they have found to produce a substantive and original research piece.
How to produce a successful thesis Choosing a topic Scholarly presentation – academic conventions and referencing Producing a critical literature search – the importance of historiography or previous archaeological scholarship Using finding aids to compile lists of secondary and primary sources – locating materials Constructing research plans for substantial and original research pieces Presenting a literature review Effective oral presentation.
Distinction-level students (74 and above) will produce correct and imaginative bibliographies with an excellent critical literature search demonstrating understanding of a very high standard, and fully effective research plans which suggest a research project of great insight or significance as well as originality. Distinction-level students (74 and above) will produce and explain a cogent piece of work using relevant forms of presentation with clarity and precision.
Threshold students (50) will compile and discuss a bibliography of primary and secondary sources of relevance and present it reasonably correctly and write a literature search with some critical comment, and they will assemble a research plan which may be limited but which could serve as the foundation of a basically successful dissertation. With the oral presentation threshold students (50) will present information, but this may seem relatively uncoordinated and hesitant and is likely to be short.
Merit-level students (62, 65, 68) will compile a bibliography meeting the criteria above, but perhaps also containing some unusual or very recent items, which would suggest effective and imaginative use of finding aids. Their literature search should also show good critical acumen. Their research plan will be adequate as a foundation for a dissertation – but may also include perceptive understandings of the state of the chosen field, imaginative choices of primary material, or full understandings of the possible problems (as well as the strengths) of the chosen methodology. Merit-level students (62, 65, 68) will speak clearly, using the time and materials sensibly to convey a clear case.
C- i C+
Better Pass-level students (52-58) will compile a bibliography of primary and secondary sources in the relevant area and present it correctly and write a literature search with adequate critical comment, and they will assemble a research plan likely to serve as the foundation of a solid academic dissertation. Better Pass-level students (55, 58) will show some awareness of audience and on the methods required to engage people, but will still lack fluidity or content.
Present that material in an appropriate scholarly manner and report to a professional standard in writing and orally.
Use electronic and printed finding aids to compile a list of secondary and primary material in a chosen scholarly area as preparation for critical evaluation and analysis in a dissertation.
Produce a critical literature search relevant to the dissertation with a correctly set out bibliography.
Construct a plan for a research project to produce a substantial and original piece of historical or archaeological investigation and analysis.
|A critical and scholarly litertature search and accompanying bibliography relevant to the proposed dissertation||40.00|
|A research plan for a dissertation project||40.00|
|A 20-minute oral presentation||20.00|
Strategaeth addysgu a dysgu
2 x 1 hour dissertation supervision and 1 x 1 hour feedback session.
9 x 1 hour seminars
1 x Oral presentation session.
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- problem solving to develop solutions to understand the past
- understanding the complexity of change over time; in specific contexts and chronologies
- being sensitive to the differences, or the "otherness" of the past, and the difficulty to using it as a guide to present or future action
- producing logical and structured arguments supported by relevant evidence
- planning, designing, executing and documenting a programme of research, working independently
- marshalling and critically appraising other people's arguments, including listening and questioning
- demonstrating a positive and can-do approach to practical problems
- demonstrating an innovative approach, creativity, collaboration and risk taking
- presenting effective oral presentations for different kinds of audiences, including academic and/or audiences with little knowledge of history
- preparing effective written communications for different readerships
- making effective and appropriate forms of visual presentation
- making effective and appropriate use of relevant information technology
- making critical and effective use of information retrieval skills using paper-based and electronic resources
- collaborating effectively in a team via experience of working in a group
- critical evaluation of one's own and others' opinions
Goblygiadau o ran adnoddau ar gyfer myfyrwyr
No extraordinary financial outlay required by students on this module other than possible travel costs to access primary sources.
Chambers, E. and Northedge, A. The Arts Good Study Guide (Milton Keynes, 1997). Cryer, P., The Research Student’s Guide to Success (Milton Keynes, 2000). Delamont, S., Atkinson, P. and Parry, O., Supervising the PhD (Milton Keynes, 1997). Fairburn, G. J. and Winch, C., Reading, Writing and Reasoning (Milton Keynes, 2nd edn, 1996). Graves, N. and Varma, V., Working for a Doctorate: a Guide for the Humanities and the Social Sciences (London, 1997). Howard, K. and Sharp, J. A., The Management of a Student Research Project (Aldershot, 1983). Marshall, L., A Guide to Learning Independently (Milton Keynes, 2nd edn, 1993). Northedge, A., The Good Study Guide (Milton Keynes, 1990). Truss, L., Eats, Shoots and Leaves: the Zero Tolerance Approach to Punctuation (London, 2003). Oxford English Dictionary Department, The Oxford Dictionary for Writers and Editors (Milton Keynes, 1981).