English 496 supports students as they propose, develop, and complete an Honors thesis project. Although projects must incorporate research, they may take the form most appropriate for the intended audience(s) and students’ academic and career goals: a print essay, videoessay, critical digital edition, long unit plan, or podcast, among other possible forms. Course topics include:
- Developing a line inquiry
- Identifying the stakes of your project
- Conducting research to determine what type of sources will help you explore your line of inquiry; assessing and managing sources; maintaining voice by writing as you research
- Defining your audience(s)
- Considering potential genres for your project and learning how to produce them
- Engaging in peer review as a professional practice
- Revising your work based on feedback
The course blends live meetings—typically held on Tuesdays from 1:30-3:20 p.m.--with asynchronous discussion of students' work-in-progress, common questions, or research and composition strategies. We will not meet some weeks. Instead, this time will be set aside for individual work and conferences with the instructor. During the final three weeks of the quarter, we will have more frequent live meetings to workshop multiple thesis drafts. Our overarching goal is to create an intellectual community that inspires and challenges each student to create meaningful work.
Our class operates on a workshop model that requires consistent, engaged participation. Students provide accountability, support, and critique to one another throughout the research and composition project. Whether participating synchronously or asynchronously, expect to share resources with your peers, read their work carefully, and respond constructively and substantively to their ideas. You should also expect to reexamine your own project as you learn from peers’ approaches to theirs.
I assess participation weekly on a credit/partial credit/no credit basis. Students who participate in good faith receive full credit. Lack of engagement in class activities, inadequate preparation, and failure to adhere to classroom climate norms will substantially lower your participation grade for the course.
Throughout the quarter, students will document their ideas-in-progress, research process, source notes, and questions in a researcher log. The log requires you not only to collect materials, but also to reflect on how individual sources complement, supplement and challenge one another. Moreover, you will frequently consider how sources lead you to reframe your line of inquiry or revise preliminary conclusions. You’ll periodically submit research log entries for feedback during the first half of the quarter. Researcher logs are graded on a credit/no-credit basis. Work that meets minimum length requirements and demonstrates genuine engagement with the research process or fully articulates ideas-in-progress will receive full points.
You’ll complete your thesis project via a series of steps that allows you to outline your project, assess potential sources, describe the existing scholarly conversation on your topic, and produce several iterations of the project for feedback. These checkpoints include:
- A proposal.
- A literature review and working bibliography.
- Two to three drafts. Note that the format of your drafts will depend upon your chosen project format. Moreover, I expect thoughtful—not polished—work. Use the drafting process to take risks.
Your peers and I will offer feedback on all checkpoints. You can also seek feedback from consultants at the Odegaard Writing and Research Center or the CLUE Writing Center, both of which will offer online sessions during fall quarter. Checkpoints are graded on a credit/no-credit basis. Work that meets minimum length requirements and demonstrates genuine engagement with the assignment prompt or project will receive full points.
During week ten, students will give a five-minute, Ignite-style “lightning talk” that summarizes their project. They will present their talks, answer audience questions, and gather feedback on during our final live session. Your presentation will be graded on a credit/no-credit basis. Presentations that include all required content will receive full points.
You thesis project represents the culmination of your work in the Honors Program. To quote from the English Department’s description, the project allows you to engage in “the critical conversation” around texts and topics, demonstrate “a clear and consistent critical perspective” of your own while making “arguments based on textual evidence and grounded in attentive close reading.”
While Honors Program literature conceptualizes the thesis as a print academic essay, the project can take any form you choose. Consider your goals post-graduation and the type of project that will help you fulfill those goals. Example formats include:
- 10- to 15 page essay in MLA format (note that I’ve modified the department’s suggested 20- to 30-page length to one that mirrors the length of an academic conference paper).
- Critical digital edition of a text that includes a 2500- 3000-word introduction and 1-2 annotated chapters.
- 20- to 30-minute video presenting a cultural studies approach to a popular text.
- 30- to 40-minute podcast or series of short podcasts offering a deep dive into a key context for understanding a text or group of texts.
- Long unit plan with framing analysis of why you would teach particular approach to a text or texts, assignments, and descriptions of day-to-day class activities
I do not accept late research log entries, checkpoints, or asynchronous replies to peers’ work, nor do I allow students reschedule their presentation. Late final drafts of the thesis project will receive a 10-point deduction per day late, including weekends and holidays. I will make exceptions to the lateness policy only when students become ill, experience family emergencies, or make prior arrangements with me.
Technology glitches do not constitute valid excuses for lateness. To avoid computer problems, you should save frequently while working, and you should back up work saved on a hard drive to Dropbox, iCloud, UW Google Drive, or your personal file space on Canvas. When submitting files or URLs to Canvas, you are responsible for copying/pasting the correct URL or selecting the correct file. If Canvas breaks down, contact UW-IT technical support (firstname.lastname@example.org) and email your work directly to me (email@example.com).
English 496 adheres to the University of Washington’s Student Conduct Code, which prohibits academic misconduct like distributing instructional materials outside class without permission and plagiarism, or the unacknowledged use of others' words or ideas. All course materials are for enrolled students only. When drawing upon sources in your research log, checkpoints, presentation, and project, make clear to your audience that you are incorporating others’ work by placing quotation marks around exact words and noting the author’s name whenever you quote, summarize or paraphrase. Failure to credit sources, submitting work produced for another class without permission, or submitting work authored by another may result in a failing grade for the assignment, a failing grade for the course, or other disciplinary action. Disseminating course materials without permission may result in sanctions, including dismissal. If I see evidence of academic misconduct, I will make a report to the Community Standards & Student Conduct Team.
Grades in English 496 will be computed by points, with 400 points equaling a 4.0, 300 points a 3.0, and so on. If your total falls between grades, I will round up if you score one to five points below the higher grade and round down if you score one to four points above the lower grade. For example, 274 points equals a 2.7 and 275 points a 2.8. Students who score less than 65 points total will receive a 0 for the course, as the UW grading system does not scale grades lower than .7. I also assign a 4.0 to students who score between 385 and 400 points.
Research log entries, checkpoints, and the presentation receive full credit for meeting minimum length requirements and thoughtfully engaging with instructor prompts or project ideas-in-progress. Students who regularly participate as outlined in “Class Participation” will receive full participation points. The project is evaluated based on quality of work submitted, with criteria we negotiate together.
Total Points for the Course
Each component of the course is worth the following number of points. Please note that Canvas does not integrate well with my point schema. Canvas automatically converts points into percentages, a conversion that can make your grade seem lower than it actually is. For example, 10/20 points represents the C range under my system and the F range (50%) under a percentage system. For this reason, I include point range information on each assignment. In short, keep track of your total points and ignore Canvas's percentage conversion.
Because all course learning takes place online, the following technology is essential to accessing materials and submitting assignments:
- Reliable Internet access
- Web browser and computer specifications adequate for using the Canvas Learning Management system and Zoom
- Webcam and microphone or phone camera and microphone or computer/phone audio
- Word processing software. Note that although you may use any software, you must submit written assignments in PDF or Microsoft Word format (.doc or .docx). If you use any other program, use the Help function for instructions on converting your files to PDF or Word format. Students may get Microsoft Office 365 and Windows 10 for free via UWare (https://itconnect.uw.edu/wares/uware/microsoft/microsoft-software-for-st...)
- Headphones or speakers (internal or external) to hear video content.
- PDF viewer (Adobe PDF Reader or Apple Preview)
- UW Net ID and Email. The class email list uses your UW email. If you want UW email to go to another account, you must configure forwarding preferences with UW Net ID account management tools.
Connecting with Others
In addition to interacting with others in asynchronous discussions and live class sessions, you have other opportunities to connect with peers and the instructor:
- Community Forum: The Community Forum is an asynchronous space where you can ask general questions about the course or assignment prompts. Posting questions in the Community Forum helps others with the same question. It also allows students to share answers the instructor might not have.
- Conversation Café: The Café is an informal Zoom space open every Thursday from 1:30-2:30 p.m. (Pacific). Attendance is completely optional. Come to chat, catch up, and share your experiences with other people in the course.
- Drop-in Hours: You need not have a specific question about the class, course texts, an assignment, or work-in-progress to attend drop-in hours. The instructor will be on Zoom every Tuesday from 3:30-4:30 p.m. (Pacific) to talk about your interests, experience in the major, future plans, or even the class.
Disability accommodations grant students with ongoing or temporary disabilities access to educational opportunities. Disability Resource for Students (DRS) works to ensure access for students with disabilities by designing and implementing accommodations. If you experience educational barriers based on disability, please visit Disability Resources for Students (DRS) online for more information about requesting accommodations. Although the building that houses DRS is closed, staff are available Monday through Friday from 8:30 a.m.-5:00 p.m. to speak with students by phone, TTY, video chat, or email (firstname.lastname@example.org).
In accordance with state law, UW provides reasonable accommodations for student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy (https://registrar.washington.edu/staffandfaculty/religious-accommodation...). Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form (https://registrar.washington.edu/students/religious-accommodations-request/).
Tu. 3/30--Course introduction and approaches to developing a topic
Th. 4/1--Independent work on topic development
Tu. 4/6--Discuss potential topics; sign up for topic conferences with instructor
Th. 4/8--Independent work; research log due by 11:59 p.m. (replies due by 4/9 at 11:59 p.m.)
Tu. 4/13--Conducting research on your topic
Th. 4/15--Independent work; research log due by 11:59 p.m. (replies due by 4/16 at 11:59 p.m.)
Tu. 4/20--Literature review: placing your project into the conversation
Th. 4/22--Independent work; research log due by 11:59 p.m. (replies due by 4/23 at 11:59 p.m.)
Tu. 4/27--Workshop literature reviews; developing the project proposal
Th. 4/29--Independent work and conferencing
Tu. 5/4--Workshop project proposals
Th. 5/6--Independent work; revised proposal due by 11:59 p.m. (replies due 5/7 at 11:59 p.m.)
Tu. 5/11--Workshop draft introductions/storyboard/scripts
Th. 5/13--Independent work and conferencing
Tu. 5/18--Workshop rough draft 1
Th. 5/20--Workshop rough draft 1
Tu. 5/25--Workshop rough draft 2
Th. 5/27--Independent work and conferencing
M 6/7--Final project due by 11:59 p.m.