Social Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n1
\nResearch Paper Guide
\nThe Research Paper is an opportunity for you to wade into the complexity of a contemporary or
\nhistorical question or text that is of interest to you through broad research and reading. Since writing
\na research paper is a multifaceted process that is most successful when it unfolds over time, I ask
\nyou to begin thinking about it and working on it in different ways as soon as possible. My grading
\nreflects the importance I give to the development of this paper over the course of stages.
\nI have prepared this Research Paper Guide to assist you throughout this process. Please refer to it
\nover the rest of the semester as you develop your area of focus, do your research, and write your
\npaper. Important requirements, useful resources, and helpful suggestions are included here. If you
\ndo not find your questions answered here, please let me know.
\nContents
\n– Finding Your Focus and Goal…………………………………………………………………………………… 2
\n– Identifying Sources & Doing Research……………………………………………………………………… 4
\n– Format, Schedule & Grading…………………………………………………………………………………….. 6
\n– Appendix A: Suggested Contemporary Issue Questions…………………………………………… 8
\n– Appendix B: Working with Your Sources, and Other Writing Tips…………………………. 10
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n2
\nFinding Your Focus and Goal
\nBroad Parameters
\nThe paper (8-10 pages; 2400-3000 words) should aim to make an argument about a contemporary or
\nhistorical question or text in part through engagement with the work of one (or possibly more)
\nthinker(s) from our class. The paper should engage the ideas of the thinker in relation to new
\nmaterial that is not directly addressed by their writing. Please make sure to address in a substantive
\nway the work of at least one thinker not addressed in your first paper. Below are a choice of three
\nspecific guiding frameworks. The research component of the paper is described in greater detail in a
\nlater section.
\nGuiding Frameworks
\nOne of the most important steps in working on your research paper will be to select a question that
\nis both exciting to you and feasible as a project. I encourage you to meet with me early in your
\nprocess to talk about what topics interest you (you are required to meet with me at least once over
\nthe course of your project). Below are different frameworks that you may use to arrive at a problem
\nfor exploration.
\nA. Contemporary Issue \u2013
\nResearch paper writing help – Write a paper exploring a contemporary social or political issue, drawing on and engaging with the
\nwork of one or two thinkers from the class. Please see Appendix A, at the end of this document,
\nwith a list of suggested Contemporary Issue questions to help you brainstorm your own ideas.
\nB. Legacy of a Thinker \u2013
\nWhat is the legacy of your chosen thinker in relation to a specific arena? How have their ideas been
\ntaken up by other intellectuals, activists, or social or cultural movements? In what ways do these
\nindividuals or movements build on or claim to be following in the footsteps of one of our thinkers?
\nIn what ways do they transform, update or challenge those ideas? Research paper writing help – Write a paper that explores
\nwhether, and to what degree, their work is in keeping with the specific ideas and broader \u201cspirit\u201d of
\nthe thinker\u2019s work. Here are some examples:
\n– In what ways did South African anti-apartheid activist, Nelson Mandela, build on,
\ntransform and\/or break away from the teachings of Mahatma Gandhi? (Alternately,
\nMartin Luther King Jr., or others)
\n– What is the relationship between the influential economic policies promoted by Milton
\nFriedman and the Chicago School of economics and the work of Adam Smith? (you
\nmight begin by reading Friedman\u2019s Capitalism and Freedom and some critiques.)
\n– To what extent are Freud’s theories influential in psychoanalysis today?
\n– How have Marxist feminists taken up and\/or challenged Marx\u2019s rendition of class
\nsociety?
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n3
\n– Please come speak with me, if you have an interest but do not know how to pursue it.
\nThere are many possibilities that we can brainstorm together.
\nC. Proposal to Add a Text to SFIII \u2013
\nWrite a proposal to the Social Foundations faculty for a text that you believe should be added to
\nSocial Foundations III. The text should be a work from the 18th century to the present day, that you
\nargue has had significant lasting value and influence either regionally or globally, and brings a new
\nvoice and\/or perspective that is not already included in Social Foundations III. Please use my
\nsyllabus as your reference point in your paper. Your paper should address:
\n1- Introduction \u2013 preview your proposal\u2019s argument and include a very brief (no more than two
\npages) overview of the author, the work, and the sections of the work that you would assign;
\n2- The significance of the text \u2013 What new perspective does this text bring to SFIII? How has
\nthis text been significant (in its own historical and\/or more broadly)?
\n3- Teaching the text \u2013 How does the text relate thematically to other reading(s) in the course
\n(provide a specific analysis that connects the text to at least one reading in the course)?
\nOptional: how does the text relate to a contemporary issue that could be addressed during
\nclass discussion?
\nI will be looking for substantive argumentation that draws from your reading of the text and of
\nsecondary source materials. Please address all the required points above, but avoid repetition
\nbetween sections (if you already explicitly addressed a point in the last section, there is no need to
\nrepeat it later). Finally, you are welcome (but not required) to indicate where on the class schedule
\nthe text should be inserted, and whether it should replace an existing reading.
\nDefined Role, Goal, & Audience (optional)
\nAs you develop your paper, I recommend elaborating for yourself a target audience and goal for
\nyour paper (much like was defined for you in your first paper). In other words, think of your paper
\nas an effort to effectively communicate a message to a particular “real-world” audience. Position
\nyourself as an expert who is speaking to an intelligent and skeptical audience who likely knows
\nless about the topic than you do\u2014in other words you need not write from your own perspective,
\nbut rather may adopt a specific voice or role in the paper. Here are some examples:
\n– a politician arguing for campaign finance reform through Rousseau’s arguments about
\nwealth and politics;
\n– a business leader arguing for other business leaders to adopt a minimum living wage,
\ndrawing from Adam Smith; or
\n– a feminist activist encouraging parents to join a campaign for making childhood as
\ngender-neutral as possible, in part through de Beauvoir\u2019s writings.
\nIf you define your paper in terms of a specific role and audience, you may either indicate them
\nexplicitly in the writing, or add an explanatory note to the beginning of the paper.
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n4
\nIdentifying Sources & Doing Research
\nIn the proposal stage you should frame you central focus in terms of a question or problem rather
\nthan a thesis. This is because your argument should emerge through the process of research,
\nreflection, and writing. As such, one of your main tasks in writing the research paper is to read
\nbroadly and explore your central question from different perspectives.
\nTo meet the minimum requirements of this paper you must draw on at least 5 outside sources (not
\nincluding any works we have read in the class). Of these 5 sources, at least 3 must be scholarly
\nsources, and 2 must be book sources (scholarly or not).
\n5+ outside sources total, including 3+ scholarly sources, 2+ book sources
\nHowever more important than the number of sources will be your selection and engagement
\nwith these sources. You should seek out the most reputable and scholarly sources available for the
\nquestion you are exploring and you should include close readings and substantial engagement with
\nthe arguments in at least a few scholarly sources (simply including a quote from a source is not
\nenough). Other sources may be drawn upon for different purposes (e.g., as a brief counter-point, to
\ngive some historical background, to provide a relevant example to discuss, or to provide evidence
\nthrough pertinent research study).
\nYour research will include multiple elements:
\nA. Researching how scholars have interpreted the work of your thinker and the specific
\ntexts of interest. This research should be drawn primarily from scholarly sources (explained
\nbelow).
\nB. Researching the issue area (if you are writing on a Contemporary Issue), or the
\nmovement\/individuals influenced (if you are writing on the Legacy of the Thinker). This
\nresearch could take different forms:
\na. Scholarly sources
\nb. Reputable journalistic sources
\nDeciding whether a source is the best source available on a topic is a judgment call, but an important
\none. Always begin your research by exploring scholarly sources, but in some cases other kinds of
\nsources may be appropriate or useful. The source you seek will depend on the purpose it serves.
\nFor example, it may be appropriate to draw on newspaper articles to describe current events of
\nrelevance, or to cite a policy report to describe a particular approach to an issue, or to draw on
\neditorials to give a sense of the range of positions being taken on a topic. However, the bulk of your
\nresearch should draw from books and articles that are scholarly in nature. Sources that are almost
\nalways inappropriate include Wikipedia, and blogs or websites authored by laypeople. See below for
\nfurther guidance on selecting appropriate sources and please seek the assistance of a reference
\nlibrarian or come meet with me for further help in identifying the best sources for your needs.
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n5
\nWhat is a scholarly source?
\nThese are sources written by academics and experts in the field that are subject to a peer-review
\nprocess by other experts in the field before being published. For an explanation on distinguishing
\nbetween scholarly and non-scholarly sources, please see these sources:
\n— A useful and succinct 2-minute video explanation.
\n— A more comprehensive explanation from a professor.
\nHow do I know if an article is scholarly?
\nAs the above sources indicate, a scholarly article generally has certain features:
\n– It is published in an academic journal which subjects its articles to a \u201cpeer-review\u201d
\nprocess (google the journal title to find out more about it);
\n– It presents original research or analysis, rather than a commentary or a book review;
\n– It often includes an \u201cAbstract\u201d (this is not a requirement);
\n– It includes a list of references to other scholarly works.
\nIn general if you have come across the article in a library database (JSTOR, Academic Search, etc.)
\nand it has the above features, you can be fairly certain that it is a scholarly article. But even
\ndatabases that have mostly scholarly articles, include articles that are not scholarly, such as book
\nreviews or articles from popular magazines and newspapers. Look for an option to limit your results
\nto peer-reviewed journals.
\nHow do I know if a book is scholarly?
\nTo check whether a book is scholarly, look up the publisher and see how they describe themselves
\n(look for \u201cacademic,\u201d \u201cscholarly,\u201d or \u201cpeer-reviewed\u201d). Books published by university presses (e.g.,
\nCambridge, NYU Press) are generally scholarly. In some cases well-researched books written for
\npopular presses may be acceptable, but please check with me on that.
\nAre textbooks scholarly sources?
\nNo. A textbook is a useful reference tool, but it does not count as a scholarly source and in general
\nis not an appropriate source for a paper.
\nShould I use Google to find sources?
\nEven Google can be a useful resource for finding scholarly sources if used correctly, using Google
\nScholar and Google Books rather than the general search engine. See \u201cA Scholar\u2019s Guide to
\nGoogle\u201d (the tabs at the top of the page lead you to specific resources).
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n6
\nFormat, Schedule & Grading
\nPaper Format (first & final drafts)
\n– No cover page
\n– 1 inch margins
\n– 12 pt. Times New Roman font or another similarly-sized font
\n– Double-spaced, no extra spacing between paragraphs
\n– Page numbers
\n– Attach a bibliography in a consistent format (preferably, Research essay writing service – MLA or Chicago). Please use
\neither parenthetical citations (preferred) or footnotes, not both.
\nSchedule of Tasks
\nA. Variable \u2013 Meeting with me. I require that you meet with me at least once over the course
\nof the semester to discuss the research paper. When you would like to do so depends on
\nwhen it would be most useful to you. Of course, you are welcome and encouraged to meet
\nwith me multiple times.
\nB. March 29 \u2013 At this point you should be narrowing down your topic. Although it is not
\nrequired, you should feel free to email me 2 or 3 paper topic ideas. I will respond with a
\nbrief comment — saying this seems feasible or not. Please meet with me for more thorough
\nfeedback on how to shape and specify your topic.
\nC. April 5 – Summaries of scholarly sources. Separate instructions distributed.
\nD. April 19 \u2013 Paper proposal and annotated bibliography. Separate instructions distributed.
\nYou are committing to the topic, but need not keep these sources; if you want to change the
\ntopic you will need to have a new proposal approved by me. Please note: I will not accept
\nyour final Research Paper on a topic that has not been approved via the paper proposal
\nprocess.
\nE. Sun. April 29 by 11 pm\u2013 First complete draft (for peer review) (7-10 pp.). Cannot be accepted
\nlate.
\nF. May 1 by 11 pm \u2013 Peer review of two other students\u2019 papers. Cannot be accepted more than 1
\nday late.
\nG. May 1 and 3 \u2013 Student presentations
\nH. May 3 \u2013 Final Paper (8-10 pp.; 2400-3000 words); Please submit with a cover letter (~200
\nwords) that explains how your paper developed and what choices you made in relation to the
\nfeedback you received via the peer review. Submit electronic version to NYU Classes. I may
\nalso ask you to bring a hard copy to class on Thursday Dec. 14.
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n7
\nAdditional instructions will be distributed for most of the assignments. There will be deductions for
\ntardiness. If you have a serious, unavoidable and documented reason for needing an extension on
\nany assignment, please contact me at the earliest point possible.
\nGrading Research Topics – Criteria
\nTotal: 35 points (please note that skipping any step will greatly affect your grade)
\nMeeting (1 point)
\nScholarly Sources Summaries (2 points) \u2013 Close readings and summaries of two scholarly sources,
\none on your topic and one on your thinker.
\nPaper Proposal and Annotated Bibliography (1 point)
\nFirst draft (3 points) \u2013 Full credit if on time, in the correct format, and 7-10 pages of original
\nprose. Cannot be accepted late.
\nPeer Review (2 points) – Full credit if on time and answers all the required questions for both
\npapers. Cannot be accepted more than 1 day late.
\nPresentation \u2013 (1 points)
\nFinal draft and cover letter (25 points) (if you choose Option C and have your paper topic\/proposal
\napproved by me, then these grading criteria will be adapted to fit the goals of your paper)
\n– Thesis or goal \u2013 Has a clearly articulated argument or goal for the paper and explains why it
\nshould be of interest to the reader.
\n– Examination of the central question \u2013 Explores the central question to examine multiple
\nperspectives and provide a compelling analysis that demonstrates breadth of knowledge and
\nsophistication of thought.
\n– Engagement with a thinker\u2019s work \u2013 Critically examines and creatively extends the
\nthinker\u2019s intellectual work in order to consider its relationship to the central question.
\n– Sources and evidence \u2013 Develops and substantiates arguments through engagement with
\nappropriate sources, including at least five outside sources (including at least three scholarly
\nsources and two books). Whenever possible, draws on scholarly sources. All sources are
\nquoted, paraphrased and cited correctly.
\n– Writing – Writing is interesting, compelling, clear and well-organized; it is also free of
\ngrammatical, spelling and sentence-level errors. Paper is formatted correctly and includes a
\ncover letter.
\n– Deductions – Late submissions: minus 1\/2 point for each 24 hours late; not accepted
\nafter final exam. Plagiarism on any stage of this paper-writing process will lead, at
\nminimum, to an F on the entire final paper.
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n8
\nAppendix A: Suggested Contemporary Issue Questions
\nThe below suggestions are presented to help you brainstorm your own ideas. Please meet with me if
\nyou are having difficulty identifying a question of particular interest to you and we can brainstorm
\ntogether. If you do select a question from the list, do make sure to further specify the focus as
\nyou do your research and develop your argument.
\nQuestions Applicable
\nThinker(s)
\nHow do technological advances (e.g., internet, the self-driving car) affect inequality?
\nAre smartphones refashioning human morality?
\nRousseau, Gandhi,
\nMarx, Smith
\nWhat is necessary to create a true democracy in (name a specific country or context)?
\nWhat does the relationship between money and politics in today tell us about the
\nrelationship between capitalism and democracy?
\nRousseau
\nSmith
\nTo what extent are capitalist market forces effective in meeting our essential human
\nneeds (specify, e.g., housing, healthcare)?
\nHow are communism and capitalism each implicated in the conditions of Chinese workers
\nmanufacturing U.S. products?
\nMarx, Smith
\nMarx, Smith
\nWhat is the relationship between public education (specify, e.g., racial\/economic
\nsegregation, standardized test) in the US today and liberty, equality or democracy? Is
\neducation alienated labor?
\nMill, Fanon, Marx
\nWhat social purpose does religion serve today (specify \u2013 in relation to a particular
\nreligious tradition or religious community)?
\nMarx, Mill, Freud,
\nGandhi, Ahmad
\nWhat do guns mean to Americans? Freud, Mill, Fanon
\nIn revolutionary movements, when are non-violent approaches effective or not effective
\n(specify a particular movement to analyze)?
\nGandhi, Fanon
\nAre post-colonial societies (specify which ones) today liberated? Gandhi, Fanon
\nWhat would Black Lives Matter learn from Gandhi or Fanon? What would Gandhi or
\nFanon learn from Black Lives Matter?
\nFanon, Gandhi
\nWhy are there different social expectations of men and women (specify, e.g., in different
\ncultures, in the classroom, in appearance)?
\nde Beauvoir,
\nKauffman
\nShould men participate in feminist movements? de Beauvoir,
\nKauffman
\nWhat are the politics of romance? (politics here refers to any power relations) de Beauvoir,
\nHartman, Marx
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n9
\nAre microaggressions in daily life a serious element of racial or gender inequality? Fanon, de Beauvoir
\nWhat are the implications of the increasing objectification of men in fashion? Marx, De Beauvoir,
\nKauffman,
\nHow do\/should feminists in Muslim-majority societies (specify which one) advocate for
\nwomen\u2019s greater control over their lives?
\nAhmed, Amin,
\nFanon, de Beauvoir
\nHow effective has cross-cultural feminist solidarity been? (specify the context and time
\nperiod)
\nAhmed, de
\nBeauvoir, Fanon
\nThese are simply suggestions, and all of these would require specification. The best paper ideas
\nemerge from students\u2019 own interests. For example, students have recently written papers on: the
\neconomics of college sports; Nepali Sherpas and the economics of mountain-climbing; dance,
\npleasure and pain; food production, health, and sustainability; autonomous vehicles and individual
\nliberty; beauty norms and individuality in South Korea; domestic workers in the post-colonial
\ncontext; and gender in the culinary arts. You are welcome to stop by my office to brainstorm ideas
\nor read some sample papers.
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n10
\nAppendix B: Working with Your Sources, and Other Writing Tips
\nReading, Taking Notes, Reflecting – After you have examined a number of different sources and
\nhave gathered a smaller number of key sources, give yourself some time to work through each
\nsource, reading closely, taking notes, and critically reflecting on the source. Knowing your sources
\nwell\u2014in terms of their broader goals and arguments, and the specific points that connect with your
\nown arguments and goals\u2013 is essential to writing a strong research paper.
\nUsing Sources When Writing – When developing your paper, use your written summaries and
\nnotes to guide you, referring to the text to check your page numbers and direct quotations. When
\nwriting, you will make use of sources in different ways, conveying their information or analysis
\nthrough your own words, or direct quotations. Please write in your own words (with citations),
\nusing direct quotations only when a passage is written is particularly compelling way that is
\nimportant to your analysis.
\nIn any case, it is important to maintain your authorial voice, even as you integrate direct quotations
\nfrom outside sources. Each time you provide a direct quotation, you should introduce the passage
\n(e.g., \u201cGandhi says\u2026\u201d) and then comment upon the passage (e.g., \u201cThis argument suggests\u2026\u201d).
\nThese techniques keep the writing in your voice, and ensure that you are explaining how a quoted
\npassage connects to the points that you are making.
\nCiting Sources – Whenever you are using a source in your paper\u2014whether summarizing it,
\nparaphrasing a specific point, or quoting from it directly–you must cite the source. While a
\ncitation is not necessary when a piece of factual information (not an interpretation or analysis) is
\ncommon knowledge, I would err on the side of providing more citations than necessary. Citations
\nare essential for substantiating your arguments, as they tell the reader where the analysis comes from
\n(i.e., you did not make it up, it is not simply your opinion), and allows the reader to check how
\nreputable that source is. An absence of citation suggests that the ideas and words are entirely your
\nown, which, if untrue, is a form of plagiarism. The consequences for plagiarism are grave, so always
\ncite your sources! Please check with me if you have specific questions.
\nA few writing tips, based on common errors that I see:
\n1 – When using parenthetical citations, put the citation outside the quotation marks, but within the
\nsentence, with punctuation after the citation. Example of parenthetical citation:
\nCORRECT: As Jane Smith says in her recent book, \u201cblah blah blah blah blah blah blah blah blah blah
\nblah blah\u201d (Smith 45).
\nNOT: As Jane Smith says in her recent book, \u201cblah blah blah blah blah blah blah blah blah blah blah blah
\n(Smith 45).\u201d
\nNOT: As Jane Smith says in her recent book, \u201cBlah blah blah blah blah blah blah blah blah blah blah
\nblah.\u201d (Smith 45)
\n2 – All quotations that are more than 4 lines long must be set off from the main text as a block
\nquote (a separate indented paragraph without quotation marks).
\nSocial Foundations III
\nDr. M. Rastegar
\nSpring 2018
\n11
\nExample of block quote:
\nAs Jane Smith says in her recent book,
\nBlah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah
\nblah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah
\nblah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah
\nblah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah blah
\nblah blah blah. (Smith 45)
\nThis argument implies that [your analysis]\u2026
\n3 – When integrating a quote into a paper, your new sentences must be a complete and
\ngrammatical sentences. While it is fine to shorten a quoted passage, using ellipses (three dots) to
\nindicate that words have been taken out, do not do so if the remaining sentence is ungrammatical
\n(you may insert a new word in brackets to fix such a problem). Check for mistakes by reading your
\nparagraph, including the quotation, out loud. If anything does not sound like a grammatical
\nsentence, then you need to fix it.
\n4 \u2013 Learn these simple, but often misspelled, words:
\n– lose vs. loose
\no Don\u2019t lose your keys.
\no The shirt is loose.
\n– affect vs. effect
\no The effect of the noise was to make the room feel smaller. [noun meaning outcome]
\no The noise effected a change in the mood of the room. [verb meaning caused or
\nbrought about]
\no The noise affected her mood. [verb meaning had an effect on]
\no The woman\u2019s affect shifted after it became noisy. [noun meaning emotions, feelings]
\n– its vs. it\u2019s
\no It\u2019s a beautiful day in the neighborhood. [it\u2019s = it is]
\no Give the dog its bone. [its = possessive form of it]
\nResources
\nPurdue OWL Guides on writing, researching and citation: https:\/\/owl.english.purdue.edu\/owl\/
\n– Research essay writing service – MLA format
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