Research Journal Posts

Due 11/17 by 5pm

Students will submit TWO research journal entries (2-4 pages each or about 500 to 1,000 words per entry), posted PRIVATE at the course website by Monday, November 17 at 5pm.  These narrative posts will detail research efforts for the final essays, with one entry focusing on the search for relevant primary sources and the other focusing on the search for relevant secondary sources.  Journal entries do not require footnotes, but they should include Chicago-style bibliographies of at least six (6) sources for each entry.  Submitting drafts is optional in this case.  Entries will be graded on research effort, depth of analysis and quality of prose. Late entries will be penalized up to 5 points each day.

 

Additional Guidelines

  • Here are two models for research journal posts, though note that these examples (from Evangeline Clausson, ’28) were from a different class and a slightly different type of assignment that featured Chicago-style footnotes and NOT the bibliography entries required here.
  • You can find additional models for research journal posts at the Methods Center and Student Hall of Fame.  Pay special attention to Colin Macfarlane‘s advanced version of this research journal assignment for a History Methods course, viewing both his short documentary film and his multiple journal posts.  Also, you might enjoy reading about Leah Miller’s archival post about Dickinson graduate and Civil War era congressman John Creswell.  In the course of her work on Creswell, Leah found a previously unpublished note from Abraham Lincoln.
  • Journal posts should always try to open with an engaging detail, then provide a brief description of the research topic and types of sources pursued before pivoting to a thesis statement that highlights the main lesson or lessons learned during the research experience.   These “lessons” should focus on the nature of research and how to improve your method –not about your final essay topic.
  • These posts can be written in the first person (“I” pronouns) and should try to narrate or describe the research process in a roughly chronological way.  No footnotes are typically required.
  • The main goal of this assignment is to help future students demystify the research process.  Try to make it easier for them to succeed by learning from your experience.
  • Images are not required but they are encouraged (with proper captions and credits)
  • At the end of the narrative section of the post (about 500 to 1,000 words), please add a bibliography of at least six sources in alphabetical order (by author last name) and in proper Chicago style that you discovered from the appropriate category (either primary or secondary).  Please consult as needed with the library’s Chicago-style guide, but make sure to use sample BIBLIOGRAPHY models for formatting and NOT footnote examples. Do NOT include reference (or tertiary) sources unless you have no other option.  All of your primary sources can be (and likely will be) published or digitized and available in the main library or online.  You are NOT required to find archival manuscript sources for this assignment.
  • SAMPLE FORMAT FOR BIBLIOGRAPHY ENTRIES (adapted from Chicago Manual of Style)

Secondary Sources

Hirsch, Edward. The Heart of American Poetry. New York: Library of America, 2022. [PRINT]

Lepore, Jill.  “‘Paul Revere’s Ride’: Awakening Abolitionists.”  American Educator 35, no. 2  (2011): 28-31. [WEB]

Primary Sources

Harjo, Joy.  Crazy Brave: A Memoir.  New York: W.W. Norton, 2012. [GOOGLE BOOKS]

[Wilkeson, Samuel]. “Details from Our Special Correspondent.” New York Times. July 6, 1863. [HISTORICAL NEWSPAPERS]

 

  • Writing Center visits are optional.  Draft review with Prof. Pinsker is also optional.  But both are encouraged.
  • Remember to POST PRIVATE and to categorize your posts as RESEARCH JOURNAL

Tips for Research Process

  • Start with a research question connected to one, two, or three of your planned featured poems for your final essay assignment (NOTE –this will either revolve around a time period or a shared theme)
  • Then go to reference sources, like American National Biography Online (via library database).  Take note of key details or source leads (both primary and secondary)
  • Typically, the next best move is toward secondary sources because their insights can help you understand primary sources in context and their footnotes can help guide you toward the very best primary sources that might be available to you.  Try to follow their footnotes for other leads.
  • Regardless of your next step, however, always remember to consult with the History Research Guide from the library for leads to databases and other types of sources.
  • Once you’ve established some baseline familiarity with secondary sources and context information, then go to relevant primary source databases, like Historical Newspapers or Civil War Letters & Diaries.  Make sure, however, that the coverage in these databases is truly RELEVANT to your topic.  Many primary source collections (letters, diaries, recollections) are also published and available in print form through our main library catalog.  And never overlook basic Google searches (or AI searches) for digitized primary sources –just don’t rely on those search tools do to your own reading.  Once your at the online archival location (usually some library, university, or government website), then explore the sources yourself.