Theory’andMethodinJapanese’Studies 7/menu/standard/file/HT16... ·...
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Theory and Method in Japanese Studies, 7.5hp Teacher Ewa Machotka [[email protected]] Course contents This course introduces students to the theoretical foundations, methodological debates, and methods engaged in Japan studies. It is designed to encourage students to think about their research projects more broadly and confront methodological challenges which arise in Japan studies. Teaching and Examination Instruction is given in the form of lectures and seminars. All teaching sessions is mandatory. The teaching consists of compulsory lectures and seminars. 1. Attendance, active participation, oral presentation (50%) Attendance is required. You should attend all class meetings, read the assigned materials in time for class, actively participate in class discussion and prepare oral presentations related to one of the course session topics and based on the required readings (but not necessarily limited to them). Oral presentation (ca. 30 min) will be commented by a discussant (10 min). Attendance of at least 80% is a prerequisite to pass the course. A student with attendance of less than 80%, but more than 70% may be assigned a complementary assignement. 2. Position papers and research project proposal (50%) Each student will be asked to write 3 position papers (± 1000 words) on the required readings for that week and send them to the instructor, the teaching assistant (TA) and his/her fellow students. Papers should demonstrate an understanding of all the readings from that week and present an argument based on their interpretation. Please note that this is an analytical rather than a descriptive exercise. Do not summarize! Students have the choice of identifying unanswered questions, commenting on the shape of a debate, or criticising the assumptions of specific authors, among other things. Each student
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Transcript of Theory’andMethodinJapanese’Studies 7/menu/standard/file/HT16... ·...
Theory and Method in Japanese Studies, 7.5hp
Teacher Ewa Machotka [[email protected]]
Course contents This course introduces students to the theoretical foundations, methodological debates, and methods engaged in Japan studies. It is designed to encourage students to think about their research projects more broadly and confront methodological challenges which arise in Japan studies.
Teaching and Examination Instruction is given in the form of lectures and seminars. All teaching sessions is mandatory. The teaching consists of compulsory lectures and seminars. 1. Attendance, active participation, oral presentation (50%) Attendance is required. You should attend all class meetings, read the assigned materials in time for class, actively participate in class discussion and prepare oral presentations related to one of the course session topics and based on the required readings (but not necessarily limited to them). Oral presentation (ca. 30 min) will be commented by a discussant (10 min). Attendance of at least 80% is a prerequisite to pass the course. A student with attendance of less than 80%, but more than 70% may be assigned a complementary assignement. 2. Position papers and research project proposal (50%) Each student will be asked to write 3 position papers (± 1000 words) on the required readings for that week and send them to the instructor, the teaching assistant (TA) and his/her fellow students. Papers should demonstrate an understanding of all the readings from that week and present an argument based on their interpretation. Please note that this is an analytical rather than a descriptive exercise. Do not summarize! Students have the choice of identifying unanswered questions, commenting on the shape of a debate, or criticising the assumptions of specific authors, among other things. Each student
needs to read his/her colleagues’ papers and prepare a feedback on them to be offered during the class (including comments and questions). Research project proposal (± 2000 words) should not only introduce research material, research question, hypothesis and bibliography related to a student’s individual research project but first of all, present theoretical and methodological framework of the project (in ± 1000 words). Position Papers (± 1000 words) due on: Tuesday, September 22nd Tuesday, October 6th Tuesday, November 3rd Research proposal (± 2000 words) due on: Final proposal regular deadline: Tuesday, December 15th 2015 Final proposal second deadline: Tuesday, January 5th 2015
Learning Outcomes Efter genomgången kurs ska studenten kunna:
-‐ identifiera och återge viktiga teorier, metoder och frågeställningar inom japanologin och den japanska akademiska debatten
-‐ vara förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet
-‐ skriva en projektbeskrivning för ett examensarbete på avancerad nivå On completion of the course, the student should demonstrate an ability to:
-‐ identify and account for important theories, methods and problems within Japanology and the Japanese academic debate -‐ demonstrate familiarity with the most important academic Japanese sources within the research area -‐ write a project proposal for a degree project at second cycle studies (Master's thesis)
Grading Criteria A Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten på ett utmärkt sätt. Hen är mycket väl förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå på ett utmärkt sätt.
B Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten
mycket ingående. Hen är väl förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå på ett mycket bra sätt.
C Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten. Hen är förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå.
D Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten på ett tillfredsställande sätt. Hen är delvis förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå.
E Studenten kan endast ytligt identifiera och återge viktiga teorier, metoder
och frågeställningar inom japanologin och den japanska akademiska debatten. Hen är delvis förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå.
Fx Studenten saknar delvis de kunskaper som krävs för att nå upp till lägsta
godkända betyg E. F Studenten saknar helt de kunskaper som krävs för att nå upp till lägsta
godkända betyg E. Observera att både Fx och F är underkända betyg. Inget av betygen innebär att du genom kompletteringar kan höja ditt betyg till lägsta godkända betyg E. A The student shows excellent skills in identifying and accounting for
important theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates excellent familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
A The student shows good skills in identifying and accounting for important
theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates great familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
C The student can identify and account for important theories, methods and
problems within Japanology and the Japanese academic debate. She/he also demonstrates familiarity with the most important academic Japanese
sources within the research are and can write a project proposal for a degree project at second cycle studies.
D The student shows fairly good skills in identifying and accounting for
important theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates some familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
E The student shows some skills in identifying and accounting for important
theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates some extent of familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
Fx The student lacks some of the basic knowledge that is required to obtain
the grade E or higher. F The student lacks all of the basic knowledge that is required to obtain the
grade E or higher. This course does not include any opportunities to complete a supplementary assignement in order to convert the grade Fx or F into a passing grade.
Course Literature See below, under the detailed plan for each teaching session.
Schedule The schedule for the entire course is found on TimeEdit through the department’s webpage, www.su.se/asia For an up-‐to-‐date schedule and possible changes in the schedule, see TimeEdit. Please not that some teaching sessions are 3 hours! Class schedule: Session 1. Seminar. Tuesday, August 30th , 9-‐12 Session 2. Position Paper I. Tuesday, September 9th, 10-‐12 Session 3. Seminar. Tuesday, September 13th, 9-‐12 Session 4. Position Paper II. Tuesday, September 20th, 10-‐12 Session 5. Seminar. Tuesday, September 27th, 9-‐12 Session 6. Position Paper III. Tuesday, October 4th, 10-‐12 Session 7. Seminar. Tuesday, October 25th, 9-‐12 Session 8. Seminar Tuesday, November 1st, 10-‐12
Session 1: What is theory? What is method? August 30th, 9-‐12 (note 3hrs!), room 251 Required readnings: D’Alleva Anne, “Thinking About Theory.” in Methods and Theories of Art History, London: Laurence Kind, 2005, pp.5-‐16. [Mondo] Culler Jonathan, “What is Theory?” in Literary Theory: A Very Short Introduction. Oxford: Oxford University Press, 1997, pp.1-‐18. [Mondo] Stenhouse Lawrence, “What Counts as Research?” British Journal of Educational Studies, Vol. XXIX:2 (1981): 103-‐114. [Mondo] Recommended readings: Check a post by Paula at the blog run by Japanese Studies at Gettysburg College, 2012. It could be a really useful reading. https://shinpaideshou.wordpress.com/2012/02/08/japanese-‐studies-‐we-‐have-‐a-‐problem-‐in-‐theory/ Mahoney, James and Gary Goertz, “A Tale of Two Cultures: Contrasting Quantitative and Qualitative Research,” Political Analysis 14: 3 (2006): 227-‐249. Session 2: Position Paper I: Japanese/Area studies in crisis? September 6th, 10-‐12, room 251 Session 3: Seminar: Japanese/Area studies in crisis? Student presentation I September 13th, 9-‐12 (note 3hrs!), room 251 Required readings: Bates Robert H. “Area Studies and the Discipline: A Useful Controversy?” PS: Political Science and Politics 30: 2 (1997): 166-‐169. [E-‐journal] Dutton Michael, “Lead Us Not into Translation: Notes toward a Theoretical Foundation for Asian Studies”, Neplanta: Views from South, 3:3 (2002): 495-‐537. [E-‐journal] Harootunian Harry and Naoki Sakai, “Dialogue: Japan Studies and Cultural Studies,” Positions: East Asia Cultures Critique 7 (1999): 593–647. [E-‐journal] Recommended readings: Gordon, Andrew, “Rethinking Area Studies Once More”, The Journal of Japanese Studies
30:2 (2004): 417-‐429. Miyoshi Masao and Harry Harootunian, eds. Introduction to Learning Places: the Afterlives of Area Studies, Durham: Duke University Press, 2002, pp.1-‐18. Session 4: Position Paper II: Postcolonial studies September 20th, 10-‐12, room 251 Session 5: Seminar: Postcolonial studies Student presentation II September 27th, 9-‐12 (note 3hrs!), room 251 Required readings: Chakrabarty Dipesh, Introduction to Provincializing Europe: Postcolonial Thought and Historical Difference, Princeton University Press, 2000. [E-‐book] Cooper Frederik, Introduction to Colonialism in Question: Theory, Knowledge, History. Berkeley: University of California Press, 2005, pp. 3-‐32. [E-‐book] Harootunian Harry, “Postcoloniality's Unconscious / Area Studies' Desire”, Postcolonial Studies: Culture, Politics, Economy 2: 2 (1999), pp.127-‐147. [E-‐journal] Recommended readings: Chakrabarty Dipesh, Provincializing Europe: Postcolonial Thought and Historical Difference, Princeton University Press, 2000. Cooper Frederik, Colonialism in Question: Theory, Knowledge, History. Berkeley: University of California Press, 2005, pp. 3-‐32. Spivak Gayatri Chakravorty, "Can the Subaltern Speak?" Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. U of Illinois P, 1988, pp. 271-‐313. Nishihara Daisuke, “Edward Said and Critical Decolonization”, Journal of Comparative Poetics 25 (2005), pp.241-‐53. Said Edward, Introduction to Orientalism. New York: Pantheon, 1978, pp.1-‐28.
Session 6: Position Paper III: Semiotics and discourse analysis October 4th, 10-‐12, room 251 Session 7: Seminar: Semiotics and discourse analysis Student presentation III October 25th, 9-‐12 (note 3hrs!), room 251
Bal Mieke and Norman Bryson. “Semiotics and Art History: A Discussion of Context and Senders.” In The Art of Art History: A Critical Anthology, edited by Donald Preziosi, pp. 242-‐56. Oxford University Press, 1998. [Mondo]
Rose, Gillian (2007), “Discourse Analysis I: Text, Intertextuality and Context” and “Discourse Analysis II: Institutions and Ways of Seeing”, Visual Methodologies – An Introduction to the Interpretation of Visual Materials. London et al.: Sage, 2001, 135-‐163 and 164-‐186. [E-‐book] Sturken Marita and Lisa Cartwright. “Practices of Looking. Images, Power and Politics.” In Practices of Looking: An Introduction to Visual Culture, pp. 10-‐30. Oxford: Oxford University Press, 2001. [Mondo]
Recommended readings: Foucault Michel, Discipline and Punish: the Birth of the Prison, Harmondsworth: Penguin, 1991. Sturken Marita and Lisa Cartwright. Practices of Looking: An Introduction to Visual Culture. Oxford: Oxford University Press, 2001. Roland Barthes, Mythologies, Paris: Seuil, 1970. Tonkiss Fran, “Analysing Discourse”, in Clive Seale (ed.), Researching Society and Culture. London: Sage, 2004, pp. 245-‐60. Session 8: Seminar: Individual Research Projects Student presentation IV November 1st, 10-‐12, room 251 During this session each student will be asked to present his/her individual MA research project. The presentation should not only introduce research material, research question, hypothesis and bibliography related to a student’s individual research project but first of all, present theoretical and methodological framework of the project. The feedback received during this session will help students to develop their research proposals to be submitted by December 15th.
Kontaktuppgifter
Personal, japanska
Professor Jaqueline Berndt Tel: 08-‐16 14 93 [email protected]
Gästprofessor Christina Nygren Tel:08-‐16 28 99 christina.nygren@ su.se
Universitetslektor Gunnar Linder Tel:08-‐16 37 88 [email protected]
Universitetslektor Stina Jelbring Tel:08-‐16 14 20 [email protected]
Institutionen
Besöksadress Kräftriket, hus 4 (Roslagsvägen 101:4) Stockholm
Postadress Institutionen för Asien-‐, Mellanöstern-‐ och Turkietstudier Stockholms universitet 106 91 Stockholm
Studentexpeditionen Besöksadress: Kräftriket 4a Tel: 08-‐16 10 35 Fax: 08-‐16 88 10 [email protected]
Hemsida www.su.se/asia
Adjunkt Mitsuyo Kuwano-‐Lidén (vikarie) Tel:08-‐16 24 96 [email protected]
Timlärare Eriko Seto Norrgård [email protected] Tel:08-‐161421
Amanuens Jorunn Nilsson Tel:08-‐16 36 33 [email protected]
Prefekt Alberto Tiscornia Tel:08-‐16 49 29 [email protected]
Studierektor Hanna Kritz Tel:08-‐16 27 22 [email protected]
Biträdande studierektor Johan Fresk [email protected] Tel:08-‐16 36 20
Kursplanför kurs på avancerad nivå
Teori och metod i Japanstudier
Theory and Method in Japanese Studies
7.5 Högskolepoäng
7.5 ECTS credits
Kurskod: JKA960
Gäller från: HT 2014
Fastställd: 2014-02-26
Institution Institutionen för Asien- Mellanöstern- och Turkietstudier
Huvudområde: Asiens språk och kulturer
Fördjupning: A1N - Avancerad nivå, har endast kurs/er på grundnivå som förkunskapskrav
Beslut
Denna kursplan är fastställd av Humanistiska fakultetsnämnden 2014-02-26.
Förkunskapskrav och andra villkor för tillträde till kursen
Kandidatexamen. Engelska B/ Engelska 6.
Kursens uppläggning
Provkod Benämning Högskolepoäng
DK01 Teori och metod i Japanstudier 7.5
Kursens innehåll
Kursens huvudsakliga syfte är att introducera masterstudenter till viktiga teoretiska frågeställningar och denrådande akademiska debatten inom Japanstudier med särskild tonvikt på relevanta metoder för tolkning ochkvalitativa bedömningar inom det egna forskningsområdet. Studenterna läser interdisciplinär litteratur,inklusive japanska akademiska källor, som berör nutida japansk kultur, samhälle, historia och politik.
I samråd med läraren skriver studenten en projektbeskrivning för ett examensarbete på avancerad nivå.Projektbeskrivningen presenteras vid ett seminarium.
Förväntade studieresultat
För godkänt resultat på kursen ska studenten
- kunna identifiera och återge viktiga teorier, metoder och frågeställningar inom japanologin och den japanskaakademiska debatten
- vara förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet
- kunna skriva en projektbeskrivning för ett examensarbete på avancerad nivå
Undervisning
Undervisningen sker i form av obligatoriska föreläsningar och seminarier.
Undervisningen ges på engelska.
För mer detaljerad information hänvisas till kursbeskrivningen.
Sidan 1/2
Kunskapskontroll och examination
a. Kursen examineras genom inlämning och presentation av en projektbeskrivning för ett examensarbete påavancerad nivå.
För mer detaljerad information hänvisas till kursbeskrivningen.
b. Betygsättning sker enligt en sjugradig målrelaterad betygsskala:
A = Utmärkt, B = Mycket bra, C = Bra, D = Tillfredsställande, E = Tillräckligt, Fx = Otillräckligt och F =Helt otillräckligt.
c. De skriftliga betygskriterierna meddelas studenterna vid kursstart.
d. För att få slutbetyg på hela kursen krävs lägst betyget E på inlämningsuppgiften, godkänd presentationsamt fullgjord närvaro om minst 70%. Om särskilda skäl föreligger kan examinator efter samråd med ansvarig lärare medge den studerande befrielsefrån skyldigheten att delta i viss obligatorisk undervisning, studenten kan då åläggas enkompensationsuppgift.
e. För varje kurstillfälle ska minst två examinationstillfällen finnas under aktuell termin. Minst ettexaminationstillfälle ska dessutom erbjudas den termin eller det år som kurstillfälle saknas.
Studerande som fått lägst betyget E på prov där sjugradig betygsskala tillämpas får inte genomgå förnyat provför högre betyg.
Studerande som fått betyget Fx eller F på prov två gånger i rad av en och samma examinator har rätt att få enannan examinator utsedd vid nästkommande prov, om inte särskilda skäl talar emot det. Framställan om dettaska göras till institutionsstyrelsen.
f. Möjlighet till komplettering av betyg Fx upp till godkänt betyg ges inte på denna kurs.
Övergångsbestämmelser
När kursplanen är upphävd har studenten rätt att examineras en gång per termin enligt föreliggande kursplanunder en avvecklingsperiod på tre terminer.
Begränsningar
Kursen får inte tillgodoräknas i examen samtidigt med sådan inom eller utom landet genomgången ochgodkänd kurs, vars innehåll helt eller delvis överensstämmer med innehållet i kursen.
Kurslitteratur
För aktuell kurslitteratur hänvisas till kursens litteraturlista. Litteraturlistan finns tillgänglig på institutionensamt på institutionens webbplats, www.orient.su.se, senast en månad före kursstart.
Sidan 2/2
Syllabusfor course at advanced level
Theory and Method in Japanese Studies
Teori och metod i Japanstudier
7.5 Higher Education
Credits
7.5 ECTS credits
Course code: JKA960
Valid from: Autumn 2014
Date of approval: 2014-02-26
Department Department of Asian, Middle Eastern and Turkish Studies
Main field: Asia:s Languages and Cultures
Specialisation: A1N - Second cycle, has only first-cycle course/s as entry requirements
Decision
This syllabus was developed by the Faculty Board of Humanities 2014-02-26.
Prerequisites and special admittance requirements
Bachelor's degree. English B/English 6.
Course structure
Examination code Name Higher Education Credits
DK01 Theory and method in Japanese studies 7.5
Course content
The main aim of the course is to introduce master students to important theoretical questions and the on-goingacademic debate within Japanese studies, with a special focus on relevant methods for interpretation andqualitative assessment within the student’s own research area. The students read interdisciplinary literature,including Japanese academic sources, which concerns contemporary Japanese culture, society, history andpolitics. In consultation with the teacher, the student writes a project proposal for a degree project at secondcycle studies (Master's thesis). The project proposal is presented at a seminar.
Learning outcomes
In order to pass the course, students are expected to be able to:- identify and account for important theories, methods and problems within Japanology and the Japaneseacademic debate- demonstrate familiarity with the most important academic Japanese sources within the research area- write a project proposal for a degree project at second cycle studies (Master's thesis)
Education
Instruction is given in the form of lectures and seminars. All teaching sessions are mandatory. For moredetailed information, please refer to the course description.
Forms of examination
a. The course is examined on the basis of a written and oral presentation of an assignement presenting aproject proposal for a Master's theis. For more detailed information, please refer to the course description.
b. Grades will be set according to a seven-point scale related to the learning outcomes of the course: A =
This is a translation of the Swedish original Page 1/2
Excellent, B = Very good, C = Good, D = Satisfactory, E = Adequate, Fx = Inadequate, F = Totallyinadequate.
c. Students will be informed of the written grading criteria when the course starts.
d. In order to pass the course, students must receive a grade of E or higher on the written assignement and apass grade on the oral presentation as well as meet the attendance requirements of 80%. Under specialcircumstances, the examiner may, after consulting with the coordinating teacher, grant the student anexcemption from the obligation to participate in certain mandatory course elements. The student can then beassigned a compensatory assignement.
e. At least two examination opportunities should be offered for each course. At least one examinationopportunity should be offered during a semester when the course is not given. Students who receive the gradeFx or F twice by the same examiner are entitled to have another examiner appointed for the next examination,unless there are special reasons to the contrary. Such requests should be made to the department board.
f. This course does not include any opportunities to complete a supplementary assignement in order to convertthe grade Fx ino a passing grade.
Interim
When the syllabus is discontinued, students have the right to be examined according to this syllabus once persemester during a transition period of three years.
Limitations
This course may not be included in a degree together with a course, taken in Sweden or elsewhere, ofidentical or partially similar content.
Required reading
The current reading list will be made available at least two months before the course starts. For more details,please refer to the course website at www.orient.su.se.
This is a translation of the Swedish original Page 2/2
Theory and Method in Japanese Studies, 7.5hp
Teacher Ewa Machotka [[email protected]]
Course contents This course introduces students to the theoretical foundations, methodological debates, and methods engaged in Japan studies. It is designed to encourage students to think about their research projects more broadly and confront methodological challenges which arise in Japan studies.
Teaching and Examination Instruction is given in the form of lectures and seminars. All teaching sessions is mandatory. The teaching consists of compulsory lectures and seminars. 1. Attendance, active participation, oral presentation (50%) Attendance is required. You should attend all class meetings, read the assigned materials in time for class, actively participate in class discussion and prepare oral presentations related to one of the course session topics and based on the required readings (but not necessarily limited to them). Oral presentation (ca. 30 min) will be commented by a discussant (10 min). Attendance of at least 80% is a prerequisite to pass the course. A student with attendance of less than 80%, but more than 70% may be assigned a complementary assignement. 2. Position papers and research project proposal (50%) Each student will be asked to write 3 position papers (± 1000 words) on the required readings for that week and send them to the instructor, the teaching assistant (TA) and his/her fellow students. Papers should demonstrate an understanding of all the readings from that week and present an argument based on their interpretation. Please note that this is an analytical rather than a descriptive exercise. Do not summarize! Students have the choice of identifying unanswered questions, commenting on the shape of a debate, or criticising the assumptions of specific authors, among other things. Each student
needs to read his/her colleagues’ papers and prepare a feedback on them to be offered during the class (including comments and questions). Research project proposal (± 2000 words) should not only introduce research material, research question, hypothesis and bibliography related to a student’s individual research project but first of all, present theoretical and methodological framework of the project (in ± 1000 words). Position Papers (± 1000 words) due on: Tuesday, September 22nd Tuesday, October 6th Tuesday, November 3rd Research proposal (± 2000 words) due on: Final proposal regular deadline: Tuesday, December 15th 2015 Final proposal second deadline: Tuesday, January 5th 2015
Learning Outcomes Efter genomgången kurs ska studenten kunna:
-‐ identifiera och återge viktiga teorier, metoder och frågeställningar inom japanologin och den japanska akademiska debatten
-‐ vara förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet
-‐ skriva en projektbeskrivning för ett examensarbete på avancerad nivå On completion of the course, the student should demonstrate an ability to:
-‐ identify and account for important theories, methods and problems within Japanology and the Japanese academic debate -‐ demonstrate familiarity with the most important academic Japanese sources within the research area -‐ write a project proposal for a degree project at second cycle studies (Master's thesis)
Grading Criteria A Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten på ett utmärkt sätt. Hen är mycket väl förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå på ett utmärkt sätt.
B Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten
mycket ingående. Hen är väl förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå på ett mycket bra sätt.
C Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten. Hen är förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå.
D Studenten kan identifiera och återge viktiga teorier, metoder och
frågeställningar inom japanologin och den japanska akademiska debatten på ett tillfredsställande sätt. Hen är delvis förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå.
E Studenten kan endast ytligt identifiera och återge viktiga teorier, metoder
och frågeställningar inom japanologin och den japanska akademiska debatten. Hen är delvis förtrogen med de viktigaste akademiska japanska källorna inom forskningsområdet samt kan skriva en projektbeskrivning för ett examensarbete på avancerad nivå.
Fx Studenten saknar delvis de kunskaper som krävs för att nå upp till lägsta
godkända betyg E. F Studenten saknar helt de kunskaper som krävs för att nå upp till lägsta
godkända betyg E. Observera att både Fx och F är underkända betyg. Inget av betygen innebär att du genom kompletteringar kan höja ditt betyg till lägsta godkända betyg E. A The student shows excellent skills in identifying and accounting for
important theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates excellent familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
A The student shows good skills in identifying and accounting for important
theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates great familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
C The student can identify and account for important theories, methods and
problems within Japanology and the Japanese academic debate. She/he also demonstrates familiarity with the most important academic Japanese
sources within the research are and can write a project proposal for a degree project at second cycle studies.
D The student shows fairly good skills in identifying and accounting for
important theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates some familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
E The student shows some skills in identifying and accounting for important
theories, methods and problems within Japanology and the Japanese academic debate. She/he also demonstrates some extent of familiarity with the most important academic Japanese sources within the research are and can write a project proposal for a degree project at second cycle studies.
Fx The student lacks some of the basic knowledge that is required to obtain
the grade E or higher. F The student lacks all of the basic knowledge that is required to obtain the
grade E or higher. This course does not include any opportunities to complete a supplementary assignement in order to convert the grade Fx or F into a passing grade.
Course Literature See below, under the detailed plan for each teaching session.
Schedule The schedule for the entire course is found on TimeEdit through the department’s webpage, www.su.se/asia For an up-‐to-‐date schedule and possible changes in the schedule, see TimeEdit. Please not that some teaching sessions are 3 hours! Class schedule: Session 1. Seminar. Tuesday, August 30th , 9-‐12 Session 2. Position Paper I. Tuesday, September 9th, 10-‐12 Session 3. Seminar. Tuesday, September 13th, 9-‐12 Session 4. Position Paper II. Tuesday, September 20th, 10-‐12 Session 5. Seminar. Tuesday, September 27th, 9-‐12 Session 6. Position Paper III. Tuesday, October 4th, 10-‐12 Session 7. Seminar. Tuesday, October 25th, 9-‐12 Session 8. Seminar Tuesday, November 1st, 10-‐12
Session 1: What is theory? What is method? August 30th, 9-‐12 (note 3hrs!), room 251 Required readnings: D’Alleva Anne, “Thinking About Theory.” in Methods and Theories of Art History, London: Laurence Kind, 2005, pp.5-‐16. [Mondo] Culler Jonathan, “What is Theory?” in Literary Theory: A Very Short Introduction. Oxford: Oxford University Press, 1997, pp.1-‐18. [Mondo] Stenhouse Lawrence, “What Counts as Research?” British Journal of Educational Studies, Vol. XXIX:2 (1981): 103-‐114. [Mondo] Recommended readings: Check a post by Paula at the blog run by Japanese Studies at Gettysburg College, 2012. It could be a really useful reading. https://shinpaideshou.wordpress.com/2012/02/08/japanese-‐studies-‐we-‐have-‐a-‐problem-‐in-‐theory/ Mahoney, James and Gary Goertz, “A Tale of Two Cultures: Contrasting Quantitative and Qualitative Research,” Political Analysis 14: 3 (2006): 227-‐249. Session 2: Position Paper I: Japanese/Area studies in crisis? September 6th, 10-‐12, room 251 Session 3: Seminar: Japanese/Area studies in crisis? Student presentation I September 13th, 9-‐12 (note 3hrs!), room 251 Required readings: Bates Robert H. “Area Studies and the Discipline: A Useful Controversy?” PS: Political Science and Politics 30: 2 (1997): 166-‐169. [E-‐journal] Dutton Michael, “Lead Us Not into Translation: Notes toward a Theoretical Foundation for Asian Studies”, Neplanta: Views from South, 3:3 (2002): 495-‐537. [E-‐journal] Harootunian Harry and Naoki Sakai, “Dialogue: Japan Studies and Cultural Studies,” Positions: East Asia Cultures Critique 7 (1999): 593–647. [E-‐journal] Recommended readings: Gordon, Andrew, “Rethinking Area Studies Once More”, The Journal of Japanese Studies
30:2 (2004): 417-‐429. Miyoshi Masao and Harry Harootunian, eds. Introduction to Learning Places: the Afterlives of Area Studies, Durham: Duke University Press, 2002, pp.1-‐18. Session 4: Position Paper II: Postcolonial studies September 20th, 10-‐12, room 251 Session 5: Seminar: Postcolonial studies Student presentation II September 27th, 9-‐12 (note 3hrs!), room 251 Required readings: Chakrabarty Dipesh, Introduction to Provincializing Europe: Postcolonial Thought and Historical Difference, Princeton University Press, 2000. [E-‐book] Cooper Frederik, Introduction to Colonialism in Question: Theory, Knowledge, History. Berkeley: University of California Press, 2005, pp. 3-‐32. [E-‐book] Harootunian Harry, “Postcoloniality's Unconscious / Area Studies' Desire”, Postcolonial Studies: Culture, Politics, Economy 2: 2 (1999), pp.127-‐147. [E-‐journal] Recommended readings: Chakrabarty Dipesh, Provincializing Europe: Postcolonial Thought and Historical Difference, Princeton University Press, 2000. Cooper Frederik, Colonialism in Question: Theory, Knowledge, History. Berkeley: University of California Press, 2005, pp. 3-‐32. Spivak Gayatri Chakravorty, "Can the Subaltern Speak?" Marxism and the Interpretation of Culture. Ed. Cary Nelson and Lawrence Grossberg. U of Illinois P, 1988, pp. 271-‐313. Nishihara Daisuke, “Edward Said and Critical Decolonization”, Journal of Comparative Poetics 25 (2005), pp.241-‐53. Said Edward, Introduction to Orientalism. New York: Pantheon, 1978, pp.1-‐28.
Session 6: Position Paper III: Semiotics and discourse analysis October 4th, 10-‐12, room 251 Session 7: Seminar: Semiotics and discourse analysis Student presentation III October 25th, 9-‐12 (note 3hrs!), room 251
Bal Mieke and Norman Bryson. “Semiotics and Art History: A Discussion of Context and Senders.” In The Art of Art History: A Critical Anthology, edited by Donald Preziosi, pp. 242-‐56. Oxford University Press, 1998. [Mondo]
Rose, Gillian (2007), “Discourse Analysis I: Text, Intertextuality and Context” and “Discourse Analysis II: Institutions and Ways of Seeing”, Visual Methodologies – An Introduction to the Interpretation of Visual Materials. London et al.: Sage, 2001, 135-‐163 and 164-‐186. [E-‐book] Sturken Marita and Lisa Cartwright. “Practices of Looking. Images, Power and Politics.” In Practices of Looking: An Introduction to Visual Culture, pp. 10-‐30. Oxford: Oxford University Press, 2001. [Mondo]
Recommended readings: Foucault Michel, Discipline and Punish: the Birth of the Prison, Harmondsworth: Penguin, 1991. Sturken Marita and Lisa Cartwright. Practices of Looking: An Introduction to Visual Culture. Oxford: Oxford University Press, 2001. Roland Barthes, Mythologies, Paris: Seuil, 1970. Tonkiss Fran, “Analysing Discourse”, in Clive Seale (ed.), Researching Society and Culture. London: Sage, 2004, pp. 245-‐60. Session 8: Seminar: Individual Research Projects Student presentation IV November 1st, 10-‐12, room 251 During this session each student will be asked to present his/her individual MA research project. The presentation should not only introduce research material, research question, hypothesis and bibliography related to a student’s individual research project but first of all, present theoretical and methodological framework of the project. The feedback received during this session will help students to develop their research proposals to be submitted by December 15th.
Examinations,rulesandstudentinfluence
ExaminationTheformofexaminationforthecourseyouarefollowingisgiveninthesyllabusandthecoursedescription;youwillfindbothinthecoursecompendiumandonthehomepage.Manycourseshavewrittenexaminationsthataretakeninanexaminationhallattheendofthecourse.Othercourseshavetake-homeexaminations,oralexaminationsorotherexaminationassignments.Youmustalwaysregisteryournameforawrittenexaminationinanexaminationhall.YoudothisviaMystudies,whichyouwillfindatmitt.su.se.Thatisoneofthereasonsitisimportantthatyouactivateyouruniversityaccount,whichyoudoviathesamewebsite.Take-homeexaminationsandhand-inassignmentsdonotrequireregistration.SpecialguidelinesapplytoexaminationsandtheyarethesameforthewholeofStockholmUniversity.SeetheRulebook,Book2http://www.su.se/regelboken/bok-2/utbildning-på-grundnivå-och-avancerad-nivå
RulesforexaminationhallexamsAtawrittenexaminanexaminationhalltheinvigilator’sinstructionsapply.AllstudentsareobligedtofollowtherulesandinstructionsgivenbytheinvigilatorandtoshowavalidIDcardandanymaterialtheymayhavebroughtwiththem.
• Placing:Eachstudentmustsitwherethereisanexaminationpaperputoutorwheretheinvigilatorindicatesaseat.Itisnotpermittedtomovetheexaminationpaper.
• Leavingtheexaminationhall:Itisforbiddentoleavetheexaminationhallbefore30minutesaftertheexamhasbegun.
• Cominglate:Studentswhocomemorethan30minuteslatetoanexaminationmaynottakepartintheexamifanotherstudenthaslefttheexaminationhall.Cominglatedoesnotentitleastudenttoextendedexaminationtime.
• Personalbelongings:Outerclothingandbagsaretobeplacedwheretheinvigilatorindicates.
• Paper:Examinationanswersmayonlybewrittenonthepaperthatishandedout.Thisalsoappliestoroughdrafts.
• Aids:Atexamswhereaidssuchasdictionariesareallowed,theinvigilatorwillcheckthattherearenonotesinthebooks.
• Banonspeaking:Itisforbiddenforexaminationcandidatestospeakwitheachotherorusemobiletelephonesaftertheexamhasstarted.Thisalsoappliestovisitstothebathrooms.
• Breaksandbathroomvisits:Whenanexaminationlastsmorethanfivehours,therewilla30-minutebreak.Theinvigilatorwillindicatewhichbathroomsmaybeusedandstudentsmustfollowtheinvigilator’sinstructions.
• Handing-in:Examinationcandidatesareforbiddentotaketheiranswerpapersoutoftheexaminationhall.Theymustbehandedpersonallytotheinvigilator.
Notethatevenablankanswerpapermustbehandedtotheinvigilatorbeforethestudentleavestheroom.
• Identification:Whenhandingintheexampaperstotheinvigilator,studentsmustshowavalidID1.Studentsmustalsowritetheirsignatureattheplacemarkedwhenhandingtheirpaperiniftheinvigilatorrequiresit.
• Cheating:Studentswhoaresuspectedofcheatingmaycontinuetodotheexamiftheyshowandhandoveraprohibitedaid.Theinvigilatorwillofferthestudentapermittedaidinexchange.Anycheatingand/ordisturbingbehaviourwillbedealtwithafterareportfromtheHeadofDepartment/DirectorofStudiesbytheUniversityVice-Chancellorasadisciplinarymatter.
Take-homeexaminationsJustaswithawrittenexaminanexaminationhall,atake-homeexammustalwaysbewrittenindependentlyunlessotherwisespecifiedinthecoursedescription.Inmostcases,take-homeexamsarehandedinviatheMondocourseportal.Seetheinstructionsinthecoursedescription.Formoredetailsabouthowtousesourcesandreferencesinyourtake-homeexam,seethedocumententitled“Formalmatters,usingreferencesandquotations”.
SpecialneedsIfyouareinsomewaydisabled,whichmeansthatyouneedspecialsupportand/oraids,alwayscontactServicefordisabledstudents([email protected])ingoodtimebeforethecoursestarts.YoushouldthencontacttheDirectorofStudiesattheDepartmentofAsian,MiddleEasternandTurkishStudies([email protected])Availableassistanceincludes,forexample,adaptingrooms,coursetextbooksastalkingbooks,note-takingassistance,mentorsupport,extendedtimeforexamsandsoon.
CourseEvaluationAfterthecompletionofacourse,asastudentyouhavetherighttoexpressyouropinionsandexperienceofthecourseintheformofacourseevaluation.Courseevaluationsaregivenanonymouslyinconnectionwithexamsorthelastlessonofacourse.Courseevaluationsareanswereddigitallyviacomputer,mobilephoneorthelike.Alinktothecourseevaluationissenttoyouremailaddressandmustnormallybeansweredwithinoneweek.TheresultofthecourseevaluationsisthenavailableforyouasastudentinafileintheStudentOfficeshortlyafteracoursehasbeencompleted.Ifforsomereasonyouhavenotbeenabletofillinacourseevaluationforacourseyouhavetaken,youcangetintouchwiththeStudentOffice([email protected]).
1TypesofIDthatareacceptedare:adrivinglicence,apassportandavalidIDcard.Apolicereportthatisnotmorethanthreemonthsoldshowingthatthecandidate’sIDhasbeenstolenorlostisalsoaccepted.ForeignIDsarealsoaccepted,preferablyapassportandIDcard,providedthattheIDdocumentdoesnotneedtobetranslatedforthecandidatetobeidentified.
Formalities:sourcecriticismandplagiarism
SourcecriticismRememberalwaystobecriticalofthesourcesyouuseandchoosethemcarefully.Itisalwaysimportanttobeabletoexplainwhyyouchoseacertainsource.BeingcriticalofyoursourcesisparticularlyimportantwhenyouuseinformationtakenfromtheInternet.Check,forexample,whowrotetheinformationonthehomepageyouuse,whythehomepagehasbeencreated(e.g.forpropagandapurposes).AtSkolverket(TheSwedishNationalAgencyforEducation)youwillfindsomesimplequestionsyoucanusetojudgewhetherahomepageisreliable.Seehttp://www.skolverket.se/skolutveckling/resurser-for-larande/kollakallan/kallkritik/fakta/lathund-1.151074Wikipediaisanexampleofahomepagethatisnotconsideredareliablesourcewhenyouwriteanessayoratake-homeexam.Thereasonisthatvoluntarycontributorsfromallovertheworldhavewrittentheinformationfoundthere.ThatmeansthatthecontentsareopenandfreeandeveryoneisabletoaddandtakeawayinformationfromWikipedia.Formorebooksonthinkingcritically,seeforexample:
• PernillaHultén,Kritiskttänkande,Malmö:LiberFörlag,2007• ThorstenThurén,Källkritik,Stockholm,LiberAB,2005
WritinganessayTherearemanybooksandonlineguidesyoucanuseforsupportwhenyouwriteyouressay.Eventhoughtherequirementsmayvaryalittlefromonesupervisortoanother,thereisagreatdealthatiscommontoallessaywritingattheuniversity.StockholmUniversityLibraryhasaguideforessaywriting:http://su.se/biblioteket/söka-och-använda/skriva-uppsatsTheLibraryalsooffershelpinEnglish:http://su.se/english/library/search-use/writing-an-essayInSwedishthereisalsoAttskrivaenbrauppsats,Rienecker&Jörgensen(Nordli,Haraldtransl.)Lund:LiberFörlag,2004SeealsoOlleJosephsonandArneJarrick,Fråntanketilltext,enspråkhandbokföruppsatsskrivandestudenter,Lund:Studentlitteratur,1996.
PlagiarismYoumaycertainlystudytogetherwithyourstudentfriends,butrememberthatexaminationassignmentsandessaysarenormallydoneindependentlyunlessotherwiseindicatedinthecoursedescription.Whenyourexaminationassignmentoryouressayistobehandedin,itisimportantthatyouworkindependently.Youarenotpermittedtoplagiarisefromastudentcolleague,abookoranInternetsource.Plagiarismmeansusingsomethingthatsomeoneelsehaswrittenwithoutgivingthesource.Sincemuchofwhatyouwriteasauniversitystudentisbasedonpreviousresearch,youwillneedtouseothersources.Thatiswhyitisveryimportantthatyouarecarefulaboutwhereyougetyourinformation.(Readmoreaboutthisunder“Formalities,referencesandquotations”below.Youmayfeeluncertainabouthowyoushoulddealwithplagiarism;inthatcase,youcanalwaysasktheteacherwhorunsyourcourse.YoucanalsolookatGothenburgUniversity’santi-plagiarismguide:http://www.ub.gu.se/ref/Refero/SeealsoURKUND’sPlagiarismHandbook(inSwedish):http://static.urkund.com/manuals/URKUND_Plagiarism_Handbook_SE.pdfCo-operationwithanumberofuniversitiesinSwedenincludingLinköpingUniversityandUmeåUniversityhasresultedinthesiteSkrivguidenwhereyoucangetsupportforyouracademicwriting:http://skrivguiden.seInmanycases,itismisunderstandingthatleadstosuspicionsofcheating,soitisextraimportantthatyouarecarefulalwaystostatethesourcesyouhaveused.
TurnitinTheTurnitinprogramchecksallexaminationassignmentsintheformoftake-homeexamsandessaysbeforetheyaregiventotheteacherforcorrection.Turnitinisatext-matchingtoolthatcomparesyourinformationwiththatofotherstudents,andwithbooksandInternetsources.Ifateachersuspectssomeformofcheating,sheorheisobligedtoreportittotheDirectorofStudiesortheequivalentattheDepartmentofAsian,MiddleEasternandTurkishStudies,whointurnhastoreportthesuspiciontotheDisciplinaryCommitteeatStockholmUniversity.ItistheDisciplinaryCommitteethatdecideswhetherornotsomethingistoberegardedascheating,nottheDepartmentofAsian,MiddleEasternandTurkishStudies,whichonlyreportsasuspicionofcheating.Thereasonforthisistoensurethatthestudentwhoissuspectedofcheatingwillgetafairhearing.
Formalities:referencesandquotationsWhenyouwriteanexaminationassignmentintheformofanessayoratake-homeexam,itisimportantthatyouarecarefultoreportthesourcesyouhaveusedinyourwork.Thisisdonebygivingreferences,intheformofnotesandalistofsources.Therearemanybooksaboutthewaytodealwithreferences,bothatthelibraryandontheInternet.Belowyouwillfindasummaryofsomeofthethingsthatareimportanttobearinmindconcerningreferences.Whenyouwriteanexaminationassignment(aBAorMAthesis)youshouldalsotakeintoaccountwhatappliestoyourparticularcourse.Seethedescriptionofthecourseyouaretaking.
Referencesintexts,differentmodelsTherearevariousmodelsfordealingwithreferencesintexts.TwocommonlyusedonesaretheHarvardModelandtheOxfordModel.TheHarvardModelmeansthatyoureferdirectlyinthetext,whiletheOxfordModelmeansthatyoureferinafootnote(seetheexamplesbelow).Neitherofthesemodelsisrightorwrong,butinyourparticularfieldtheremaybeatraditionofusingoneortheother.Itisimportantforyoutobeconsistentinyourchoiceofmodel,sothatyoualwayschoosetoreferin,forexample,footnotesifthatiswhatyoudecideon.
Quotations,abouttheuseofnotesQuotationsarecommonlyusedintexts.Quotingmeansthatyoureproduceverbatimsomethingthatsomeoneelsehassaidorwritten.Aquotationmustalwaysbegivenexactly,evenifitcontainsspellingmistakes.Afterthequotationyoumustalwaysstatewhereitcomesfrom.Youdothisdirectlyafterwards,eitherinafootnoteorinbrackets,dependingonthemodelyouhavechosen.Ifthereisaspellingmistakeinthequotation,youcanindicateitwith[sic]directlyafterthespellingmistaketoshowthatthatyouarenottheonewhohasmadethemistake.Ifthespellingmistakeisparticularlyserious,youcanwrite[sic!].AreferenceafteraquotationaccordingtotheHarvardModelcanlooklikethis:“Areasonablerequirementforascientificconceptualapparatusisthatitispossibletouseitinpractice.”(Persson&Sahlin,2013:205).AreferenceafteraquotationintheformofafootnoteaccordingtotheOxfordModelcanlooklikethis:“Areasonablerequirementforascientificconceptualapparatusisthatitispossibletouseitinpractice.”2
2JohannesPersson&Nils-EricSahlin.Vetenskapsteoriförsanningssökare:FriTankeFörlag,2013,205.
LongquotationsIfaquotationisshort,asintheexamplesabove,itisplaceddirectlyinthetext.Ifthequotationisalongone,itshouldbeplacedinaparagraphofitsown,forexample:
Fördenfranskelitteratur-ochkulturteoretikernRolandBarthesärdetcentraltattberättarinstansenskiljsifrånförfattarensochberättelsenssubjekt(1988).Densomtalariberättelsenärintedensomskriveriverkligalivet.Ochdensomskriverärintedensomär.DetfinnsenligtBarthestvåolikasortersberättarpositioner:berättarensompersonligelleropersonligberättarinstans.Dettamotsvararintegivetskillnadenmellanenberättareiförstarespektivetredjeperson.Enberättelsekanskrivasitredjepersonochändåvarapersonlig.3or(Johansson,2005:39).
Notethatthequotationaboveisplacedinaparagraphofitsown,withanemptylineatthebeginningandattheend,andthatithasamarginonbothsides.Aquotationofthiskindneednothavequotationmarksatthebeginningandend.
QuotationswithinquotationsIfthepersonyouquotehasinturnquotedsomeoneelse,thisshouldbeshownwithinsinglequotationmarks,forexample:“Finally,uponreachingtheattractivelandscapesinMitava,hewrites:‘ThecountrysidehereismuchprettierthanLivonia,throughwhichonewouldnotregrettotravelwithhiseyeshalfclosed.’”44or(Lewis,1995:57).
ReferringtothesameauthorandworkimmediatelyaftereachotherIfyouquoteorrefertothesameauthorandworkimmediatelyaftereachother,youneednotrewritethewholereference.Instead,write“ibid”ifitalsoreferstothesamepage.Ifitreferstoanotherpageinthesameworkandbythesameauthor,write“ibid,43”.5
SummaryAsummaryisanaccountofanauthor’stextinyourownwords.Thismakesitpossibleforyoutochoosewhatyoufeeliscentralorwhatyoufeelismostrelevantforyourassignment.Ifyouinsertyourownopinionsorsuppositions,youmustbeverysuretoindicatethat.Youneednotusequotationmarksinasummarybutyoumustindicatethereferencesothatthereadercanfindthesource.Putthereferenceinbracketsinthetextorintheformofafootnote(seeabove).
3AnnaJohansson.Narrativteoriochmetod.Lund:Studentlitteratur,2005,139.4S.MarkLewis,ModesofHistoricalDiscourseinJ.GHerderandN.MKaramzin.NewYork:PeterLangPublishingInc,1995,57.5Ibidmeans“inthesameplace”andisanabbreviationoftheLatinibidem
ListofReferences/BibliographyTheListofReferences,alsocalledBibliography,isthelistofbooksandarticlesyouhaveusedwhenwritingyourexaminationassignment.TheListofReferencesmustalwaysbegivenattheendandifyoulikeyoucandivideitintoPrimaryandSecondarySources,orInternet-basedmaterial,Articles,Interviewsandsoonifyouhaveusedsuchmaterial.TheListofReferencesmustbeinalphabeticalorderaccordingtotheauthor’sfamilynameandmaylooklikethis:Hamori,Andras,OntheArtofMedievalArabicLiterature,Princeton,NewJersey:PrincetonUniversityPress.Ifyouhaveusedtwoormorebooksbythesameauthor,youneednotwritetheauthor’snamemorethanonce.Notethatthebooksshouldbearrangedchronologically.Itmaylooklikethis:Mernessi,Fatima.WomenandIslam.AnHistoricalandTheologicalEnquiry.Oxford:BlackwellPublishers.1991._______,Women’sRebellion&IslamicMemory.LondonandNewJersey:ZedBooks.1996.
ChaptersinabookWhenyourefertoawholebook,youneednotgivethenumberofpages,butifyouuseonechapterinananthology,youshouldgivethepagenumbersinyourbibliography,forexample:Lee,Peter&Ashby,Rosalyn.“ProgressioninHistoricalUnderstandingamongStudentsAges7-14”,Knowing,Teaching&LearningHistory.NationalandInternationalPerspectives,editedbyPeterN.Stearns,PeterSeixasandSamWineburg,NewYorkandLondon:NewYorkUniversityPress.2000.pp.199-222.
ArticlesIfyoursourceisanarticle,itmaylooklikethisinyourbibliography:Kessy,EmanuelThomas.“TheTransitionfromTheLaterStoneAgetoIronAgeinKondoa,CentralTanzania”,inTheAfricanArchaeologicalReview.Vol.30No.3September2013,pp225-252.
InternetsourcesIfyoursourceisapagefromtheInternet,forexamplefromaworkofreference,thereisoftenanoteonhowtorefertoitonthesamepage.WhatdistinguishesanInternetsourcefromaprintedsourceisthatyouindicatewhenyouhavereadthepage.
ReadingtipsontheInternethttp://www.chicagomanualofstyle.org/16/contents.html
