CONTENTS

SUMMARY OF IMPORTANT INFORMATION …………………. 2

WELCOME ………………………………………………………….. 3

TEACHING CONTACTS …………………………………………... 4

AIMS AND OUTCOMES …………………………………………… 5

MODULE TIMETABLE …………………………………………….. 6

METHODS OF STUDY …………………………………………….. 8

STUDY RESOURCES …………………………………………….. 10

ASSESSMENT …………………………………………………….. 12

ACADEMIC MISCONDUCT ……………………………………… 17

STUDENT FEEDBACK …………………………………………… 18

ASSESSMENT CRITERIA ……………………………………….. 19

APPENDICES

1: Articles for Assignment 1 ……………………………….. 22

2: Report coversheet ………………………………………… 97

3: Feedback sheet …………………………………………… 99

SUMMARY OF IMPORTANT INFORMATION

Module Leader: Maggie Chapman

Contact Information: Room 307, South Craig, Craighouse

Tel: [phone]

Email: [e-mail]

Classes: Lectures: Mondays 11am-12noon, Merchiston

Room A17, weeks 2-12

Workshops: Mondays or Fridays, weeks 2-12

Various times/places depending on group

Stats classes: Thursdays or Fridays, weeks 2-12

Tutorial rooms and Jack Kilby computer lab

Assessment: 1: Evaluative Report, 2500 words, worth 70%

Part 1 due: tutorial classes in week 5

Part 2 due: 4pm, Mon 19^th January (week 15)

2: Statistics Portfolio, worth 30%

Ongoing, in-class assessments and tests

Communication: Email: make sure you check your university email address regularly, as this is the one that will be used for module notices

WebCT: check WebCT regularly for announcements, information updates, guidelines and discussion fora

WELCOME

Welcome to this module - an introduction to the whys and wherefores of social science research. You will learn about specific social sciences (geography, history, politics, psychology and sociology) in the other modules over the course of your degree. However, you are also expected to develop an understanding of research - what it is, why social scientists research, how they research. This will provide the foundations for the research project that you will have to complete in your final (honours) year. This module will introduce you to some of the approaches to social scientific concepts, ideas, and debates that you will be discussing in more detail in later years. It also provides an introduction to handling data, as well as developing generic skills that will be applicable throughout your time at university.

The module addresses four broad questions:

• What is social science research?

• What are the different types of social science research?

• How do we assess social science research?

• How do we handle social science data or information?

This module handbook provides information about the module, including class timetables, assessment information, reading lists and study skills information. Please keep it safe for reference throughout the course of the module.

A Workshop Handbook with workshop activities and selected readings has been prepared to accompany this module. This is available from your workshop tutor or from the School of Health and Social Sciences Office, Room 201, South Craig, Craighouse Campus. You will need to pay (£2) for this handbook at Reception at Merchiston BEFORE you can collect it, but please make sure you collect it as soon as possible as it contains essential information for the workshops/tutorial classes.

A Statistics Handbook with data handling exercises and information for the stats practicals/labs is the third booklet that you need to collect and keep safe. These will be distributed in the first stats class in week 2, so please make sure you bring £2 to pay for this handbook.

TEACHING CONTACTS

Module Leader Maggie Chapman

Rm 307 South Craig, Craighouse Campus

Tel: [phone] Email: [e-mail]

Other HSS Staff Kathy Charles

Tel: [phone] Email: [e-mail]

Salma Siddique

Tel: [phone] Email: [e-mail]

Morag Williamson

Tel: [phone] Email: [e-mail]

Maths/stats staff Geoff Pontin

Tel: [phone] Email: [e-mail]

Ian Thomson

Tel: [phone] Email: [e-mail]

Ian Morton

Email: [e-mail]

Any general queries, comments or feedback regarding this module should be directed to Maggie Chapman. All staff can be contacted by email, and we encourage you to contact us in this way as it avoids wasted trips to see us when we are not in. We can also be contacted by phone - leave a message if you get an answering machine and we will return your call. Messages can also be left with the Faculty Administrator, Anthea Main, in the School Office, Room 201, South Craig, 455 6011, [e-mail]

WebCT

You should all have access to WebCT, where you will find information about all your modules. For this module, WebCT will be used as a storage site for Module information, lecture slides, workshop notes, data sets, assignment details and discussion fora. You MUST keep an eye on this site to ensure that you are kept up-to-date with additional information or module changes.

AIMS AND OUTCOMES

Aim

The aim of the module is to introduce you to the key issues and debates in Social Science research.

Learning Outcomes

During the course of the module, you will:

1. Gain an appreciation of the nature of `evidence' and its application within social science research

2. Identify key theoretical concepts which underpin social science research

3. Identify similarities and differences between qualitative and quantitative methodologies

4. Outline ethical concerns associated with different types of social science research

5. Organise data and conduct basis statistical tests using SPSS

6. Gain experience in academic report writing

This module will therefore allow you to distinguish between `common sense' approaches and systematic approaches in planning and executing research, based on an understanding of the role of theory in social science. You will learn to recognise the important role of the researcher in the research process, and how this is treated in different types of research. You should become familiar with the various criteria involved in designing and assessing research in a range of social science disciplines. Examples used throughout the module will be drawn from a variety of social sciences, so you will also become familiar with specific aspects of these varied disciplines.

MODULE TIMETABLE

Week 2 Lecture: Introduction to the Module (MC)

Workshop: Studying social sciences research: note-making in lectures and reflective exercise

Statistics Tutorial/Practical: Introduction to statistics and SPSS

Week 3 Lecture: The Nature of Evidence: common sense and social science perspectives (MC)

Workshop: Moving beyond common sense explanations for social phenomena

Statistics Tutorial/Practical: Tables and percentages

Week 4 Lecture: Why do Research? The uses of social science research (MC)

Workshop: Identifying different types of research and using research resource databases [NB: different workshop location this week - Jack Kilby Centre]

Statistics Tutorial/Practical: Measurements of location

*** Class Test ***

Week 5 Lecture: Social Science Research Methodology I (MC)

Workshop: Evaluative Report preparation and article search feedback

*** Bring Part 1 of your Evaluative Report for discussion ***

Statistics Tutorial/Practical: Measures of variability and charts

Week 6 Lecture: Social Science Research Methodology II (MC)

Workshop: Social Science Research Methodology I

Statistics Tutorial/Practical: Skewness and boxplots

Week 7 Lecture: Qualitative Research Design I (MC)

Workshop: Methodology Case Study: Suicide

Statistics Tutorial/Practical: Probability and the normal distribution

Week 8 Lecture: Qualitative Research Design II (MC)

Workshop: Qualitative Research Design I

Statistics Tutorial/Practical: Sampling and confidence intervals

*** Class Test ***

Week 9 Lecture: Quantitative Research Design I (KC)

Workshop: Qualitative Research Design II

Statistics Tutorial/Practical: Hypothesis testing and one-sample t-test

Week 10 Lecture: Quantitative Research Design II (KC)

Workshop: Quantitative Research Design I

Statistics Tutorial/Practical: Independent samples t-test

Week 11 Lecture: Practical and Ethical Issues in Research (MC)

Workshop: Quantitative Research Design II

Statistics Tutorial/Practical: Chi-squared test of independence

Week 12 Lecture: Summary (MC)

Workshop: Practical and Ethical Issues in Research; Module feedback

Statistics Tutorial/Practical: *** Class test ***

Christmas Break

Week 13 No classes

Week 14 No classes

Week 15 No classes

*** DEADLINE for Evaluative Report: 4pm, Mon 19^th January ***

METHODS OF STUDY

LECTURES, WORKSHOPS and PRACTICALS

Every week you will have four hours of timetabled classes: a lecture, a workshop, a statistics class and a computer practical. All classes are COMPULSORY and a register will be taken at all classes. Coursework topics are based on the material which you learn in these classes, so it is important that you attend. Please be ON TIME for all classes and let Maggie/your tutors know if you are going to miss class.

Lectures provide you with a framework of the key issues to be considering and on which to base your own reading. Copies of lecture slides will be available on WebCT before most lectures but please remember that these are not a substitute for attending classes as they will only contain the bare bones of the lectures. Note-making is a skill which may take you some time to master, but this is an essential skill for you to learn as soon as possible. At first it may be useful for you to collaborate with one or two other students so that you can fill in any gaps in your notes. Lectures are weekly on Mondays at 11am in Merchiston Room A17.

Workshops are an extremely important part of your learning in this module. You can learn a lot through discussions with other students and through active participation in class work. There are also opportunities in workshops to develop transferable skills such as communication, problem solving and teamwork. Workshops provide you with the opportunity to clarify any aspect of the module you are not sure of, as well as challenge the material and concepts that the module covers. Workshops start in WEEK 2, and are on Mondays or Fridays, depending on the groups to which you have been allocated. You have been allocated a particular workshop group according to degree programme, so you must attend your allotted group. The Workshop Handbook contains the details of each week's workshop activities, including preparation for you to do before each class. If you arrive in class without having completed the required preparation, you will either be asked to leave the workshop, or complete the work in class. This means you will not be able to participate in the discussions or activities with your colleagues.

Statistics tutorials/practicals cover the introduction to data handling and statistics component of the module. Each week you will have an hour's taught session, followed by an hour in a computer practical class. Again, you have been allocated to specific groups for these classes - please attend your timetabled sessions. There will be several CLASS TESTS in these sessions - you are required to attend these to pass this section of the module (worth 30% overall).

INDEPENDENT STUDY

In addition to the timetabled classes, you are expected to spend 156 hours in independent study. This means about 9 hours per week for this module. The space between formal classes is NOT free time - it is there for you to study. The modular system is based on a forty-hour week, just like a full time job. This time can be spent reading books and articles, reading over lecture notes, preparing for workshops and practicals, and preparing/completing coursework.

WebCT contains valuable additional information to help you develop the skills you need to be a successful student, in addition to copies of lecture notes, readings, data sets, assessment information, and workshop activities:

• Advice on how to write essays and reports

• How to edit and check your written assignments

• Details about referencing

These resources are there for your benefit - please take the time to use them!

We know that many of you have part time jobs and may find it difficult to juggle your commitments. However, you must try and give as much time as possible to your studies. You are here to get a good degree after all.

STUDY RESOURCES

There is a wealth of material available to you to supplement your reading for this module. The following are useful for further reference, or to clarify any queries you might have.

BOOKS

Highly Recommended

• Bryman, A. (2008) Social Research Methods. 3^rd Edition. Oxford: Oxford University Press

• Mason, J. (2002) Qualitative Researching. 2^nd Edition. London: Sage

• Ribbens, J. and Edwards, R. (1997) Feminist Dilemmas in Qualitative Research. London: Sage.

• Seale, C. (2004) Researching Society and Culture 2^nd Edition. California: Sage

General

• Bell, C. and Roberts, H. (1984) Social Researching: Politics, Problems and Practice. London: Routledge.

• Bouma, G. D. & Atkinson, G. B. J. (1995) A Handbook Of Social Science Research. Oxford: Oxford University Press.

• Coolican, H. (2004) Research Methods and Statistics in Psychology. 4^th Edition. London: Hodder & Stoughton.

• Gilbert, N. (2001) Researching Social Life. 2^nd Edition. London: Sage.

• Hammersley, M. (ed.) (1993) Social Research: Philosophy, Politics and Practice. London: Sage.

• Marsh, I. (2002) Theory and Practice in Sociology. London: Pearson Education (Chp 1)

• Pole, C. and Lampard, R. (2002) Practical Social Investigation: Qualitative and Quantitative Methods in Social Research London: Prentice Hall (chp1)

• Marshall, C. & Rossman, G. B. (1999) Designing Qualitative Research. 3^rd Edition. London: Sage.

• May, T. (1997) Social Research: Issues, Methods and Process. 2nd Edition. Buckingham: Open University Press.

• Punch, K. (1998) Introduction to Social Research: Quantitative and Qualitative Approaches. London: Sage.

• Robson, C. (1993) Real World Research: A Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell

• Sarantakos, S. (2004) Social Research 3^rd Edition. Basingstoke: Palgrave.

• Silverman, D. (2004) Qualitative Research: Theory Method and Practice 2^nd Edition. California: Sage.

JOURNALS

You can refer to any history, human geography, politics, psychology and sociology journals that you have been advised of in your other modules. These will contain research-based articles.

Specific research journals are often found online.

• The Qualitative Report: www.nova.edu.sss.QR/index.html

• Sociological research online: http://www.socresonline.org.uk

• Social Science Research: http://idealibrary.com/links/toc/ssre

• Social Research Update: http://www.soc.surrey.ac.uk

DATABASES OF ACADEMIC RESEARCH ARTICLES

You will learn how to search for articles using a variety of databases online, and it is worthwhile to learn your way around the following (not an exhaustive list!):

BIDS: probably the best known bibliographic service for the academic community: http://www.bids.ac.uk/

IngentaConnect Journals: this is free to all: http://www.ingentaconnect.com/

EBSCO: good for psychology sources: http://web.ebscohost.com/ehost/search ?vid=1&hid=16&sid=f0af47ae-1a78-4489-9fee-e26d700b326e%40sessionmgr2

Science Direct: Napier staff and students can also access a number of full-text articles (from University computers: http://www.sciencedirect.com/

Nexus UK: an excellent search facility for national and some local newspapers: http://www.lexisnexis.com/uk/nexis/

SALSER: a searchable database of journals in UK libraries: http://edina.ed.ac.uk/salser/

ONLINE TUTORIALS / TEXTBOOKS ON SOCIAL SCIENCE RESEARCH METHODS

• Knowledge Base: online textbook of research methods: very clearly written and with useful examples: http://trochim.human.cornell.edu/kb/index.htm

• Hyperstat Online: a site dedicated to explaining the use and abuse of statistics in the social sciences: contains good online textbook with worked examples and links to other sites: http://davidmlane.com/hyperstat/index.html

ASSESSMENT

This module will be assessed on the basis of two assignments (i.e. there is no exam for this module):

• An Evaluative Report worth 70% of the module, due on 19^th January, 4pm

• A Statistics Portfolio of class tests, worth 30% of the module

Support for assessments

There is time set aside in workshops, tutorials and practicals for assessment discussion, but beyond this, you can approach your tutors with any queries you might have about the assignments. Please make sure you know who your tutor is! If you need support with any aspect of generic effective learning or writing skills, please contact Daphne Loads, the faculty's Academic Support Advisor by email: [e-mail]

Submission of assessments

All students should post their assignments in the box labelled 1^st year outside the School of Health and Social Sciences Office, South Craig, Craighouse Campus.

PRESENTATION: Make sure you attach the correct cover sheet (available beside the post box) complete with the information requested: your name, matriculation number, programme (BASS, BAHP, etc.), module number (SSC07103), workshop/tutorial group, tutor's name (the person who takes you for the workshops or computer practicals), and date. All reports should be word processed - handwritten work will receive a 5% mark penalty unless otherwise instructed by your tutor. Where appropriate, include a word count, which does not include references (these should be included in a separate list at the end of the report). Assignments that are 10% above or below the required word count will receive a 5% mark penalty.

LATE SUBMISSIONS: Extensions can only be granted in exceptional circumstances: DO NOT assume that you will get one automatically. If you require an extension for personal (health or family) reasons, you must speak to Maggie Chapman in advance of the deadline. If you are unable to submit your assignments on time please speak to the module leader before the hand-in date. The School policy on late submissions is as follows:

Number of working days after due date	Penalty
1 - 5	A maximum mark of 40% will be awarded
More than 5 working days	0% will be awarded, but feedback will be given on request

PLEASE NOTE that, if you fail an assignment, you will only have one attempt at resubmission, so ensure you are punctual, and that you follow assignment and submission instructions. If you have a serious problem that affects your attendance of work submission, you must speak to Maggie Chapman and complete a Mitigating Circumstances form (MC1), which is available from the School office.

Assessment Regulations

All assessments are subject to the University Regulations which can be viewed at: http://www2.napier.ac.uk/depts/registry/regulations.htm

Return of Work

Marked assignments will be returned as soon as possible after the beginning of the second trimester, and feedback will be provided.

Assessment Criteria

Assessment criteria for the report are detailed at the end of the module handbook. You are advised to read through these criteria so that you are clear about how your work will be marked.

ASSIGNMENT 1: Evaluative Report - 70%

For this assignment, you are required to compare, contrast and evaluate two research papers from academic journals. The articles should meet these criteria:

• Both articles must report on studies that involve primary research (discussing research that the authors have carried out themselves)

• One must be reporting on a qualitative project and the other one must be reporting on a quantitative study

• The articles must be on the same broad topic (e.g. gender; memory, health)

One of the articles has been selected for you (see details in Appendix 1), and you have to find the second one to meet the above conditions. The articles selected for you come from various social science disciplines, and you are encouraged to select the one that matches your own subject interests most closely.

There are two parts to this assignment:

Part 1 - Selection of Articles

Deadline for discussion: workshop classes in week 5

Part 2 - Evaluative Report (word limit = 2500 words excluding references)

Deadline: Monday 19^th January 2009, 4pm (Week 15)

Instructions for Part 1 (Discussion in Week 5 workshop)

1. Read through the articles in Appendix 1 and select one that interests you most

2. Complete the first section of the report cover sheet (found on WebCT, a copy of which is at Appendix 2), recording what type of research the article presents (qualitative or quantitative)

3. Search for a second article to complement the one you have selected, using the search facilities described in Week 4 (library catalogues, online databases, etc.)

4. Print out or photocopy the second article

5. Complete the second section of the report cover sheet, including the full citation of the second article, how you conducted your search for it, and the type of research presented in the article

6. Bring the cover sheet AND COPIES OF BOTH ARTICLES to the workshop in Week 5

7. If your second article does not meet the above criteria, you must find another article and get it checked by your tutor before beginning part 2 of the report. If you submit a report based on incorrectly chosen articles, you cannot pass this assignment.

8. Once you are happy that both articles meet the above criteria, proceed to part 2.

Instructions for Part 2

Evaluate the articles in relation to the research carried out. Your report should not exceed 2500 words (include a word count at the end of the report), and should be fully referenced. Write your report in the following sections:

1. Introduction: brief introduction on the choice of articles, their disciplinary context, and what you will discuss in the report.

2. Article 1: see below

3. Article 2: see below

4. Conclusion: draw some conclusions comparing and contrasting the two pieces of work.

Under the Article 1 and 2 sections, report under the following headings:

• Research Topic: What is the topic being discussed? What is the research question?

• Methodology: what is the methodological approach of the study? Is this explicit or did you have to work it out for yourself? Do they justify their approach? Do they relate their approach to any theoretical position?

• Methods: What research methods were used? Do they consider alternative methods?

• Qualitative or Quantitative: which type of research is this? Do they explain or discuss this? Do you think this is a suitable approach for the topic?

• Assessment: discuss the research in terms of such issues as validity, reliability, bias; the role of the researcher; objectivity and subjectivity.

• Ethical and Practical Considerations: what concerns or problems did the researcher face and how did they deal with these? How did they shape the research itself? If there is no discussion of these do you think there should be?

Submission of Assignment 1

The deadline for this assignment is Monday 19^th January 2009, at 4pm. Submit your report, with the 1^st year cover sheet correctly completed, in the 1^st year box outside the School Office, South Craig, Craighouse Campus.

Make sure you include the following:

• Report cover sheet with details of both articles, as for part 1 of the assignment

• Copies of both articles

Always keep one copy for yourself, in case something happens and we need to get you to resubmit your work.

Examples of the marking feedback sheet that will be used for this assignment can be found in Appendix 3.

ASSIGNMENT 2: Statistics Tests/Portfolio - 30%

The statistics and data handling component of this module will be assessed by on-going Class Tests that will take place in the tutorial/practical sessions. Each week you will gather information that will contribute towards each test so please keep all this information together (perhaps in a portfolio - use WebCT for this if you like). Depending on class progress with the various topics, the tests will be in weeks 4, 8 and 12, but this might change, so make sure you attend each class.

ACADEMIC MISCONDUCT

Academic misconduct is defined as any attempt by a student to gain an unfair advantage in assessments. This includes acts of plagiarism, cheating, collusion, falsification or fabrication of data, impersonation or bribery.

PLAGIARISM

Napier University's Student Disciplinary Regulations (2002) define plagiarism as:

The deliberate and substantial unacknowledged incorporation in a student's work of material derived from the work (published or unpublished) of another. Plagiarism may therefore include:

1. The extensive use of another person's material without reference or acknowledgement;

2. The summarising of another person's work by simply changing a few words or altering the order of presentation without acknowledgement;

3. The substantial and unauthorised use of the ideas of another person without acknowledgement of the source;

4. Copying of the work of another student with or without that student's knowledge or agreement;

5. Deliberate use of commissioned material and presented as the student's own.

(Appendix II: 1)

Any cases of suspected academic conduct/ plagiarism will be reported to the School Plagiarism Officer. If plagiarism is concluded to have taken place, students may face:

• a reduction in marks

• the failure of the assignment

• the failure of the module

• withdrawal from the degree programme

Students should refer to the Student Disciplinary Regulations for further details.

STUDENT FEEDBACK

The staff of the School of Health and Social Science believe in the value of listening to, and learning from, all students on its courses. We want to monitor and improve our teaching, and deal with any problems you have which affect the quality of your learning. So we have put in place various mechanisms through which you can broadcast your views and alert us to any problems you encounter:

• your tutors and lecturers are your immediate point of contact and you should raise anything that is troubling you with them in the first instance

• if this is not appropriate or convenient you can talk to the Module leader, as outlined elsewhere in this document

• you will be able to elect student representatives. Your representatives will have meetings with staff to communicate about all aspects of the School's teaching, organisation, curriculum, assessment procedures and facilities. You can raise any important issues you have with your class representatives who will then be able to put them on the agenda of the next available meeting

• towards the end of the module we will circulate a brief questionnaire to get your assessment on the quality of the organisation, content and teaching of this module. Your input is a very important source of information for us and will influence the shape of the module in the future

ASSESSMENT CRITERIA

Your coursework will be marked according to the following criteria:

• Content/Information: discussion of relevant concepts, theories; appropriate evidence used; recognition of broader context of debates.

• Quality of argument/critical analysis: focus on the question; explores alternative explanations; evaluates ideas; presents original ideas.

• Structure of argument: clear overall structures; use of linking sentences; argument flows.

• Quality of writing: Ideas are expressed clearly using grammatical sentences; appropriate academic style.

• Referencing: reference list is complete; sources cited properly; web site properly referenced.

70+

• There is a clear overall structure which is explicitly announced and adhered to.

• Linking statements make arguments easy to follow.

• Ideas are clearly expressed in grammatical sentences using an appropriate, readable style.

• Thorough analysis of relevant concepts and theories and evidence with proper emphasis on main points and detailed information.

• Shows awareness of issues relating to the broader context of the topic: paradigms, methodologies, current issues.

• Clearly directs arguments towards answering the question.

• Wide-ranging and appropriate use of evidence to support claims.

• A clear pattern of evaluating ideas and evidence and presenting alternative explanations.

• Shows originality in links and lines of argument.

• Argument is consistent and flows well.

• Grammatical, readable and appropriate style.

An answer achieving 70+ must present a coherent, well structured, readable, very well informed argument which is evaluative, well-evidenced, shows originality and relates the topic to the broader context.

60+

• An overall structure is evident and followed for the majority of the essay.

• Linking statements are often used and make most arguments easy to follow.

• Ideas are generally expressed using grammatical sentences in an appropriate, readable style.

• Good analysis of relevant concepts and theories and evidence with proper emphasis on main points and detailed information. Shows student has read beyond the essential reading.

• Shows some awareness of issues relating to the broader context of the topic: paradigms, methodologies, current issues.

• Directs arguments towards answering the question.

• Good use of appropriate evidence to support claims.

• Evaluates ideas and evidence and presents alternative explanations.

• Shows glimpses of originality in links and lines of argument.

• Argument is consistent and flows well.

• Grammatical, readable and appropriate style.

An answer achieving 60+ must be a coherent, well structured, and readable argument which is well informed, uses evidence to back up statements and shows reading beyond the essential texts. Originality of thought and very good use of evidence may compensate for lapses in the argument structure.

50+

• There is evidence of an overall structure, but it is either not clearly announced or is not adhered to.

• Linking statements are sometimes used but gaps or less clearly expressed statements make the arguments less easy to follow.

• Information tends to drive argument rather than vice-versa.

• Ideas are expressed reasonably clearly and whilst there may be some grammatical errors, the style is on the whole readable and appropriate.

• Quite good analysis of relevant concepts, theories and evidence and sufficient detailed information. Shows student has a good grasp of the core information.

• May provide some links to the broader context of the topic: paradigms, methodologies, current issues.

• A tendency to make claims unsupported by appropriate evidence.

• Rarely convincing evaluation of ideas and evidence and only occasionally presents alternative explanations.

• Argument not always consistent and can be stilted and quite difficult to follow.

• Reasonably grammatical, readable and uses an appropriate style.

An answer achieving 50+ must show that the student is reasonably well informed on the core information and uses evidence sufficiently well to present a fairly good argument. Must be evidence of reading beyond basic lecture material. The overall structure should be reasonably good and should include a more than adequate amount of linking statements which help the flow of the argument.

40+

• There are obvious problems with the overall structure: either it is not evident or it is not clearly supporting the argument.

• Few linking statements are used or those that are used rarely help to clarify the argument.

• There may be obvious grammatical errors and the style may diverge from what is appropriate making the essay not very readable.

• Information tends to drive argument rather than vice-versa.

• There may be some errors or gaps but there is a satisfactory analysis of relevant concepts, theories and evidence and sufficient detailed information which shows the student has a basic grasp of the core information.

• A frequent pattern of making claims unsupported by appropriate evidence.

• Few attempts to evaluate ideas and evidence and to balance the argument. These may also be either unconvincing or superficial.

• Argument may be unclear and lack coherence, often stilted and quite difficult to follow.

• Grammar, readability and style satisfactory.

An answer achieving 40+ must show adequate understanding of relevant concepts and theories. Evidence may be lacking or inappropriate. There may be flaws in the argument or an obvious lack in argument directed towards the question and there may be frequent grammatical errors or lack of clarity. Notwithstanding errors, there must be sufficient evidence that the student understands a satisfactory amount to warrant a pass.

30+ Fail (with potential for compensation)

• The overall structure has serious flaws: either it is not evident or it does very little to support the argument.

• There are very few linking statements or those that are used very rarely help to clarify the argument.

• There may be very clear grammatical errors and the style may significantly diverge from what is appropriate making the essay very difficult to follow.

• Information drives argument rather than vice-versa.

• There are many errors or gaps in the analysis of relevant concepts, theories and evidence and overall information is not sufficient to demonstrate even a basic grasp of the core information.

• A very frequent pattern of making claims unsupported by appropriate evidence.

• Very few attempts to evaluate ideas and evidence and to balance the argument. Those included may be either unconvincing or superficial.

• Argument unclear with a lack of coherence, frequently stilted and difficult to follow.

• Grammar, readability and style unsatisfactory.

An answer achieving 30+ fails to demonstrate understanding of relevant concepts and theories. Evidence is lacking, unconvincing or inappropriate. There are flaws in the argument or an obvious lack in argument directed towards the question making the answer fail to present a sufficient case. There may be grammatical errors or lack of clarity. The overall impression is of a student who does not understand sufficiently well to warrant a pass.

Less than 30 Fail (without potential for compensation)

• The overall structure has very serious flaws: either it is not evident or it does very little to support the argument.

• Linking statements are virtually absent or do not help to clarify the argument

• There may be very clear grammatical errors and the style may significantly diverge from what is appropriate making the essay very difficult to follow.

• Information, where it exists, is irrelevant and drives argument rather than vice-versa.

• There are many errors or gaps in the analysis of relevant concepts, theories and evidence and overall information is not sufficient to demonstrate even a basic grasp of the core information.

• The paper consistently makes claims unsupported by appropriate evidence.

• Little or no attempt to evaluate ideas and evidence and to balance the argument. Those included may be either unconvincing or superficial.

• Argument lacking or very unclear with a lack of coherence, stilted and difficult to follow.

• Grammar, readability and style unsatisfactory.

An answer achieving less than 30% shows obvious failure to demonstrate understanding of relevant concepts and theories. Evidence is lacking, unconvincing or inappropriate. There are serious flaws in the argument or an obvious lack in argument, seldom is argument directed towards the question making the answer clearly fail to present a sufficient case. There are grammatical errors or lack of clarity. The overall impression is of a student who has very little understanding of the topic.

APPENDIX 1

ARTICLES FOR EVALUATIVE REPORT

Read through these articles, and choose one that interests you as the first of two for your Evaluative Report. You need to find a second one to meet the assessment criteria. (The PDFs of these articles are available on WebCT)

Adams, A., Buckingham, C.D., Lindenmeyer, A., McKinlay, J.B., Link, C., Marceau, L. and Arber, S. (2008) The influence of patient and doctor gender on diagnosing coronary heart disease, Sociology of Health & Illness, 30(1): 1-18

Eldridge, A. and Roberts, M. (2008) A comfortable night out? Alcohol, drunkenness and inclusive town centres, Area, 40(3): 365-374

Hopkins, P. (2007) `Blue Squares', `Proper' Muslims and Transnational Networks: Narratives of National and Religious Identities Amongst Young Muslim men Living in Scotland, Ethnicities, 7(1): 61-81

Kelly, J. (2007) Hibernian Football Club: The Forgotten Irish? Sport in Society, 10(3): 514-536

McClean, S. (2005) `The illness is part of the person': discourse of blame, individual responsibility and individuation at a centre fro spiritual healing in the North of England, Sociology of Health and Illness, 27(5): 628-648

Reinke, W.M., Herman, K.C., Petras, H. and Ialongo, N.S. (2008) Empirically Derived Subtypes of Child Academic and Behavior Problems: Co-Occurrence and Distal Outcomes, Journal of Abnormal Child Psychology, 36(5): 759-770

Seal, K., Mansell, W. and Mannion, H. (2008) What lies between hypomania and bipolar disorder? A qualitative analysis of 12 non-treatment-seeking people with a history of hypomanic experiences and no history of major depression, Psychology and Psychotherapy: Theory, Research and Practice, 81(1): 33-53

Strayer, D.L. and Johnston, W.A. (2001) Driven to distraction: dual-task studies of simulated driving and conversing on a cellular telephone, Psychological Science, 12(6): 462-466

APPENDIX 2

COPY OF REPORT COVER SHEET

• Please go to the WebCT page for this module and print out the cover sheet from there

• Complete it and bring it to the workshop in Week 5

• Include the final version (completed by word processor) with your final report submission.

SSC07103 Understanding Social Science Research

EVALUATIVE REPORT COVER SHEET

Name of Student: …………………………………………………………………………

Matric number: ……………………………………………………………………………

Report Title: ……………………………………………………………………………….

………………………………………………………………………………………………

ARTICLE 1
Full Citation in Harvard format
Is this qualitative or quantitative, and why?
ARTICLE 2
Full Citation in Harvard format
Is this qualitative or quantitative, and why?
Describe the search process used to find this article

APPENDIX 3

SAMPLE FEEDBACK SHEET

SSC07103 Understanding Social Science Research

EVALUATIVE REPORT FEEDBACK

Name of Student: Malgorzata Karbowiak …………………………………………… Mark: ………………..

Signature of Marker: ………………………………………… Date:31.10.2008

ASSESSMENT COMMENTS	Poor	Fair	Good
Cover sheet included, articles meet all the criteria, copies of both articles included
Structure of Report, Presentation, Writing
Introduction and Conclusion
Article 1
Article 2

3

SSC07103 Understanding Social Science Research - Module Handbook (2008-09)

3

22

PS12013 Introduction to Social Science Research - Module Handbook (2007-08)

SSC07103 Understanding Social Science Research - Module Handbook (2008-09)

100

SSC 07103

UNDERSTANDING

SOCIAL SCIENCE RESEARCH

Module Handbook

2008-2009 : Trimester 1

You must keep this handbook with you for all your USSR classes during this semester. READ it carefully as it contains essential information about the module.

---