How to Prepare Your Project Report under Skill Enhancement Course (SEC-01) for English, CCFUP 2023-24 NEP, Vidyasagar University: Guidelines and Guidance

Prepared by Tarun Tapas Mukherjee
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Guidelines
A. Select your topic: Selecting a topic for a research paper in literature can be both exciting and daunting. Here are some steps to guide you:

• Consult Your Teachers: Talk to your teachers and seek their advice in the selection of your topic.
• Discuss with peers/classmates and senior class fellows.
• Choose a topic that genuinely interests you now and will continue to engage you in the future.

B. Review Existing Literature:

• A research project should be original and novel. So, methodically review existing literature on your topic.
  Use keywords related to your topic in literature searches.
• Explore open-source resources like Google Scholar, Wiley Online Library, JSTOR, ResearchGate, and EBSCO.

C. Finalizing Your Topic

Finally, consider the questions:

• Is your proposed topic too broad or too narrow?
• Is it important and interesting?
• What might be the implications of your research?
• How does it fit with or challenge existing knowledge?
• Whether it adds anything new to the existing scholarship?

Remember to keep an open mind during your literature review. Unexpected findings may lead you to rethink your idea or take an entirely new direction.

D. Title

• The title is important not just because human readers choose an article by looking at it, but also because the search engines, AI programmes from scholarly search services, indexing agencies, data interpreters etc read the title and interpret it in terms of relevance of the keywords in the current global context.
• The title of an article should convey the theme of the article. Better to base it on the thesis statement and make it self-evident with the theme of the article.
• Sometimes, a title may match another article. So, search Google Scholar with your title and you may find what keywords are used by others. You may think of rephrasing the title.
• But while rephrasing the title do not leave the crucial keywords even if they match with other titles.
• Never keep a title vague, ambiguous and insipid.

E. Abstract

• Include a thesis statement in the abstract: the central point of what you intend to discuss, argue, discover, establish etc. Briefly introduce the theme and tell the readers how you intend to proceed. The thesis statement or research question must be original and novel and not outdated or cliched.
• Do not include quotations in the abstract. Only one very significant short quote can be used. Otherwise, its singular nature will be lost.
• Having a focused and singular thesis statement is helpful both for the writer and the readers. A writer finds it easier to handle the actual discussion if the thesis statement is singular.

F. Introduction and Goals/Objectives of Research/Study
Introduce the scholarly problem/discovery/points of analysis directly without much background. Scholarly readers are expected to be familiar with the background and so, do not discuss the background or history at length. Once again include here the goals/objectives of your research.

G. Review of literature
In some fields, a review of literature is compulsory to include in an article. However, even if it is necessary, do not include it just for the sake of increasing the length of the article. Include them as per their relevance in your study. Devote more space and energy to present your study systematically.

H. Research Method/Theoretical Framework
The validity of a research method needs to be checked and fixed in consultation with your teacher. A proper research method can bring out true research output both for quantitative and qualitative research.

A theoretical framework in research refers to a set of concepts, theories, ideas, and assumptions that serve as a foundation for understanding a particular phenomenon or problem. It provides a conceptual framework that helps researchers design and conduct their research, as well as analyze and interpret their findings.

• Types of Theoretical Frameworks:
  • Conceptual Framework: This type defines the key concepts and relationships between them. It provides a theoretical foundation for a study or research project.
  • Deductive Framework: Starting with a general theory or hypothesis, this framework uses data to test and refine it. It is commonly used in quantitative research.
  • Inductive Framework: This approach begins with data and develops a theory or hypothesis based on emerging patterns and themes. It is often used in qualitative research.
  • Empirical Framework: Focusing on the collection and analysis of empirical data (such as surveys or experiments), this framework is prevalent in scientific research.
  • Normative Framework: It defines a set of norms or values guiding behaviour or decision-making, commonly used in ethics and social sciences.
  • Explanatory Framework: This framework seeks to explain the underlying mechanisms or causes of a particular phenomenon or behaviour, often used in psychology and social sciences.
• Components of a Theoretical Framework:
  • Concepts: These are the basic building blocks of a theoretical framework—abstract ideas or generalizations representing objects, events, or phenomena.
  • Variables: Measurable and observable aspects of a concept, which can be manipulated or measured to test hypotheses.
  • Assumptions: Beliefs or statements taken for granted and not directly tested in a study, providing a starting point for hypotheses.
  • Propositions: Statements explaining relationships between concepts and variables.
  • Hypotheses: Testable predictions derived from the theoretical framework, guiding data collection and analysis.
  • Constructs: Abstract concepts inferred from observable variables2.

I. Discussion/Analysis

• Develop your arguments or establish your points with a detailed analysis supported by the textual references and the established critical opinions. Use inline citations. Verify the citations of authorities also as things may change with the course of time and discoveries/insights may come out. Make use of the existing and latest scholarship in the area. In some cases, the latest research may not be available in the form of full-fledged research articles. In such cases, make use of whatever is available: interviews, book reviews, newspaper or magazine articles or news items.
• Avoid creating endnotes or footnotes. Try to accommodate your points inside the body of the article.
• Break your discussion under subheadings based on the argument to make the article thematically coherent and critically sound. All the paragraphs need to be thematically linked.
• Avoid first-person view and pronouns, activistic utterances, gender/ language/ culture /racial bias and overstatement.

J. Findings/Observations (Qualitative Method)

Remember that qualitative findings are not just about presenting raw data; they require thoughtful interpretation and contextualization. Your goal is to guide readers through the richness of your qualitative study, helping them appreciate the depth and complexity of the phenomena you explored. When reporting research findings using a qualitative method in a research paper, it’s essential to present your results in a clear, meaningful, and well-organized manner. Here are some strategies to structure and communicate your qualitative findings effectively:

• Tables (but not ONLY tables):
  • Overview: Use tables to provide an overview of what you’re about to present in your findings. Include themes, supporting evidence, and the meaning or explanation of each theme.
  • Content: Within the table, summarize key findings, relevant quotes, and descriptions related to each theme.
  • Purpose: Tables help organize information and allow readers to grasp essential findings at a glance.
• Themes/Findings as Headings:
  • Structure: Present each major theme or finding as a clear heading.
  • Explanation: Under each heading, describe the theme or finding in detail. Use supporting quotes or examples from your data to illustrate the theme.
  • Contextualization: Explain how each theme contributes to answering your research questions or addressing your study objectives.
• Research Questions as Headings:
  • Alignment: Organize your findings based on the research questions or hypotheses you posed.
  • Subheadings: Use subheadings to address each specific research question individually.
  • Narrative Flow: Provide a coherent narrative that connects your findings to the research questions.
• Vignettes:
  • Narrative Approach: Create vignettes or short narratives that vividly depict specific instances or experiences related to your findings.
  • Depth and Richness: Vignettes add depth and context to your qualitative analysis, allowing readers to engage with the data.
• Anchoring Quotations:
  • Introduction: Introduce a theme or finding with a relevant quote.
  • Explanation: Explain the significance of the quote and how it supports your finding.
  • Integration: Seamlessly weave the quote into your narrative, providing context and interpretation.
• Anchoring Excerpts from Field Notes (Field Study):
  • Contextual Insights: Include excerpts from your field notes or observations to provide context.
  • Illustrate Process: Show how your fieldwork contributed to the overall findings.
  • Holistic Understanding: Use these excerpts to enhance readers’ understanding of the research process and its nuances.

K. Conclusion

• The Conclusion of a research study should not be just a summary of what you have said before. You need to provide new insights/arguments/discoveries based on your arguments supported by the text and the citations of authority. So be confidently critical and definitive. Vagueness is to be avoided. Research is a continuous process and is never finished. A conclusion needs to incorporate a promising aspect for future research and imply such a direction.
• Writing a conclusion for a research study using a qualitative method is essential for summarizing your findings and leaving a lasting impression. Here are some steps to guide you:
  • Restate the Problem: Remind the reader of your research problem or question. Avoid using phrases like “In conclusion” or “To conclude.” Instead, find a novel way to circle back to the problem from the detailed ideas discussed in the body of your paper.
  • Summarize the Paper:
    Recap how your research addressed the problem. Restate your thesis and arguments. (Summarize overall findings or key insights from your data.)
  • Discuss Implications:
    Reflect on the broader implications of your study. Consider how your findings contribute to new knowledge or understanding. Discuss practical implications for ideas, practices, or future research.

L. Referencing
Follow the latest version of MLA.
References prove the kind of primary and secondary materials you have used. Do not include just names to make the list longer.
Rather use references to document your research and explain better.
The scholarly community looks for the use of existing and latest research in a particular field.

M. An Example Following the Guidelines:

Title: Shakespeare’s Three Witches as Gender Misfits

Abstract
William Shakespeare’s play Macbeth introduces the enigmatic characters known as the Three Witches (often referred to as the “weird sisters”). These supernatural beings play a pivotal role in the unfolding tragedy, influencing the fate of Macbeth and those around him. In this research paper, we delve into the gender dynamics embodied by the Three Witches, exploring their misfit status within the binary framework of masculinity and femininity. By analyzing their language, symbolism, and cultural resonances, we uncover how Shakespeare challenges conventional gender norms through these mysterious figures [Thesis Statement].

Introduction
Shakespeare’s portrayal of gender roles in Macbeth is multifaceted. While Lady Macbeth defies traditional expectations of femininity, the Three Witches present an even more intriguing case. They exist outside the boundaries of human gender, blurring the lines between male and female. Our exploration focuses on their subversive nature and the ways in which they disrupt normative gender constructs (Goals/Objectives of Research/Study).

The Three Witches: An Overview
Supernatural Powers: The witches possess supernatural abilities, allowing them to manipulate events and characters.
Rhymed Speech: Their iconic rhyming couplets (“Double, double, toil and trouble…”) set them apart from other characters who predominantly speak in blank verse.
Dangerous Ambiguity: Are the witches independent agents or mere instruments of fate? Their prophecies blur the line between free will and predestination. [In-text citation] “So wither’d, and so wild in their attire, / That [they] look not like the inhabitants o’ the earth, / And yet are on’t” (1.3.41-2)

Literature Review
Existing scholarship on the Three Witches highlights their symbolic significance. Some interpretations view them as embodiments of the Fates from Norse and Greek mythology—entities weaving and cutting the threads of human lives. Others explore their self-fulfilling prophecies and their impact on Macbeth’s actions. Include Some works on this topic. 

Discussion
Gender Subversion: The Witches’ Role
Performance of Gender: Lady Macbeth’s famous “unsex me here” speech underscores the performative nature of gender. The witches, too, challenge fixed gender identities.
Drag Queen Imagery: In our adaptation of Act 1, Scene 5, we depict Lady Macbeth as a faceless drag queen. This choice emphasizes gender performativity and loss of identity.
Shakespeare’s Cross-Gender Casting: The original casting of Lady Macbeth by male actors reinforces the idea that gender is illusory—a role to be played rather than an inherent essence.

Findings
The Three Witches embody an unreasoning, instinctive evil. Their gender ambiguity disrupts the binary framework, inviting questions about power, agency, and destiny. Are they agents of fate or provocateurs of human choices? Present the findings with citations of authority and textual references.

Conclusion
Shakespeare’s Three Witches defy easy categorization. Their misfit gender status challenges societal norms, urging us to reconsider the fluidity of identity and the limitations of binary thinking. As we unravel their mysteries, we glimpse the complexity of human existence beyond prescribed roles. Relate the study to the concerns of our contemporary gender issues. 

Sample References

De Blécourt, Willem. “The making of the female witch: Reflections on witchcraft and gender in the early modern period.” Gender & History 12.2 (2000): 287-309.

Sempruch, Justyna. Fantasies of gender and the witch in feminist theory and literature. Purdue University Press, 2008.

Watterson, Tess. ““Make him a woman:” Gender and witches.” Women in Historical and Archaeological Video Games 9 (2022): 243.