整體而言，本課程的目標就是要完成兩件事：第一，寫一篇期刊論文。聽來瘋狂，畢竟學界有太多老師也寫不出期刊論文... 請相信，沒那麼難。各位都是博士班學生，都寫過碩士論文。我們要用幾週時間，共同努力，把各位的碩士論文都改寫成期刊論文投稿發表。第二，寫一個論文計畫書。這點仍然讓人存疑，因為學界有更多老師申請不到各類研究計畫。經由本課程的學習與討論，每位同學應可形成博士論文研究計畫的雛型。包括問題意識（problematique），文獻整理、概念架構、研究假設、資料蒐集的方式、可行性評估等應該關照到的各個環節。我會在環環相扣的知識生產過程中，以我的經驗和你們分享，協助你們完成上述二件任務。但我畢竟只是扮演「教練」的角色，你們才是真正的players，你們投入的程度將決定你們自己的學習成果，也決定你們未來會不會成為永無畢業之日、甚至畢業後又只能眼高手低的無病呻吟之輩。
論文寫作，尤其是學位論文，對大多數的研究生來說常會遭遇著信心危機，常不斷質問自己：「我是否是塊走學術研究的料子？」不過，不必太氣餒和充滿挫折感，因為很多身為過來人的老師們，在他們當研究生的求學階段也常面臨這種soul-searching的自我懷疑。論文寫作的過程本來就是一個充滿起伏跌宕（ups and downs）的歷程，有時候難免會遇到寫作的瓶頸（writer’s block），而陷入膠著不前的愁雲慘霧之中。然而在突破和超克困境後，又會有著「柳暗花明又一村」的意氣飛揚。論文寫作不但是對自己在研究所知識學習的統整勞動，同時也是對個人意志與毅力的嚴峻考驗，有些「寫作症候群」會逐漸浮現，有待寫作者一一克服、化解。
本課程的設計，即在幫助博士班同學能以自己熟悉的或有興趣的議題，有效率而平順地完成一篇論文，也能寫出四平八穩的研究計畫。這門課是「基本功」的在職訓練課程，「學中做」與「做中學」是這門課的基本調性。因此，每一位博班同學都要積極動作，請建立一個研究日誌檔案，記錄你的所思所學，並帶到課堂上來討論。本課程除了是一個工作坊之外，也是一門討論課。我們研讀的教材份量有限，但同學們要相互進入彼此的關懷與困惑，瞭解他人的困難與突破就是自我學習與成長的契機。因此，大家在上課之前要備妥自己的發言、上課時傾聽他人的發言，參與大家的討論。
總之，本課程的主要目的是從「如何確立提問」到「規劃適切的研究設計」，並發展出聚焦與細緻的論點。這是一門論文寫作的「實作課」，是一個知識工匠們的工作坊，所以，Get your hands dirty！這是學者和研究生的本務，論文就得寫，研究就得做。告訴各位，幾年沒寫論文、幾年沒做研究，就再也寫不出論文，也不會做研究了。大家加油。
Overall, the goal of this course is to accomplish two things: First, write a journal article. I heard crazy, but there are too many teachers in the academic world who can't write journal articles... Please believe it is not that difficult. All of you are doctoral students and have written essays. We will spend several weeks working together to rewrite all our scholarly papers into journal papers and submit them. Second, write a essay plan. This is still doubtful because more teachers in the academic world cannot apply for various research plans. Through the learning and discussion of this course, each student should form a concise form of a doctoral research plan. Including problem awareness, document organization, concept structure, research hypothesis, data collection methods, feasibility assessment and other aspects that should be followed. I will share my experience with you in the process of interlocking knowledge production to help you complete the above two tasks. But I just played the role of "teacher". You are the real players. The degree of your investment will determine your own learning results, and whether you will become a day without graduation in the future, or even after graduation, you can only do so. The slightest and low-key moaned without any illness.
Literature writing, especially academic essays, often encounters confidence crisis to most graduate students, and often ask themselves: "Am I a piece of material for academic research?" However, there is no need to be too angry and full of frustration, because many As teachers who have come here, they often face this kind of soul-searching self-doubt during their graduate studies. The process of writing is originally a journey full of ups and downs. Sometimes it is difficult to encounter writer’s block and fall into a smoulder that is stuck in a stalemate. However, after breaking through and overcoming the dilemma, there will be the spirit of "a village with dark willows and flowers". Writing not only focuses on one's own knowledge learning in the research, but also a serious test of personal will and perseverance. Some "writing syndromes" will gradually emerge, and the author needs to overcome and resolve them one by one.
The design of this course is to help doctoral students to complete a paper efficiently and smoothly with questions they are familiar with or interested in, and to write a stable research plan. This course is a training course for "basic skills". "Doing in learning" and "learning in doing" are the basic adjustments of this course. Therefore, every student in the PhD class must act vigorously. Please create a research journal file, record what you think and learn, and bring it to the class for discussion. In addition to being a workshop, this course is also a discussion course. The textbooks we study are limited, but students should enter each other's concerns and confusions, and understand others' difficulties and breakthroughs is a way to learn and grow. Therefore, before going to class, you must prepare your own speeches, listen to other people's speeches during class, and participate in your discussions.
In summary, the main purpose of this course is to develop focus and detail points from "how to establish questions" to "plan appropriate research design". This is a "working course" for essay writing, a workshop for intellectual craftsmen, so, Get your hands dirty! This is the responsibility of students and graduate students. You have to write articles and do research. I would like to tell you that I have never written a essay for several years and have not done research for several years, so I can never write a essay again and will not do research. Come on, everyone.
1. 主要參考書目
畢恆達，2005，《教授為什麼沒告訴我：論文寫作的枕邊書》。臺北市：學富文化。
藍佩嘉，2008，《跨國灰姑娘：當東南亞幫傭遇上台灣新富家庭》。臺北市：行人。
Booth, Wayne C., Colomb, Gregory G., and Joseph M. Williams. 2003. The Craft of Research. 2nd edition. Chicago: University of Chicago Press. ※中譯：《研究的藝術》。臺北市：巨流，2009。
Burawoy, Michael. 林宏宗等譯，2005，《製造甘願：壟斷資本主義勞動過程的歷史變遷》，台北市：群學。
2. 延伸閱讀
Alford, Robert R. 1998. The Craft of Inquiry: Theories, Methods, Evidence. New York: Oxford University Press. ※中譯：《好研究怎麼做：從理論、方法、證據構思研究問題》。臺北市：群學，2011。
Becker, Howard S. 1986. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press. ※中譯：《這才是做研究的王道》。臺北市，群學，2009。
Castetter, William and Richard Heisler. 1988. Developing and Defending A Dissertation Proposal. Pennsylvania: University of Pennsylvania Press.
Gibaldi, Joseph. 2003. MLA Handbook for Writers of Research Papers. 6th edition. New York: Modern Language Association of America. ※中譯：《MLA論文寫作手冊》。第六版。臺北市：書林，2004。
Lieberson, Stanley. 1985. Marking It Count: The Improvement of Social Research and Theory. Berkeley: University of California Press. ※中譯：陳孟君譯，《量化的反思：重探社會研究的邏輯》。臺北市：巨流，1996。
Locke, Lawrence F. etc. 1993. Proposals That Work. London: Sage. ※中譯：《論文計劃與研究方法》。臺北市：韋伯文化，2001。
Strauss, Anselm and Juliet Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Second edition. Thousand Oaks / CA: Sage. ※中譯：徐宗國譯，《質化研究概論》。臺北市：巨流，1997。
Wolcott, Harry F. 2001. Writing up Qualitative Research. Second edition. Thousand Oaks / CA: Sage. ※中譯：顧瑜君譯，《質性研究寫作》。臺北市：五南，1998。（中譯本依據英文版第一版譯出）
1. Main reference books
Graduate, 2005, "Why did the professor not tell me: The Pillow Book of Literature Writing". Taipei City: Learn to be rich in culture.
Blue Peggy, 2008, "Transnational Cinderella: When Southeast Asia helps meet a new wealthy family in Taiwan." Taipei City: Pedestrians.
Booth, Wayne C., Colomb, Gregory G., and Joseph M. Williams. 2003. The Craft of Research. 2nd edition. Chicago: University of Chicago Press. ※Chinese translation: "Art of Research". Taipei City: Juliu, 2009.
Burawoy, Michael. Lin Hongzong et al., 2005, "Making a Gentleman: Historical Changes in the Process of Subsidy and Capitalism", Taipei City: Group Studies.
2. Extended reading
Alford, Robert R. 1998. The Craft of Inquiry: Theories, Methods, Evidence. New York: Oxford University Press. ※Chinese translation: "How to do good research: Research questions from theoretical, method, and evidence structure." Taipei City: Groups, 2011.
Becker, Howard S. 1986. Writing for Social Scientists: How to Start and Finish Your Thesis, Book, or Article. Chicago: University of Chicago Press. ※Chinese translation: "This is the King of Research". Taipei City, Groups, 2009.
Castetter, William and Richard Heisler. 1988. Developing and Defending A Dissertation Proposal. Pennsylvania: University of Pennsylvania Press.
Gibaldi, Joseph. 2003. MLA Handbook for Writers of Research Papers. 6th edition. New York: Modern Language Association of America. ※Chinese translation: "MLA Paper Writing Manual". Sixth Edition. Taipei City: Shulin, 2004.
Lieberson, Stanley. 1985. Marking It Count: The Improvement of Social Research and Theory. Berkeley: University of California Press. ※Chinese translation: Chen Mengjun, "Quantitative Reflection: Re-exploring the Logic of Social Research". Taipei City: Juliu, 1996.
Locke, Lawrence F. etc. 1993. Proposals That Work. London: Sage. ※Chinese translation: "Proposal Planning and Research Methods". Taipei City: Weibo Culture, 2001.
Strauss, Anselm and Juliet Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Second edition. Thousand Oaks / CA: Sage. ※Chinese translation: Xu Zongguo translation, "Overview of Quality Research". Taipei City: Juliu, 1997.
Wolcott, Harry F. 2001. Writing up Qualitative Research. Second edition. Thousand Oaks / CA: Sage. ※Chinese translation: Jun-Jun-Translation, "Quality Research Writing". Taipei City: Wunan, 1998. (The Chinese translation is based on the first edition of the English version)
| 評分項目 Grading Method | 配分比例 Grading percentage | 說明 Description |
|---|---|---|
| 課堂參與、口頭報告及討論（20%）課堂參與、口頭報告及討論（20%） Class Participation, Oral Reports and Discussions (20%) |
20 | |
| 碩論改寫的期刊論文（30%）碩論改寫的期刊論文（30%） Revised journal articles (30%) |
30 | |
| 配合進度的小作業/Weekly issue memo（20%）配合進度的小作業/Weekly issue memo（20%） Weekly issue memo (20%) |
20 | |
| 研究計畫書（30%）研究計畫書（30%） Research Program (30%) |
30 |
