Course

Unit 1

Foundations of Effective Academic Writing (12 Hours)

Principles of effective scholarly composition Integrating/paraphrasing/synthesizing sources without plagiarism Compare & contrast academic essay writing | Practice exercises in class

Unit 2

Understanding Academic Literature & Paper Engagement (8 Hours)

How to read academic papers effectively Speed reading vs close scientific reading (chart reference on page 5 compares these) Identifying main arguments, reasoning flaws, rhetorical gaps Summarizing a paper ethically and academically | Hands-on summarization

Unit 3

Evolution and Frameworks of Research Ethics (10 Hours)

Major ethical milestones, Nuremberg Code, Belmont Report, Helsinki Declaration, W Reed Yellow Fever 1901 ethics conditions, The Surgeon General Report 1966, National specific ethical regulations for Social Science & WASH research embedding Ethical frameworks governing Social Work and Human-Centered research design. Ethical Principles: Beneficence, Non-maleficence, Justice, Fidelity, Autonomy, Integrity**

Unit 4

Ethical Issues in Field Research (5 Hours)

Ethical Rules – Informed consent, Voluntary participation Confidentiality, Anonymity, Privacy, Autonomy, Fair Selection, No Deception, Trustworthiness, No Plagiarism and No Fabrication, Ethical dilemmas in data collection, processing and reporting, Researcher vs researched relationship issues (Power, roles, boundaries, reflexivity)** Cultural sensitivity as social work ethical obligation, Protocol writing for ethical research conduct

Unit 5

AI Literacy, Prompting & Ethical Disclosure (10 Hours)

Prompt Engineering for Academic Writing Ethical AI use for:Citation discovery, Argument outlining, Grammar improvement, Clarity enhancement**, Ethical disclosure formats when using AI assistance, Ownership and accountability principles in AI-assisted academic writing, Research Paper Writing and Peer Feedback

Text Books / References

Textbooks  

1. Barry, M. (2011). Steps to academic writing. Cambridge, UK: Cambridge University   Press.  
2. Levin, P. (2004). Write great essays! Reading and essay writing for undergraduates.  London, UK & New York, NY: Open University Press.  3. Savage, A. & Mayer, P. (2013). The short essay. Effective academic writing 2. Student   Book (2nd edition). Oxford, UK: Oxford University Press.  4. Savage, A. & Shafiei, M. (2014). The paragraph. Effective academic writing 1. Student   Book (2nd edition). Oxford, UK: Oxford University Press.  5. Aellah, G., Chantler, T., & Geissler, P. W. (2016). Global health research in an unequal  world: ethics case studies from Africa (p. 275). CABI CAB International.  6. Oliver, P. (2010). The student’s guide to research ethics. McGraw-Hill Education (UK).  7. Resnik, D. B. (2018). The ethics of research with human subjects: Protecting people,  advancing science, promoting trust (Vol. 74). Springer.  

Suggested Readings

1. Charles Darwin University. (n.d.). Academic essay writing. A resource to assist tutors  working with indigenous students. For students at Charles Darwin University. Darwin,   Australia: Charles Darwin University Press. Retrieved  from https://www.cdu.edu.au/sites/default/files/acike/docs/academic-essay-writingresource.pd
2. Eastwood, J. (2002). Oxford guide to English grammar (7th impression). Oxford, UK:  Oxford University Press. Retrieved from  https://www.uop.edu.jo/download/research/members/oxford_guide_to_english_grammar.pdf (n.d.). University of Northampton, Skills Hub, Library and Learning Services. Retrieved from https://skillshub.northampton.ac.uk/essays/
3. Jordan, R.R. (1992). Academic writing course. Nelson study skills in English (New  edition). Surrey, UK: Nelson. Retrieved from http://art.pte.hu/letoltes/tuskes_anna/academic_writing_course.pdf
4. Learning and Teaching Unit of the University of Essex. (2008). How to improve your  academic writing. Essex, UK: University of Essex. Retrieved from https://www.york.ac.uk/media/study/schoolsandcolleges/sixth-form-resources/how-toimproveyour-academic-writing.pdf
5. Lynch, T., Anderson, K., & Elloway, A. (2013). Grammar for academic writing.  Edinburgh, Scotland: English Language Teaching Centre, University of Edinburgh. Retrieved from  https://www.ed.ac.uk/files/atoms/files/grammar_for_academic_writing_ism.pdf
6. Norton, L., Pitt, E., Harrington, K., Elander, J., & Reddy, P. (2009). Writing essays at  university. A guide for students, by students. London, UK: Write Now Centre for  Excellence in Teaching & Learning, London Metropolitan University. Retrieved from  https://www.researchgate.net/publication/242291998_Writing_Essays_at_University_A_  Guide_For_Students_By_Students
7. Peterson, P. W. (2003). Developing writing. Writing skills practice book for EFL.  Beginning/intermediate level. Washington, DC: United States Department of State, Office of English Language Programs. Retrieved from https://americanenglish.state.gov/files/ae/resource_files/developing_writing.pdf  83 
8. The Library Academic Engagement Team, Library Services, University of Birmingham.  (2014). Research and study skills: Academic writing. Student pack (2nd edition). Birmingham, UK: University of Birmingham. Retrieved from https://www.birmingham.ac.uk/Documents/students/guide-to-academic-writing.pdf
9. University of Calicut, School of Distance Education. (n.d.). Writing for academic and  professional success. Study material. Second semester. Common course: ENG2 A03. For  BA/BSc/BCom (2017 admission onwards). University of Calicut, School of Distance  Education. Retrieved from http://14.139.185.6/website/SDE/sde593.pdf  11. Capron, A. M., Cash, R., Gutnick, R., Saxena, A., & Wikler, D. (Eds.). (2009). Casebook  on ethical issues in international health research. World Health Organization. 
10. Eckenwiler, L., Pringle, J., Boulanger, R., & Hunt, M. (2015). Realtime Responsiveness  for Ethics Oversight During Disaster Research. Bioethics, 29(9), 653-661.  13. Ermine, W., Sinclair, R., & Jeffery, B. (2004). The ethics of research involving  Indigenous peoples. Saskatoon, Saskatchewan: Indigenous Peoples’ Health Research   Centre.  
11. Guillemin, M., & Gillam, L. (2004). Ethics, reflexivity, and “ethically important  moments” in research. Qualitative inquiry, 10(2), 261-280.  15. Farrell, Ann (2005). Ethics and Research with Children. In Farrell, A (Ed.) Ethical  Research with Children. Open University Press, United Kingdom, pp. 1-14.  
12. Kulig, T. C., Pratt, T. C., & Cullen, F. T. (2017). Revisiting the Stanford Prison  Experiment: A case study in organized skepticism. Journal of Criminal Justice   Education, 28(1), 74-111. 
13. Ross, L. F., Loup, A., Nelson, R. M., Botkin, J. R., Kost, R., Smith Jr, G. R., & Gehlert,  S. (2010). Human subjects protections in community-engaged research: a research ethics  framework. Journal of Empirical Research on Human Research Ethics, 5(1), 5-17.  
14. Sathyamala, C. (2019). In the name of science: Ethical violations in the ECHO  randomised trial. Global Public Health, 1-16.
15. World Health Organization, & Council for International Organizations of Medical  Sciences. (2016). International ethical guidelines for health-related research involving  humans.

Prerequisite: Foundation in research methodology, interest in paper writing

Introduction 

This course serves as an introduction to the foundational principles of academic writing, research ethics, and values. It is designed to equip students with the essential skills required for effective communication in academic settings while emphasizing the importance of ethical conduct in research. The course will cover key components of academic writing, ethical considerations in research, and the values that underpin scholarly inquiry.

Course Objectives

1. Developing the habit of using correct English grammar and punctuations, Developing the habit of using upper- and lower-case letters correctly, Being able to write good paragraphs, Being able to string paragraphs into a well-structured essay
2. Why Ethics? Understanding the history of exploitation of humans in research studies and Review of the International and India’s National Ethical Principles (ICMR)
3. Practicing Dharma in research and Interacting with participants: Multiple roles and power dynamics and Plagiarism in its multiplicity of forms

Course Outcomes

• CO1: Demonstrate proficiency in academic writing, including proper citation and formatting
• CO2: Identify and analyse ethical considerations in research and academic writing.
• CO3: Synthesize understanding of global and domestic research ethics pertaining to human subjects and acquire the proficiency to employ principles in the assessment of research.
• CO4: Foster Ethical Research Practices and Cultural Sensitivity

Skills:

• Develop skills in academic paper writing
• Acquire skills in doing research ethically

CO-PO Mappings