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Started by notasciencemajor
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Absolutely!! The process is exactly the same, and that's what schools are looking for. You should definitely list it and describe it as research, since that is precisely what it is. Science-y is irrelevant for this purpose.
 
I strongly disagree. Research in the humanities (such as Russian language) is not going to be considered research of any relevance to the scientific method of the natural sciences or even the social sciences such as psychology or economics.

You can list your thesis as "other" but don't tag it "research".
 
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LizzyM said:
I strongly disagree. Research in the humanities (such as Russian language) is not going to be considered research of any relevance to the scientific method of the natural sciences or even the social sciences such as psychology or economics.

You can list your thesis as "other" but don't tag it "research".
Click to expand...
Well darn 🙁 this makes sense though, they are very different processes. Thank you!!
 
LizzyM said:
I strongly disagree. Research in the humanities (such as Russian language) is not going to be considered research of any relevance to the scientific method of the natural sciences or even the social sciences such as psychology or economics.

You can list your thesis as "other" but don't tag it "research".
Click to expand...
I learned something new! 🙂 I always though a thesis involved testing a hypothesis, and involved the same skill set, whether or not the subject matter involved STEM. My bad.
 
This is what is intended to be achieved by an undergrad in a thesis in Russian/Slavic Languages.
  • Comprehensive knowledge of the period and/or area of Russian/Slavic culture the student has chosen to examine.
  • Awareness of the most important scholarly positions taken on the issue(s) the thesis addresses.
  • Ability to situate one’s argument in relation to pre-existing scholarship by criticizing in a sophisticated manner the perceived shortcomings of other scholarly works and establishing a dialogue with scholarship upon which the thesis will build further.
  • Critical acumen on the part of the student in approaching established viewpoints and valuations on the issues under discussion.
  • The concentrator’s intimate understanding of the primary text(s) under investigation.
  • The concentrator’s ability to understand secondary texts in the target language and evaluate them critically.
  • Ability to write in lucid English, producing academic prose possessing rhetorical persuasiveness and clearly articulated argumentative structure.
It really is quite different from testing a hypothesis in the natural sciences.
 
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