Project 1 Calendar

NOTE:  all assignments are listed on the day they are DUE IN CLASS.  See Syllabus for penalty for not having “sketch” assignments completed.

wed 18 jan


mon 23 jan

Research topic fishing expedition:  1 hour required.

Sketch:  Printed 1-page report of findings required.  Must be printed or your lose “sketch” credit (see syllabus).

  • In WordPress, left menu (over there <—), under Calendar 3, click & read the Assignment Sheet for the Research Essay. Today you start brainstorming ideas for this essay.
  • In Wpress, in the right-hand column (over there —>), browse the Digital Archives list.
  • Choose 2 databases to explore.  Look for the kinds of images you might be interested in researching and analyzing in your research essay. Think about:
    • time periods?
    • genres of images–art? advertising? entertainment? politics?
    • formats–cartoons? paintings? TV? film?

Sketch:  1 page, single spaced, PRINTED.  Write 1 paragraph for each of the two archives, describing its collection(s). What kinds of images are in there? How was the collection organized? How did the search engine work (what fields did it give you)? What was the most difficult thing about searching it? What tricks did you discover?  (Get the full name and URL correct for each database.)

Bring the PRINTED sketch, which we will use in class. You may bring your laptop, if you like–have those three archives bookmarked and ready to show & tell.

wed 25 jan

Read (both in Bb>E-Reserves)

Barnet, “Analysis,” in A Short Guide to Writing about Art, (excerpts).

Burke, “Iconography and Iconology,” in Eyewitnessing: The Uses of Images as Historical Evidence.

  • Sketch:  100-200 words for each: typed, printed: 

    (1) In your own words (but quoting as needed), describe the three levels or stages of Panofsky’s method of iconology, as you understand it from Burke’s discussion of it. Use an example to describe it, but not one of Burke’s examples.(2) Where do the components of Barnet’s method of art analysis fit into iconology, and/or where do they differ fundamentally?

Bring printed sketch to class. Must be printed.

fri 27 jan (check for your classroom)

Under Calendar 1 pull-down menu:

  • Read Abstract Assignment Sheet (under Cal 1. Just read the sheet; don’t do the assignment).
  • Browse model abstracts (linked from Assignment Sheet).
  • Browse articles from my article list (under Cal 1). Find the articles full-text via Gelman Library website. Ask for Librarian help as needed.
  • After skimming several articles, pick 3 of interest that you might want to abstract. Rank them. We’ll assign them in class so none will be duplicated.

[in class: grading negative abstracts]

mon 30 jan

Read: Project 1 Assignment Sheet: Abstract (Wp top menu).

Choose one article from my Article List (Wp: left menu, under Project 1). This is the one you will abstract for Project 1.

Read:  McBride, “‘Patchwriting’ is More Common than Plagiarism, Just as Dishonest,”

Sketch: printed, Double Spaced.  Plagiarism Fun!  Write a completely plagiarized abstract of your chosen article (from my Article List):  Lift all the best phrases, sentences, and passages you can, cutting and pasting them into a new work document.  Highlight them in the article as you find them. Don’t use quotation marks. Don’t cite page numbers. Don’t worry about smashing them together or mixing in your own words to make full sentences. Total plagiarism.  Make it about 150-200 words. Title this document “Totally plagiarized abstract.” Type up the full citation (copy if from my list if you like) and put this at the top of your plagiarized abstract. You can choose whether or not to put your name on it. Put “plagiarism” in the filename, too, so you won’t mistake it later for your own prose. Y0u stole this, remember.

Bring the sketch, PRINTED.

wed 1 feb

Before class: Sign up for Tutorials:  Blackboard > Wiki. Follow instructions carefully there.

Sketch= first real draft of abstract–must bring PRINTED out, double-spaced for peer editing. Write a new abstract–do not revise from your plagiarized one!  Follow the assignment sheet criteria, but make it DOUBLE SPACED for this draft. Also:  Add word count.  Save it under the new file name [yoursurname]AbstractDraft.doc.  Bring one printed copy.

In class: Concision exercise: your peer will edit your printed abstract draft for concision & pose questions for revision.

fri 3 feb

Read: Joseph Harris, Rewriting: How to Do Things with Texts, ch. 1:  “Coming to Terms.” (E-reserves PDF).

Mark up for two things (print & make by hand, or highlight/comment on screen):

(1) his most important definitions, explanations, arguments, and examples (what does he want you to get?)

(2) anything you find new, interesting, surprising, alarming, confusing or wrong. Be ready to show us what you marked in class.

I will ask you to show us.  Your copy better not be clean.

In class: we’ll grade the negative models (linked from Calendar 1 above. You can read them ahead of time if you like, but I’ll have printed copies)

mon 6 feb – fri 10 feb

Tutorials!–small group meetings for peer response on Abstract drafts.

Meet in [ROOM TBA, on The Vern] at your tutorial time (Bb > Wiki Scheduling). No class meetings these four days.

Sign up on the Bb > Wiki Schedule–see syllabus for penalties.

Post draft 24 hours before tutorial your tutorial, on Bb > File Sharing. Follow instructions under File Sharing & Format (Wp > Left Menu).

Due at tutorial: 3-4 printed sheets of paper:

1. Your own draft abstract, printed for me to read at the tutorial (I won’t read them ahead of time).

2 & 3 (&4).   Peer response for each peer in your tutorial:

Find and skim your peer’s chosen article (really, skim it for a vague idea of what it’s doing; don’t read it closely). Complete the peer response below. Type it up, and print it out (separate sheet for each peer):

Questions about the article’s

  • central question(s) & central claims, in their components
  • primary sources–images + other texts from the historical period
  • analytical methods, including any key concepts

Comments/questions about the abstract’s

  • organization
  • tone
  • vocabulary (e.g., intellectual action verbs)

PRINT your list of questions and bring it to the tutorial.

mon 13 feb

Meet in Gelman Library 710: Teamster’s Reading Room.

Final Abstract:  due in print in class. Review Assignment Sheet and Model Abstracts for formatting (Wp top menu).

AND post it to Blackboard > File Sharing > Final Abstracts (cut/paste instead of attach).

Meet in Gelman Library 710, Teamsters Reading Room, Special Collections Research Center, Foggy Bottom. (No prep.) You’ll meet archivist Leah Richardson, who will be working with us throughout the research process.

Continued on Calendar 2!