this week: descriptive analysis of primary source images
mon 20 march
No prep. Bring to class:
- One primary source image you know you want to analyze in your research essay. Printed is fine, if you can get a good, clean copy. High-res on screen is better, especially for color. If moving picture, find a short clip or scene that seems important to your project. Make sure you have the full citation for the image as well (original date, creator, publication info, current archival location, etc.).
- Writing implements (laptop or pen/pencil/paper).
wed 22 march
1. Sketch for everyone: Read Harris, Rewriting, pp. 39-44 (just the “Illustrating” section of the chapter on “Forwarding.”). In the long block quote from Gitlin on p. 40, underline (or highlight) every word that seems, to you, to be interpretative or subjective in some way, not strictly factual or objective. Bring your marked copy to class. I will ask to see it, & this counts as your “sketch.”
2. Sketch for 3 students only: listed below in ea. section: Bring 17 copies: 1-2 pages, double spaced: Choose 1 image/source you know you need to analyze in your research essay. Describe it and interpret it in light of your project’s question/claim. Do not include the image on the sketch; instead, bring 2 separate copies of the image itself to pass around.
10:00 – Alice, Ali, Jack C.
11:30 – Brendan, Matteo, Joel
Note: while only these named students need to bring Sketch #2 above (17 copies each), I strongly encourage everyone to do the sketch on their own, as a way to jump-start writing/thinking about your own project.
fri 24 march
Sketch for 3 students listed below in ea. section: Bring 17 copies: 1-2 pages, double spaced: Choose 1 image/source you know you need to analyze in your research essay. Describe it and interpret it in light of your project’s question/claim. Do not include the image on the sketch; instead, bring 2 separate copies of the image itself to pass around.
10:00 – Hala, Christina, Yaochen
11:30 – Casey, Aaron, Emma
this week: making use of other scholars’ work
mon 27 march
1. Sketch for everyone: Read Harris, Rewriting, ch. 1, “Coming To Terms.” Mark it up for everything new, interesting, confusing, disagreeable, or just plain wrong (as you see it). I’ll ask to see your markups & it will count as your sketch.
2. Sketch for 2 students per section below (17 copies each)
Bring 17 copies: 1-2 pages, double-spaced. Choose one scholar’s work that you think you’ll need to “come to terms” with substantively in your essay. Draft one or two (or three) paragraphs where you do this, especially as you link from that scholar’s work out to your own. In Harris’s terms, be generous to their work but also assertive about what yours aims to contribute that is distinctive from theirs. What is useful in their work as a departure point for your own? Is it their specific claim? their larger question? their analytical method?
10:00 – Chuying, Ege
11:30 – Parsa, Jack H.
wed 29 march
1. Sketch for everyone: Read Harris, ch. 2, 3, & 4: “Forwarding,” “Countering,”& “Taking an Approach.” (a.) Type: One page, printed: Bullet points: Make a list of all the different ways Harris names for using other scholars’ work in relation to your own work; in your own words, what does each of these mean? (b.) Now, in two or three sentences, reflect on how you might use others’ scholarship in any of these specific ways in crafting your essay.
2. sketch for these 2 students per section: bring 17 copies. 1-2 pages, double spaced. As with Monday: 2-3 paragraphs where you come to terms with and draw out your own use of one piece of prior scholarship: are you extending its claim, using its methods, applying its question to new material?
10:00 – Nithya, Yiyun
11:30 – Priscilla, Ben P.
In class: work with I-BEAM categories (I’ll bring a handout).
fri 31 march
CHANGE OF PLAN: No class meeting. Use it for drafting!
For Monday: Assigned studnets post sketches to Bb by Sun. 5 pm.
EVERYONE: Print, read, & mark the sketches for your section. Bring them to class ready to ask questions.
10:00 – [SEE MONDAY ASSIGNMENT]
11:30 – [SEE MONDAY ASSIGNMENT
this week: dealing with difficult evidence
mon 3 april
NOTE: The students assigned below, PLEASE post your sketches to Blackboard > File Sharing > [YOUR Section] Sketch. Everyone else: please print, read, and mark. Be ready to start with questions as soon as you arrive in class Monday.
In-class workshop: counter-evidence.
Sketch, 2 students below (POSTED TO Bb by 5pm Sunday): Choose your single most difficult piece of evidence–an image (or bit of primary source text) that doesn’t seem to fit, that runs counter to your claim in some way, or that you’re having trouble interpreting. In 1-2 pp.: describe & analyze it, in light of your central question/claim. If you’re not sure what to claim, hold off on that and just describe/interpret it.
Do NOT include the image with your posted sketch. Please bring 2 copies of your image to class.
In-class workshop: counter-evidence, counter-claims
10:00 – Daphne, Matt, Andrew, Grace
11:30 – BenR, Annie, Kian, Hamada, Henry
wed 5 april
In-class workshop: counter-evidence, counter-claims
Same sketch as Monday above: describe/analyze your most difficult piece of evidence.
Those below: POST to Bb by 5pm Tuesday.
EVERYONE: before class: PRINT, mark, & bring all sketches to class, ready to ask questions. Bring any remaining sketches we have not yet discussed, marked and ready to discussed.
10:00 – Kathryn, Lauren, Yaochen
11:30 –Zeina, Claire
fri 7 april – fri 13 april
Tutorials: first full draft of research essay, 8+ pages. Schedule on Bb>Wiki.
Draft: due posted 24 hours before tutorial.
Peer Response: See Wp>under Calendar 3. https://wordpress.com/stats/day/visualpast.wordpress.com
Due printed (no exceptions) at tutorial.
Meet in my office, 237 Ames. No class meetings these dates.
Your should bring to your tutorial:
- Your Peer Response Assignment for each peer.
- Something to take notes with (perhaps a copy of your own draft).
- Something to record the session with, if you like.
mon 17 april
Read poster assignment sheet.
Draft poster ideas:
- Two or three sentences &/or bullet points for each section
- Sketch layout of images for evidence section
Bring questions. I’ll bring examples.
Note: poster sessions the next 3 classes will go roughly in order of your last tutorial; I’ll assign them. Everyone’s attendance is required at all three sessions as part of your poster session grade–you are the audience! Assigned students please arrive 5 minutes early to tape up posters. Room 222 Ames Hall, around the corner from my office.
wed 19 april– poster session 1 – Ames 222
Everyone attends. These 6 bring posters:
10:00 – Hala, Yaochen, Ege, Matthew, Jack C, Nithya
11:30 – Ben R, Aaron, Emma, Henry, Brendan, Zeina
fri 21 april – poster session 2 – Ames 222
Everyone attends. These 5 bring posters:
10:00 – Grace, Yiyun, Alice, Andrew, Daphne
11:30 – Kian, Claire, Ben P, Priscilla, Hamada
mon 24 april – poster session 3 Ames 222
Everyone attends. These 5-6 bring posters:
10:00 – Chuying, Lauren, Christina, Ali, Kathryn
11:30 – Matteo, Casey, Jack H, Parsa, Anna, Joel
wed 26 april
1. Complete survey online before class (you’ll receive an email).
2. Sketch: Typed/PRINTED: Write/revise your essay introduction. What is your hook? What scholarship has gone before & how do its limits set up your own work? Or, do you use something else as the hook–maybe something happening in the present that raises your question? maybe something from the primary sources that seems puzzling or interesting as a way into the question?
fri 28 april
Sketch = Paragraph Shuffle! Fully revised draft, BUT in this bizarre format: a stack of half-sheets, each with one paragraph on it, out of order. In class, your peer will try to put them in the right order.
To do this, follow these steps EXACTLY, and don’t wait til the last minute before class! This is your “sketch”:
- Save a copy of your draft with filename “shuffle.”
- Make the whole document single spaced.
- Delete the abstract & remove all footnotes (so the numbers will be gone).
- Scramble all the paragraphs by cutting & pasting them into random order. This is crucial, so that when you cut it apart, the cuts &/or footnote numbers will not give away the correct order.
- Insert about 1-2″ of line breaks between paragraphs.
- Make sure no paragraph is split by a page break.
- Print it out.
- Cut the paragraphs apart.
Throw away any footnotes, etc. You may include any images w/ their relevant paragraphs, though, just as you would block quotes. Make sure they are not numbered, however.
Come to class with this stack of mixed up paragraphs, ready for your peer to unscramble. Leave plenty of time for printing & cutting. Do not be late because you left this to the last second. Have them cut before you come to class.
mon 1 may (so-called “last day” but not really)
Meet in normal Monday classroom.
Skim Harris, Rewriting, ch. 5, “Revising.” What’s the difference you see between revising and editing?
Two sketches–everyone brings printed copy to share w/ peer in class:
(1) Draft an abstract of your own essay. Use the criteria of the Abstract assignment sheet to guide you. You may write in first person or third person or use language like “this essay argues…” Print and bring.
(2) Draft your conclusion. Print and bring that, 1-2 pages.
tu 2 may – designated Friday – all GW classes meet in normal Fri times
Field trip! National Gallery of Art. We’ll see two temporary exhibitions:
- The Woodner Collections: Master Drawings from Seven Centuries
- Note: If you can’t make your own section, you can attend the other:
- 10:00-11:15 or
- Meet outside 7th St. Entrance to the West Building of the National Gallery of Art. From Foggy Bottom Metro station, take Blue/Orange/Silver trains to Federal Triangle, walk SOUTH on 12th St. NW, LEFT on Constitution Av, then RIGHT on 7th St NW (or cut through the sculpture garden and around the skating rink) to the West entrance to the National Gallery. Meet just inside the big doors.
Bring paper and pen/pencil. Avoid bringing a backpack or purse (these slow down entrance, as they must be searched and checked).
wed 3 may – designated Monday – all GW classes meet at normal Mon times –
(= our actual last day of class)
NOTE: Class meets in GELMAN 302 (I have to be on FB right after class).
Citations: Complete your citations as best you can using Lipson, Cite Right (bring your copy to class) and my two Tipsheets on Chicago footnotes (WP>Left menu>Tipsheets).
Editing party: Bring printed copy of your penultimate (near-final) draft. A peer will be proofing it in class. We can also address some common syntax errors.
Midnight: final research essay due posted to Bb.
th-fri 4-5 may – Reading Days / MakeUp Days.
Note: NO GW class can meet or require work due on these days unless GW calls for a University-wide Make-Up Day.
Exams? No final exams in UW1020.