NOTE: all readings and sketches are due at the beginning of class on the date listed. See Syllabus for penalties.
mon 28 aug
wed 30 aug
- Read Joseph Williams, “Correctness,” ch. 2 in Style: The Basics of Clarity and Grace (2nd ed.), Blackboard E-Reserves.
Sketch 1: 100-word response: What do you think of Williams’ take on grammar? (Print this sketch, single spaced, and bring it to class. A peer will read it and respond in class. Also see syllabus for how sketch credit works.)
2. Research topic fishing expedition.
Sketch 2: Printed 1-page report of findings required. Must be printed or your lose “sketch” credit (see syllabus).
- In WordPress, top menu, 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?
- NOTE: These are mainly for US history. For other parts of the world, please feel free to seek out your own on the web. They must be institutional archives–museums, art galleries, governmental archives, historical societies, university library special collections, etc. When you search, include the words archive, museum, collection, etc., added to your image search terms, e.g.: “Dutch paintings Golden Age Museum” or “Cherokee Maps Archive.”
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 two archives bookmarked and ready to show & tell.
fri 1 sep
Burke, “Iconography and Iconology,” in Eyewitnessing: The Uses of Images as Historical Evidence.
- Sketch: 100-200 words: typed, printed: 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. Note especially: what is the difference between level two and three?
Bring printed sketch to class. Must be printed.
mon 4 sep – Labor Day – no GW classes
wed 6 sep
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 to you, ones you might want to abstract. Bring the full citations of these 3 articles. We’ll assign them in class so none will be duplicated.
[in class: grading negative abstracts; final selection of articles to abstract]
fri 8 sep
Before class: Sign up for Tutorials: Blackboard > Wiki. Follow instructions carefully there.
Re-read: Project 1 Assignment Sheet: Abstract (Wp top menu). You will do this for the one final article you chose.
Read: McBride, “‘Patchwriting’ is More Common than Plagiarism, Just as Dishonest,” Poytner.com. [Also in Bb>E-Reserves.]
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.
mon 11 sep
Class now meets MW in Eckles Library 112 (Preview Room B), Mount Vernon campus (Fri room stays same).
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.
tu 12 sep – th 14 sep
Tutorials!–small group meetings for peer response on Abstract drafts.
Tutorials meet in Ames Hall 222 (down the hall from amy office, 237 Ames) at your tutorial time (Bb > Wiki Scheduling). No class meetings these days.
Sign up on the Bb > Wiki Schedule–see syllabus for penalties.
Post draft by 8:00 pm the day before tutorial your tutorial, on Bb > File Sharing. Follow instructions under File Sharing & Format (Wp > Left Menu).
Due at tutorial: 4-5 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). If you do not bring a printed copy, I will not be able to give you feedback.
2 & 3 &4. Peer response for each peer signed up for your tutorial:
Check the Wiki to find out which peers you’ll be meeting with (they may be in the other section).
Find and skim your peers’ chosen articles (really, skim them for a vague idea of what it’s doing; don’t read it closely–no more than 5 minutes).
Download and read closely their draft abstracts from Bb > File Posting. You may print it and mark it up if you wish (not required but helpful).
Complete the peer response below. Type it up, and print it out (separate sheet for each peer):
Questions about the article:
- its central question(s) & central claims, in their components
- its primary sources–images + other texts from the historical period
- its analytical methods, including any key concepts
Comments/questions about the abstract:
- its organization
- its accuracy
- its tone
- its vocabulary (e.g., intellectual action verbs)
PRINT your list of questions for each peer and bring it to the tutorial, along with one copy of your own abstract for me to read.
fri 15 sep – no class meeting; I’m away at a conference. Use your time to revise.
mon 18 sep
Note: Meet in Gelman Library 710: Teamster’s Reading Room, Special Collections.
Final abstract due, printed (check format on Assignment Sheet), first thing in class. AND post it to Blackboard > File Sharing > Final Abstracts (cut/paste instead of attach).
There is no prep for class otherwise. You’ll meet archivist Leah Richardson, who will be working with us throughout the research process.
Continued on Calendar 2!