This document provides guidelines for academic writing style in the Graduate Institute of Art History at National Taiwan Normal University. It covers topics such as writing papers, theses, using primary and secondary sources, formatting text, inserting figures and captions, citing sources, and addressing issues of academic integrity. The guidelines describe the recommended structure, length, and presentation of papers, theses, bibliographies, and appendices.
TERM PAPER INSTRUCTIONS Final Due Date is December 4.docxmehek4
TERM PAPER INSTRUCTIONS
Final Due Date is December 4, 6, 7 (depending on whether you are in my Monday, Wednesday or
Thursday Section)
(Note: Papers will NOT be accepted after December 11, 13, 14) (depending on whether you are in my
Monday, Wednesday or Thursday Section)
The paper is intended to offer you an opportunity to study an original work of art from the period covered by
the course. Your paper should include both firsthand observations from the work of art itself and evidence of
library research. Use the interactive map on the Metropolitan Museum of Art website to locate the works of art
on the list below. It is important that you study an original work of art directly, and not rely solely on book
illustrations or online images. The evaluation of your paper will be based both on the content and substance of
the paper as well as your ability to convey information and ideas in writing. Your ability to follow these term
paper instructions is also important. I expect a well-written and organized paper in which your sources are
adequately and properly documented. Before you hand in your paper, please reread these term paper instructions
carefully to make sure that you have followed all of the directions.
Choose a topic from the list of works of art in the Metropolitan Museum of Art (found in the following pages).
Each work of art will have a different subject, history, and literature. When choosing a topic, try to focus on one
that interests you visually as well as thematically, historically, and intellectually. To understand the requirements
of the assignment and how it will be evaluated, please read carefully the section below entitled “Criteria for the
Evaluation of the Term Paper.” In addition, you may find the book by Suzanne Hudson and Nancy Noonan-
Morrissey, The Art of Writing About Art, helpful in formulating your ideas and organizing your paper. This book is
on reserve in the Henry Birnbaum Library.
Format: Carefully organize the important information and main ideas of your paper. In the first paragraph,
introduce and fully identify your subject, the main themes of your paper, and methods of analysis (optional).
Then, in a logical sequence of well-structured paragraphs that make up the body of the paper, develop each of
the themes you introduced in the first paragraph. Begin with the most important theme, which may be to explain
what is known about the original setting (placement), function, and patronage of the work of art, that is, the
specific historical context for which the work of art was made. After an analysis of the historical facts surrounding
the work, include a straight-forward identification of the work’s subject matter (you may include information
about the work’s textual or iconographic source, tradition, and the artist's particular interpretation of the subject
matter). Describe the composition of the work of art and its style (for example, how it has characteristi ...
WRITING ASSIGNMENT 2
CONTEXUTALIZING A WORK OF ART
This assignment involves putting the work of art you chose for Assignment 1
back into its historical and cultural context. This paper should be
approximately 5-6 pages in length (SEE General Information & Writing
Guidelines on Blackboard for further format instructions).
v GOALS: You are not looking to study the specific work of art you wrote
about for Paper #1 so much as to relate it to its broader cultural context. In
fact, you are not likely to find information directly about the Houston work.
[If you do, be sure you also answer the following bigger questions] This
assignment asks you to discuss the subject and the religious, social, and
political or other cultural context of the work of art you wrote about in
Assignment 1 in order to put it back into that context.
o CRITICAL THINKING: As you do your research and look again at the
work you selected to write about, be sure to define a thesis to guide
you. The thesis could be a question or a particular issue that you want
to find out about in relation to this object. ALSO: Think about the
sources you are using as making an argument, not only as sources
of information. What assumptions might they be making? Do different
sources give different perspectives on the work or its role in its
culture? What do you find compelling or, in contrast, not convincing
based on what you have learned in the course.
v RESEARCH: What does the object tell us about the culture and people
from which it comes?
v TIP: Think of taking the work out of the museum and putting it back into
the world from which it came. INTEGRATE the visual analysis of the
work you did for your first assignment (revised, using feedback from the
grader, and selected to be relevant) into a new paper that explains how
the work of art you chose reflects its original cultural context. DO NOT CUT
AND PASTE your previous paper word for word.
v RESEARCH TIPS & PREPARATION FOR WRITING
LOOK FOR THE FOLLOWING INFORMATION
Ø ID the type of work you wrote about for Assignment 1 and the parts of
its culture to which it relates. Since you are not likely to find many (if
2
any) sources that deal directly with the exact object you are working
on, these will be your starting points for research
Ø TO GUIDE YOUR RESEARCH & WRITING, CONSIDER THE
FOLLOWING QUESTIONS in relation to your work of art:
o What kind of function or purpose might this work have served for its
culture and what did it mean for the people of that culture?
§ Was the work connected to the culture’s religious practices or
beliefs?
§ Is it related to the political structure or to power politics?
§ Is it related to the social structure of the society?
§ Is it connected with specific historical events or circumstances of
the work’s time and place?
§ Be specific about the social, cultural ideas, experiences, or
values the piece reflects
o Investigate the subject .
T H E W R I T I N G C E N T E R Academic Services • .docxAASTHA76
T H E W R I T I N G C E N T E R
Academic Services • Phone: 962-7710
www.unc.edu/depts/wcweb/
How to Write a Literature Review
What This Handout is About…
This handout will explain what a Literature Review is and offer insights into the form and
construction of a Literature Review in the Humanities, Social Sciences, and Sciences.
Introduction
OK. You’ve got to write a literature review. You dust off your world literature
anthology book, settle down in your Ebert and Roper at the Movies theatre chair with
your popcorn and soda in hand, and get ready to issue a “thumbs up” or “thumbs down”
as you leaf through the pages. “Literature Review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a
topic, not necessarily the Great Literary Texts of the World. “Literature” could be
anything from a set of government pamphlets on British colonial methods in Africa to
scholarly articles on the treatment of a torn ACL. And a review does not necessarily
mean that your reader wants you to give your personal opinion on whether or not you
liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a recap
of the important information of the source, but a synthesis is a re-organization, or a
reshuffling, of that information. It might give a new interpretation of old material or
combine new with old interpretations. Or it might trace the intellectual progression of the
field, including major debates. And depending on the situation, the literature review may
evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research
paper?
While the main focus of an academic research paper is to support your own argument, the
focus of a literature review is to summarize and synthesize the arguments and ideas of
others. The academic research paper also covers a range of sources, but it is usually a
select number of sources, because the emphasis is on the argument. Likewise, a literature
review can also have an “argument,” but it is not as important as covering a number of
sources. In short, an academic research paper and a literature review contain some of the
same elements. In fact, many academic research papers will contain a literature review
section. But it is the aspect of the study (the argument or the sources) that is emphasized
that determines what type of document it is.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have
limited time to conduct res.
AHVS 346C Visual Culture in Jane Austen’s WorldResearch Assigsimisterchristen
AHVS 346C: Visual Culture in Jane Austen’s World
Research Assignment Stage 1
Assignment: This is the birth of your major project for this semester. To begin, you will do a little digging. Consider what about this period is of particular interest to you, what do you have questions about when you consider the late 18thC/early 19thC (1790-1820). Now, find an object/artwork around which you can base your line of inquiry. Finally, start investigating sources that will help you along the way.
This assignment includes your bibliography, including at least 4 preliminary sources (1 of which must be a primary source) as well as a short abstract introducing your proposed project. This must introduce your object and may ask the questions you are looking to unpack.
ALSO - indicate if you will give a
presentation or written essay for Stage 3.
The Specifics:
· Ensure that your name, student number, course number, and word count for your abstract (300-400 words) all appear on the first page.
· Ensure your citations (footnotes and bibliography) are consistent. There is a link to this on BrightSpace.
· This assignment assesses your ability to follow instructions, conduct research, and begin a line of original inquiry. I will be looking for at least 4 different sources.
· Plagiarism
WILL NOTbe tolerated. See your syllabus and the University of Victoria Calendar for details. Understanding what constitutes plagiarism is your responsibility and is vital as it could result in a failing grade or worse.
Due:
October 4, 2022, 2pm You will submit your work via BrightSpace in .pdf, .doc or .docx format. Failure to do this (if I have to chase you up for formatting) will result in a 1% deduction. This is worth 15% of your final grade; please review my lateness policies.
Research Project Helpers:
Special Collections Browse - Search (uvic.ca)
Special Collections at UVic, great to be able to access works in person! Good for both your actual object as well as your finding of primary sources.
Collection | British Museum
Art, artifacts, prints, drawings.
Online resources | The British Library (bl.uk)
Artworks, digitized books, newspapers, manuscripts.
V&A · Explore The Collections (vam.ac.uk)
Costume, art, manuscripts, prints, SO MUCH here.
Annotated Bibliographies:
An annotated bibliography includes descriptions and explanations of your listed sources beyond basic citation information. Bibliographies demonstrate that you have done valid research and provide a point of reference for readers seeking more.
An annotated bibliography provides specific information about each source. As a researcher, you become an expert on your topic: you will have the ability to explain the content of your sources and assess their usefulness.
A successful annotated bibliography will prove you have read and understand your sources and encourages you to think critically about the content of the work ...
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
TERM PAPER INSTRUCTIONS Final Due Date is December 4.docxmehek4
TERM PAPER INSTRUCTIONS
Final Due Date is December 4, 6, 7 (depending on whether you are in my Monday, Wednesday or
Thursday Section)
(Note: Papers will NOT be accepted after December 11, 13, 14) (depending on whether you are in my
Monday, Wednesday or Thursday Section)
The paper is intended to offer you an opportunity to study an original work of art from the period covered by
the course. Your paper should include both firsthand observations from the work of art itself and evidence of
library research. Use the interactive map on the Metropolitan Museum of Art website to locate the works of art
on the list below. It is important that you study an original work of art directly, and not rely solely on book
illustrations or online images. The evaluation of your paper will be based both on the content and substance of
the paper as well as your ability to convey information and ideas in writing. Your ability to follow these term
paper instructions is also important. I expect a well-written and organized paper in which your sources are
adequately and properly documented. Before you hand in your paper, please reread these term paper instructions
carefully to make sure that you have followed all of the directions.
Choose a topic from the list of works of art in the Metropolitan Museum of Art (found in the following pages).
Each work of art will have a different subject, history, and literature. When choosing a topic, try to focus on one
that interests you visually as well as thematically, historically, and intellectually. To understand the requirements
of the assignment and how it will be evaluated, please read carefully the section below entitled “Criteria for the
Evaluation of the Term Paper.” In addition, you may find the book by Suzanne Hudson and Nancy Noonan-
Morrissey, The Art of Writing About Art, helpful in formulating your ideas and organizing your paper. This book is
on reserve in the Henry Birnbaum Library.
Format: Carefully organize the important information and main ideas of your paper. In the first paragraph,
introduce and fully identify your subject, the main themes of your paper, and methods of analysis (optional).
Then, in a logical sequence of well-structured paragraphs that make up the body of the paper, develop each of
the themes you introduced in the first paragraph. Begin with the most important theme, which may be to explain
what is known about the original setting (placement), function, and patronage of the work of art, that is, the
specific historical context for which the work of art was made. After an analysis of the historical facts surrounding
the work, include a straight-forward identification of the work’s subject matter (you may include information
about the work’s textual or iconographic source, tradition, and the artist's particular interpretation of the subject
matter). Describe the composition of the work of art and its style (for example, how it has characteristi ...
WRITING ASSIGNMENT 2
CONTEXUTALIZING A WORK OF ART
This assignment involves putting the work of art you chose for Assignment 1
back into its historical and cultural context. This paper should be
approximately 5-6 pages in length (SEE General Information & Writing
Guidelines on Blackboard for further format instructions).
v GOALS: You are not looking to study the specific work of art you wrote
about for Paper #1 so much as to relate it to its broader cultural context. In
fact, you are not likely to find information directly about the Houston work.
[If you do, be sure you also answer the following bigger questions] This
assignment asks you to discuss the subject and the religious, social, and
political or other cultural context of the work of art you wrote about in
Assignment 1 in order to put it back into that context.
o CRITICAL THINKING: As you do your research and look again at the
work you selected to write about, be sure to define a thesis to guide
you. The thesis could be a question or a particular issue that you want
to find out about in relation to this object. ALSO: Think about the
sources you are using as making an argument, not only as sources
of information. What assumptions might they be making? Do different
sources give different perspectives on the work or its role in its
culture? What do you find compelling or, in contrast, not convincing
based on what you have learned in the course.
v RESEARCH: What does the object tell us about the culture and people
from which it comes?
v TIP: Think of taking the work out of the museum and putting it back into
the world from which it came. INTEGRATE the visual analysis of the
work you did for your first assignment (revised, using feedback from the
grader, and selected to be relevant) into a new paper that explains how
the work of art you chose reflects its original cultural context. DO NOT CUT
AND PASTE your previous paper word for word.
v RESEARCH TIPS & PREPARATION FOR WRITING
LOOK FOR THE FOLLOWING INFORMATION
Ø ID the type of work you wrote about for Assignment 1 and the parts of
its culture to which it relates. Since you are not likely to find many (if
2
any) sources that deal directly with the exact object you are working
on, these will be your starting points for research
Ø TO GUIDE YOUR RESEARCH & WRITING, CONSIDER THE
FOLLOWING QUESTIONS in relation to your work of art:
o What kind of function or purpose might this work have served for its
culture and what did it mean for the people of that culture?
§ Was the work connected to the culture’s religious practices or
beliefs?
§ Is it related to the political structure or to power politics?
§ Is it related to the social structure of the society?
§ Is it connected with specific historical events or circumstances of
the work’s time and place?
§ Be specific about the social, cultural ideas, experiences, or
values the piece reflects
o Investigate the subject .
T H E W R I T I N G C E N T E R Academic Services • .docxAASTHA76
T H E W R I T I N G C E N T E R
Academic Services • Phone: 962-7710
www.unc.edu/depts/wcweb/
How to Write a Literature Review
What This Handout is About…
This handout will explain what a Literature Review is and offer insights into the form and
construction of a Literature Review in the Humanities, Social Sciences, and Sciences.
Introduction
OK. You’ve got to write a literature review. You dust off your world literature
anthology book, settle down in your Ebert and Roper at the Movies theatre chair with
your popcorn and soda in hand, and get ready to issue a “thumbs up” or “thumbs down”
as you leaf through the pages. “Literature Review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a
topic, not necessarily the Great Literary Texts of the World. “Literature” could be
anything from a set of government pamphlets on British colonial methods in Africa to
scholarly articles on the treatment of a torn ACL. And a review does not necessarily
mean that your reader wants you to give your personal opinion on whether or not you
liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and
sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an
organizational pattern and combines both summary and synthesis. A summary is a recap
of the important information of the source, but a synthesis is a re-organization, or a
reshuffling, of that information. It might give a new interpretation of old material or
combine new with old interpretations. Or it might trace the intellectual progression of the
field, including major debates. And depending on the situation, the literature review may
evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research
paper?
While the main focus of an academic research paper is to support your own argument, the
focus of a literature review is to summarize and synthesize the arguments and ideas of
others. The academic research paper also covers a range of sources, but it is usually a
select number of sources, because the emphasis is on the argument. Likewise, a literature
review can also have an “argument,” but it is not as important as covering a number of
sources. In short, an academic research paper and a literature review contain some of the
same elements. In fact, many academic research papers will contain a literature review
section. But it is the aspect of the study (the argument or the sources) that is emphasized
that determines what type of document it is.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have
limited time to conduct res.
AHVS 346C Visual Culture in Jane Austen’s WorldResearch Assigsimisterchristen
AHVS 346C: Visual Culture in Jane Austen’s World
Research Assignment Stage 1
Assignment: This is the birth of your major project for this semester. To begin, you will do a little digging. Consider what about this period is of particular interest to you, what do you have questions about when you consider the late 18thC/early 19thC (1790-1820). Now, find an object/artwork around which you can base your line of inquiry. Finally, start investigating sources that will help you along the way.
This assignment includes your bibliography, including at least 4 preliminary sources (1 of which must be a primary source) as well as a short abstract introducing your proposed project. This must introduce your object and may ask the questions you are looking to unpack.
ALSO - indicate if you will give a
presentation or written essay for Stage 3.
The Specifics:
· Ensure that your name, student number, course number, and word count for your abstract (300-400 words) all appear on the first page.
· Ensure your citations (footnotes and bibliography) are consistent. There is a link to this on BrightSpace.
· This assignment assesses your ability to follow instructions, conduct research, and begin a line of original inquiry. I will be looking for at least 4 different sources.
· Plagiarism
WILL NOTbe tolerated. See your syllabus and the University of Victoria Calendar for details. Understanding what constitutes plagiarism is your responsibility and is vital as it could result in a failing grade or worse.
Due:
October 4, 2022, 2pm You will submit your work via BrightSpace in .pdf, .doc or .docx format. Failure to do this (if I have to chase you up for formatting) will result in a 1% deduction. This is worth 15% of your final grade; please review my lateness policies.
Research Project Helpers:
Special Collections Browse - Search (uvic.ca)
Special Collections at UVic, great to be able to access works in person! Good for both your actual object as well as your finding of primary sources.
Collection | British Museum
Art, artifacts, prints, drawings.
Online resources | The British Library (bl.uk)
Artworks, digitized books, newspapers, manuscripts.
V&A · Explore The Collections (vam.ac.uk)
Costume, art, manuscripts, prints, SO MUCH here.
Annotated Bibliographies:
An annotated bibliography includes descriptions and explanations of your listed sources beyond basic citation information. Bibliographies demonstrate that you have done valid research and provide a point of reference for readers seeking more.
An annotated bibliography provides specific information about each source. As a researcher, you become an expert on your topic: you will have the ability to explain the content of your sources and assess their usefulness.
A successful annotated bibliography will prove you have read and understand your sources and encourages you to think critically about the content of the work ...
What is a literature review A literature review is NOT.docxphilipnelson29183
What is a literature review?
A literature review is NOT a book review; it is a review of the literature. THE literature, in this
case, means all of the research you have collected. Your secondary sources only. The
scholarship.
So, why am I doing this?
Because good researchers—good writers—do it. You may be tempted to just jump directly from
gathering materials to writing an essay (or you may have been tempted to skip the research part
altogether); however, before you can write an essay, you need to identify a purpose for your
writing and develop a plan for using your sources. You need to synthesize; the lit review is that
synthesis. This is also an important step in proving your expertise before I allow you to edit and
annotate a fairy tale.
So, what am I looking for?
Basically, you are looking for patterns of association; you want to look at the body of scholarship
(the literature) you have collected and decide how it all works together. You need to see the
literature as a body of research rather than separate pieces. The scholarship is written by real
scholars who are familiar with one another’s work and sometimes know each other personally; it
is a kind of elaborate conversation. You are listening to that conversation, waiting for a good
opportunity to jump in.
So, I have six pieces of literature to review, right?
Well, you have AT LEAST six pieces. It will actually be easier to write a lit review of more
sources; eight or ten sources would be a good number. This does require more research and more
time for reading, but the payoff is greater expertise and more to discuss in the review.
Okay, so what do I do first?
First, make sure you have gathered the literature. For this assignment, I am only permitting you
to use the CSCC Library databases to gather your sources. Specifically, you will look at the
Academic Search Complete, MLA International Bibliography, and Literary Reference Center
databases; if these don’t turn up 6-10 good sources for you, then you can search other databases
(and I have posted a video showing you how to do this research, so make sure you watch it). You
are NOT permitted to locate web based sources, even via Google scholar. And I am asking you
not to use books, simply to save time.
And then?
Once you have all of the literature, you should read it and understand it. It isn’t absolutely
necessary to pore over each page of each source—this would likely be hundreds of pages of
difficult reading. Use your reading skills—the first two or three pages usually contain the thesis
and main arguments—the last couple of pages will often contain some kind of summary or
conclusion. Look for important headings in between. I strongly suggest highlighting the thesis
(probably more than a single sentence) and the main points (topic sentences) and any interesting
passages you may want to reference later.
But how do I write the lit review?
You should begin by grou.
1 ART 101 FORM AND IDEA MUSEUM ES.docxmayank272369
1
ART 101:
FORM AND IDEA
MUSEUM ESSAY
All students will be required to visit the Tampa Museum of Art, the St. Petersburg Museum of Fine Arts, the
Dali Museum in St. Petersburg, or the Ringling Museum of Art in Sarasota. Students will write a minimum
1500 word research paper (approx. 5 pages in length) based on one artwork of their choosing from the
museum to investigate in further detail. The completed paper is due at the beginning of class on the assigned
due date (see course syllabus for deadlines).
This assignment will require students to a thoughtful analysis based on accepted research as well as your own
developed point of view. Completed essays will be sustained thesis-driven interpretations of a single artwork
based on scholarly research (three sources minimum are required).
When selecting your artwork, pick the one that appeals to you and that you want to further examine. (Keep in
mind that you may want to select an object that has already had significant scholarly research within art
history.) A brief visual analysis of the selected artwork will ultimately support your thesis and lend credence to
your research. Meaning, your discussion of the artist’s selection and use of the visual elements and principles
of design should connect to your broader knowledge of style and pictorial culture, as we have discussed them
in class lecture. Your analysis should also move from description to interpretation as it relates to your central
argument – i.e., the particular qualities of the medium (ceramic, sculpture, painting, etc.) and how this relates
to the artist’s content or culture; how the visual elements found in the artwork reflect (or were affected by)
important cultural values found in the society in which it was made; how the work confronts the human
condition or experience of its culture; the expressive significance of formal elements, spatial design, or motifs
and their interaction; or how the artist has used visual elements to communicate a particular
message/experience to his/her viewers.
MUSEUM INFORMATION
For more information on the Tampa Museum of Art, its location, hours of operation and collections, please see
its website: http://tampamuseum.org. College student admission (with ID) is FREE, or Pay-as-you-will
admission on Fridays between 4–8 PM.
For more information on the St. Petersburg Museum of Fine Arts, its location, hours of operation and
collections, please see its website: http://www.fine-arts.org. Regular student admission (with ID) is $10, and
$5 after 5:00 PM on Thursdays.
For more information on the Salvador Dali Museum, its location, hours of operation and collections, please
see its website: http://thedali.org. Regular student admission (with ID) is $15 and is $10 after 5:00 PM on
Thursdays. Note: on-site parking at the Dali costs $10, but is within walk-able distance of downtown parking.
For more information on the Ringling Museum of Arts, its l ...
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
Researchers almost never conduct a study in an intellectual vacuum: their studies are undertaken within the context of an already existing knowledge base.
WRIT 1133 FALL 2015
ASSIGNMENT #1 GUIDELINES
INSTRUCTOR: Tor Ehler
THE SYLLABUS DESCRIPTION:
Assignment 1- For this assignment, you will be provided with a choice of several articles. Your job, once you have chosen the material (article), will be twofold:
1.) summarize the main thrust of the piece; identify the type of audience for which the writer(s) had intended the piece, and identify the main rhetorical thrust of the piece while giving salient examples and explanations of your analysis;
2.) Give your best guess at what the central problem of the piece happens to be; place the ideas and intents of the article in its historical / political/ ideological context; you will have to conduct some fairly general research in order to accomplish this task.
The sources you may use for this assignment should be geared toward a general, educated audience (meaning that you may use encyclopedias and handbooks, although it is not advisable to bring in Wikipedia). (5-6 pages, rough draft 50 points; final draft 150 points.)
INTERPRETATION:
1.) In this portion of the essay, you will want to:
· Identify the subject and thesis of the article;
· Give a general summary of the article content;
· Give your best guess at the type of audience the writer had intended to reach / convince;
· Identify what type of rhetorical devices the writer had employed and give examples from the text of those devices being employed (quotes) – This portion is important. Use Ethos, Pathos, Logos as terms within your rhetorical analysis.
2.) In this part, you will want to:
· Identify the larger issue at hand. What is the central problem of this issue ?
· Consider the issue as existing within a historical / political / ideological context;
· This means that you will want to familiarize yourself with the time period during which the piece was written and perhaps with the author of the piece, then give a brief summary of the things that you consider the most pertinent to the issue (even if this means that you have to explain the present to your audience);
· In order to accomplish this, you may consult encyclopedias and other types of reference books / websites;
· Do not use Wikipedia for this assignment, in stead, use the encyclopedias available to you through Penrose library.
Having accomplished all of this, the writing of your essay should go smoothly enough. The organization of the essay can follow closely the bulleted points above, though you may also try to explain the context of the argument presented while outlining the thesis and audience.
You will want to describe your analysis once again in a concluding statement.
Please remember to place emphasis on your analysis and try not to take away from it through the use of scaffolding phrases. Simply state what you have found and what you think it means without detracting attention from the material.
This essay must follow MLA style and cite all of the sources used within the text as well as in a Works Cited section.
Literature ReviewsWhat this handout is aboutThis handout w.docxjesssueann
Literature Reviews
What this handout is about
This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
Introduction
OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research paper?
The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.
Who writes these things, anyway?
Literature reviews are written occasionally in the humanities, but mostly in the sciences and social scienc.
ARTH2389 UH Fall 2017 Modern & Contemporary Art Dr. Harr.docxdavezstarr61655
ARTH2389 / UH Fall 2017
Modern & Contemporary Art / Dr. Harren
Extended Looking/Writing Assignment and Interpretive Research Paper
Overview:
Continuing to focus on the artwork that was the subject of your formal analysis paper, you will conduct
scholarly research to deepen your knowledge of this work of art. You will also return to the museum to
look in a more careful, informed way at your artwork for an extended period of time while recording your
observations. From your research and close observation, you will compose an interpretive research paper.
Part 1: Research
Gather, read, and take notes on at least 5 scholarly sources about your artwork and/or artist that have been
published in print. Your task is to learn as much as possible about your artwork, such as:
• its material constitution (What is it made of? What is its medium?)
• how it was made
• how it fits into the artist’s larger practice
• how it relates to its immediate movement and to the larger art historical period of modernism
• how it relates to modernity, or the social/cultural/economic/political context of its time
• how previous scholars/critics/art historians have interpreted the work (this information is crucial
to forming a thesis for your interpretive research paper)
Good places to look for books and essays include the Architecture and Arts library online catalogue,
course syllabus, textbook bibliographies, Worldcat, JSTOR, ARTbibliographies Modern (ABM), the
Houston Public Library, and the library at the MFAH, which is open to the public. You may also look
beyond scholarly books and articles published by university presses to sources like exhibition catalogues
and art magazines. In your final paper, you may only cite scholarly sources with integrity that have
appeared in print (even if you access them via an online database such as JSTOR). No general-interest
newspaper or magazine articles; no blogs, museum websites, or online magazines or encyclopedias.
Part 2: Extended Looking/Writing Assignment — due Monday, November 6 in hard copy in class
After you have gathered, read, and taken notes on at least 5 pieces of scholarly writing about your artist/
artwork, you will perform an extended looking and writing exercise in front of your artwork at the
museum. Your task is to spend 60 minutes looking at your artwork as an informed viewer and writing
down observations as they come to you. It is ideal to perform the exercise in one sitting, but if necessary
you may take breaks or separate your looking sessions into smaller units of time, as long as they are not
less than 30 minutes each. Make sure you bring a pencil and paper to write with, as ink pens are not
allowed in museum galleries. After your writing session is complete, type up your notes so they are
legible and upload your document to TurnItIn (accessible via Blackboard) by November 6. To prepare for
this exercise, read Jennifer L. Roberts’s short article, “The Power of Patie.
1)What is meant by population transition Briefly describe the r.docxlindorffgarrik
1)
What is meant by population transition? Briefly describe the recent changes in human populations and the driving factors involved. Historically what other transitions have occurred? Is this a constant process or have there been periods with larger changes? What has the role of technology played in different population transitions? for hifsa shaukat
hi
Writing Tips for Homework:
Homework and rewrites of test questions will be graded primarily based on the scientific and analytical content of the work. This includes an adequate use of citations to appropriate literature, use of appropriate analytical tools including proper introduction and explanation of equations and calculations used to consider the problems, a concise discussion of the conclusions of the work. Below the basic formats expected and some guidelines for layout of assignments are outlined.
References: Appropriate references are typically considered to stem from juried (reviewed) literature. This means that the work should have been reviewed and published in scientific or engineering journals. Citing textbooks is allowed when documenting well known techniques and or solutions to specific mathematical problems. In general, it is not appropriate to quote a text book when the object is to refer to a specific piece of work in the juried literature. Instead it the original work should be cited. A text may be cited when it provides an overview of an entire field. The discussion should still quote the individual works that are pertinent to the discussion in the homework. A final note on textbooks is that they are usually out of date, therefore the newest juried literature is the place to start on homework.
When providing a reader with a reference list a good “rule of thumb” is to quote the most up to date references on the topic, a few of the major contributions on the issues, and the original work on the problem. Be explicit in discussing the role of each of the works cited in framing the conclusions in your paper. This is very important in documenting what you have added to our understanding of the problem with your own analysis. In other words carefully documenting what you have added.
Citations should appear in the text. While modern word processing has made it easy to use footnotes, you should use the authors’ names and the date for their work in the text. Single authors should appear as Smith (2001) if you are discussing the work outright in the sentence. If the citation is just to provide a source for further research by the reader, the citation usually appears at the end of the discussion as (Smith, 2001). In general, in scientific papers page numbers are not given in the text. For two authors, both are provided, i.e. Smith and Jones (2008). For three or more authors make use of the Latin et al., i.e. Jones et al. (2010). Again these should be worked into the narrative when you are actually discussing a work or placed in parenthesis if you are just supplying referenc.
research involves investigating a topic to learn more about it. Typically, one conducts research to answer questions. Often, as one learns more about a topic, initial questions generate additional questions. for more visit http://www.transtutors.com/homework-help/writing/research-paper-writing.aspx
the bulding I choose Houses of Parliament, LondonPAPER .docxhe45mcurnow
the bulding I choose :
Houses of Parliament, London
PAPER ASSIGNMENT
Format
The term paper for this class will be a thesis-guided argumentative academic paper that is to be at least 2000 words long. It must contain a thesis statement that states your paper’s main scholarly idea. This thesis should be explained and supported by sufficient analysis and interpretation. The paper should adhere to college level grammar and syntax. Be aware that every architectural part has its proper name or term. Using the right terminology makes the reader more confident about your knowledge of the subject you are writing about. There should be at least one illustration as well as correctly formatted foot- or endnotes.
Most of the formulations and statements in your paper will be arguments. These are usually presented in individual paragraphs, which should be organized in an easily recognizable narrative sequence that presents and argues your topic in the most convincing manner. In general, use language that connects you to the reader of your paper. Inform the reader of your position towards the paper topic and the thesis you are making. Use a formal academic tone and complex sentence structure for the arguments you make, but also introduce a rhythm with more personal comments about the information you provide.
Close your paper with a conclusion, in which you tie your solution back to the initial question and thesis of the paper. Since your reader knows now more than before reading your paper, it might be interesting for him/her to learn the larger context of your topic. Through this, your reader may remember your paper more vividly.
Revise your paper until you have reached a simple and direct way to present your thesis and arguments.
Topic
The paper topic is described earlier in this syllabus. The paper should present “productive” knowledge. This type of knowledge is different from “acquisitive” one that you simply copy from existing publications. The paper must answer questions of “why,” not just of “what.” It should contain propositional thoughts about architecture, e.g., how it fits into the everyday life of a place and its people, or how it evolved over time, or how the problems it faces today have developed through its history. To accomplish this task, you should formulate a speculative idea, which you then explain with, and analyze against, the existing body of knowledge about architecture. Beginning the paper with a question about this idea will be the best approach to finishing this assignment.
To a large part, analyzing means collecting (believable and convincing) evidence that support your paper’s topic. For this paper, most evidence will come from established and accepted research texts on the topic you have chosen. You must explain objectively how the evidence you picked supports your thesis. It is this connection that is most important to the reader of your paper. To complete this successfully, you must take good notes from your research.
1 ART 101 FORM AND IDEA MUSEUM ES.docxmayank272369
1
ART 101:
FORM AND IDEA
MUSEUM ESSAY
All students will be required to visit the Tampa Museum of Art, the St. Petersburg Museum of Fine Arts, the
Dali Museum in St. Petersburg, or the Ringling Museum of Art in Sarasota. Students will write a minimum
1500 word research paper (approx. 5 pages in length) based on one artwork of their choosing from the
museum to investigate in further detail. The completed paper is due at the beginning of class on the assigned
due date (see course syllabus for deadlines).
This assignment will require students to a thoughtful analysis based on accepted research as well as your own
developed point of view. Completed essays will be sustained thesis-driven interpretations of a single artwork
based on scholarly research (three sources minimum are required).
When selecting your artwork, pick the one that appeals to you and that you want to further examine. (Keep in
mind that you may want to select an object that has already had significant scholarly research within art
history.) A brief visual analysis of the selected artwork will ultimately support your thesis and lend credence to
your research. Meaning, your discussion of the artist’s selection and use of the visual elements and principles
of design should connect to your broader knowledge of style and pictorial culture, as we have discussed them
in class lecture. Your analysis should also move from description to interpretation as it relates to your central
argument – i.e., the particular qualities of the medium (ceramic, sculpture, painting, etc.) and how this relates
to the artist’s content or culture; how the visual elements found in the artwork reflect (or were affected by)
important cultural values found in the society in which it was made; how the work confronts the human
condition or experience of its culture; the expressive significance of formal elements, spatial design, or motifs
and their interaction; or how the artist has used visual elements to communicate a particular
message/experience to his/her viewers.
MUSEUM INFORMATION
For more information on the Tampa Museum of Art, its location, hours of operation and collections, please see
its website: http://tampamuseum.org. College student admission (with ID) is FREE, or Pay-as-you-will
admission on Fridays between 4–8 PM.
For more information on the St. Petersburg Museum of Fine Arts, its location, hours of operation and
collections, please see its website: http://www.fine-arts.org. Regular student admission (with ID) is $10, and
$5 after 5:00 PM on Thursdays.
For more information on the Salvador Dali Museum, its location, hours of operation and collections, please
see its website: http://thedali.org. Regular student admission (with ID) is $15 and is $10 after 5:00 PM on
Thursdays. Note: on-site parking at the Dali costs $10, but is within walk-able distance of downtown parking.
For more information on the Ringling Museum of Arts, its l ...
presentation to MA Book Art students at Camberwell - part of a seminar to explore context for research writing around the final essay in relationship to practice
Researchers almost never conduct a study in an intellectual vacuum: their studies are undertaken within the context of an already existing knowledge base.
WRIT 1133 FALL 2015
ASSIGNMENT #1 GUIDELINES
INSTRUCTOR: Tor Ehler
THE SYLLABUS DESCRIPTION:
Assignment 1- For this assignment, you will be provided with a choice of several articles. Your job, once you have chosen the material (article), will be twofold:
1.) summarize the main thrust of the piece; identify the type of audience for which the writer(s) had intended the piece, and identify the main rhetorical thrust of the piece while giving salient examples and explanations of your analysis;
2.) Give your best guess at what the central problem of the piece happens to be; place the ideas and intents of the article in its historical / political/ ideological context; you will have to conduct some fairly general research in order to accomplish this task.
The sources you may use for this assignment should be geared toward a general, educated audience (meaning that you may use encyclopedias and handbooks, although it is not advisable to bring in Wikipedia). (5-6 pages, rough draft 50 points; final draft 150 points.)
INTERPRETATION:
1.) In this portion of the essay, you will want to:
· Identify the subject and thesis of the article;
· Give a general summary of the article content;
· Give your best guess at the type of audience the writer had intended to reach / convince;
· Identify what type of rhetorical devices the writer had employed and give examples from the text of those devices being employed (quotes) – This portion is important. Use Ethos, Pathos, Logos as terms within your rhetorical analysis.
2.) In this part, you will want to:
· Identify the larger issue at hand. What is the central problem of this issue ?
· Consider the issue as existing within a historical / political / ideological context;
· This means that you will want to familiarize yourself with the time period during which the piece was written and perhaps with the author of the piece, then give a brief summary of the things that you consider the most pertinent to the issue (even if this means that you have to explain the present to your audience);
· In order to accomplish this, you may consult encyclopedias and other types of reference books / websites;
· Do not use Wikipedia for this assignment, in stead, use the encyclopedias available to you through Penrose library.
Having accomplished all of this, the writing of your essay should go smoothly enough. The organization of the essay can follow closely the bulleted points above, though you may also try to explain the context of the argument presented while outlining the thesis and audience.
You will want to describe your analysis once again in a concluding statement.
Please remember to place emphasis on your analysis and try not to take away from it through the use of scaffolding phrases. Simply state what you have found and what you think it means without detracting attention from the material.
This essay must follow MLA style and cite all of the sources used within the text as well as in a Works Cited section.
Literature ReviewsWhat this handout is aboutThis handout w.docxjesssueann
Literature Reviews
What this handout is about
This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
Introduction
OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?
Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.
What is a literature review, then?
A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.
A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.
But how is a literature review different from an academic research paper?
The main focus of an academic research paper is to develop a new argument, and a research paper will contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.
Why do we write literature reviews?
Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.
Who writes these things, anyway?
Literature reviews are written occasionally in the humanities, but mostly in the sciences and social scienc.
ARTH2389 UH Fall 2017 Modern & Contemporary Art Dr. Harr.docxdavezstarr61655
ARTH2389 / UH Fall 2017
Modern & Contemporary Art / Dr. Harren
Extended Looking/Writing Assignment and Interpretive Research Paper
Overview:
Continuing to focus on the artwork that was the subject of your formal analysis paper, you will conduct
scholarly research to deepen your knowledge of this work of art. You will also return to the museum to
look in a more careful, informed way at your artwork for an extended period of time while recording your
observations. From your research and close observation, you will compose an interpretive research paper.
Part 1: Research
Gather, read, and take notes on at least 5 scholarly sources about your artwork and/or artist that have been
published in print. Your task is to learn as much as possible about your artwork, such as:
• its material constitution (What is it made of? What is its medium?)
• how it was made
• how it fits into the artist’s larger practice
• how it relates to its immediate movement and to the larger art historical period of modernism
• how it relates to modernity, or the social/cultural/economic/political context of its time
• how previous scholars/critics/art historians have interpreted the work (this information is crucial
to forming a thesis for your interpretive research paper)
Good places to look for books and essays include the Architecture and Arts library online catalogue,
course syllabus, textbook bibliographies, Worldcat, JSTOR, ARTbibliographies Modern (ABM), the
Houston Public Library, and the library at the MFAH, which is open to the public. You may also look
beyond scholarly books and articles published by university presses to sources like exhibition catalogues
and art magazines. In your final paper, you may only cite scholarly sources with integrity that have
appeared in print (even if you access them via an online database such as JSTOR). No general-interest
newspaper or magazine articles; no blogs, museum websites, or online magazines or encyclopedias.
Part 2: Extended Looking/Writing Assignment — due Monday, November 6 in hard copy in class
After you have gathered, read, and taken notes on at least 5 pieces of scholarly writing about your artist/
artwork, you will perform an extended looking and writing exercise in front of your artwork at the
museum. Your task is to spend 60 minutes looking at your artwork as an informed viewer and writing
down observations as they come to you. It is ideal to perform the exercise in one sitting, but if necessary
you may take breaks or separate your looking sessions into smaller units of time, as long as they are not
less than 30 minutes each. Make sure you bring a pencil and paper to write with, as ink pens are not
allowed in museum galleries. After your writing session is complete, type up your notes so they are
legible and upload your document to TurnItIn (accessible via Blackboard) by November 6. To prepare for
this exercise, read Jennifer L. Roberts’s short article, “The Power of Patie.
1)What is meant by population transition Briefly describe the r.docxlindorffgarrik
1)
What is meant by population transition? Briefly describe the recent changes in human populations and the driving factors involved. Historically what other transitions have occurred? Is this a constant process or have there been periods with larger changes? What has the role of technology played in different population transitions? for hifsa shaukat
hi
Writing Tips for Homework:
Homework and rewrites of test questions will be graded primarily based on the scientific and analytical content of the work. This includes an adequate use of citations to appropriate literature, use of appropriate analytical tools including proper introduction and explanation of equations and calculations used to consider the problems, a concise discussion of the conclusions of the work. Below the basic formats expected and some guidelines for layout of assignments are outlined.
References: Appropriate references are typically considered to stem from juried (reviewed) literature. This means that the work should have been reviewed and published in scientific or engineering journals. Citing textbooks is allowed when documenting well known techniques and or solutions to specific mathematical problems. In general, it is not appropriate to quote a text book when the object is to refer to a specific piece of work in the juried literature. Instead it the original work should be cited. A text may be cited when it provides an overview of an entire field. The discussion should still quote the individual works that are pertinent to the discussion in the homework. A final note on textbooks is that they are usually out of date, therefore the newest juried literature is the place to start on homework.
When providing a reader with a reference list a good “rule of thumb” is to quote the most up to date references on the topic, a few of the major contributions on the issues, and the original work on the problem. Be explicit in discussing the role of each of the works cited in framing the conclusions in your paper. This is very important in documenting what you have added to our understanding of the problem with your own analysis. In other words carefully documenting what you have added.
Citations should appear in the text. While modern word processing has made it easy to use footnotes, you should use the authors’ names and the date for their work in the text. Single authors should appear as Smith (2001) if you are discussing the work outright in the sentence. If the citation is just to provide a source for further research by the reader, the citation usually appears at the end of the discussion as (Smith, 2001). In general, in scientific papers page numbers are not given in the text. For two authors, both are provided, i.e. Smith and Jones (2008). For three or more authors make use of the Latin et al., i.e. Jones et al. (2010). Again these should be worked into the narrative when you are actually discussing a work or placed in parenthesis if you are just supplying referenc.
research involves investigating a topic to learn more about it. Typically, one conducts research to answer questions. Often, as one learns more about a topic, initial questions generate additional questions. for more visit http://www.transtutors.com/homework-help/writing/research-paper-writing.aspx
the bulding I choose Houses of Parliament, LondonPAPER .docxhe45mcurnow
the bulding I choose :
Houses of Parliament, London
PAPER ASSIGNMENT
Format
The term paper for this class will be a thesis-guided argumentative academic paper that is to be at least 2000 words long. It must contain a thesis statement that states your paper’s main scholarly idea. This thesis should be explained and supported by sufficient analysis and interpretation. The paper should adhere to college level grammar and syntax. Be aware that every architectural part has its proper name or term. Using the right terminology makes the reader more confident about your knowledge of the subject you are writing about. There should be at least one illustration as well as correctly formatted foot- or endnotes.
Most of the formulations and statements in your paper will be arguments. These are usually presented in individual paragraphs, which should be organized in an easily recognizable narrative sequence that presents and argues your topic in the most convincing manner. In general, use language that connects you to the reader of your paper. Inform the reader of your position towards the paper topic and the thesis you are making. Use a formal academic tone and complex sentence structure for the arguments you make, but also introduce a rhythm with more personal comments about the information you provide.
Close your paper with a conclusion, in which you tie your solution back to the initial question and thesis of the paper. Since your reader knows now more than before reading your paper, it might be interesting for him/her to learn the larger context of your topic. Through this, your reader may remember your paper more vividly.
Revise your paper until you have reached a simple and direct way to present your thesis and arguments.
Topic
The paper topic is described earlier in this syllabus. The paper should present “productive” knowledge. This type of knowledge is different from “acquisitive” one that you simply copy from existing publications. The paper must answer questions of “why,” not just of “what.” It should contain propositional thoughts about architecture, e.g., how it fits into the everyday life of a place and its people, or how it evolved over time, or how the problems it faces today have developed through its history. To accomplish this task, you should formulate a speculative idea, which you then explain with, and analyze against, the existing body of knowledge about architecture. Beginning the paper with a question about this idea will be the best approach to finishing this assignment.
To a large part, analyzing means collecting (believable and convincing) evidence that support your paper’s topic. For this paper, most evidence will come from established and accepted research texts on the topic you have chosen. You must explain objectively how the evidence you picked supports your thesis. It is this connection that is most important to the reader of your paper. To complete this successfully, you must take good notes from your research.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. A c a d e m i c W r i t i n g f o r A r t H i s t o r y
S p r i n g S e m e s t e r 2 0 2 3
G r a d u a t e I n s t i t u t e o f A r t H i s t o r y
N a t i o n a l Ta i w a n N o r m a l U n i v e r s i t y
3. 1
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Introduction
Writing Papers
Writing Theses
Primary Sources
Secondary Sources
Title Case
The Table of Contents
The Introduction
Organizing the Discussion
Formatting the Body Text
Formatting Paragraphs
Formatting Quotes
Punctuating Quotes
In-Text Information for Artworks
Inserting Figure References
Abbreviated Forms
Italicization
Dashes
The Conclusion
Footnotes and Endnotes
Bibliography
Citing Page Numbers
Spelling
Appendices
Captions
Academic Integrity
Select Bibliography
Research Resources
A c a d e m i c W r i t i n g f o r A r t H i s t o r y
4. Introduction
As a university student, you are largely free to
present an assignment or thesis in the way you
think best (see the section on academic integrity,
below, for what will not be accepted). However, in
academic writing for art history there are common
conventions that it will probably help you to know.
This guide demonstrates approaches to writing that
can be described as conventional good practice in
academic art history generally, as well as certain
practices specific to the Graduate Institute of Art
History at National Taiwan Normal University.
Ultimately, individual professors have their own
preferences, and conventions change over time. So,
if in doubt, talk with your professor.
Writing Papers
There are many kinds of course assignments, but
the most common is the classic essay paper, with
an introduction, body, conclusion, footnotes,
bibliography, and figures. A course paper of this
kind provides an opportunity for you to show you
have read and understood the key literature on your
topic, can identify the main points of difference
between authors, are able to analyse the evidence
and arguments independently, and can draw your
own conclusions reasonably.
Usually, the professor will provide topics for
course papers, although you may sometimes be
able to formulate your own topic, in discussion with
the professor. Topics for course papers may require
you to address a particular question that has been
debated in the field, to provide a broad historical
survey of an aspect of art history, to provide a
detailed case-study of a particular instance of an
artistic phenomenon, or another approach.
A key set of skills to be developed by an art
historian is the analysis of an artwork in formal,
technical, and iconographic terms, as well as
connecting an artwork to its cultural, social,
political, and economic contexts. To do this, one
TIPVMECFHJOXJUIƋSTUQSJODJQMFT'PSLFZBSUXPSLT
in your discussion, provide your reader with a
succinct description of each artwork, in terms of
its appearance and facture, before interpreting its
meaning by drawing connections between particular
aspects of the work and the circumstances and
culture in which it was made.
In the Institute, course papers should be 10–
20 pages long, not including the bibliography and
appendix, and should be presented as follows:
· a coversheet with the title of the University,
the title of the Institute, the title of the course, the
title of the assignment, your name, your student
number, your email address, and the date of
submission
· a table of contents listing the headings and
any subheadings in the paper, beside their page
numbers (without 'p.')
· pages with your text
· a bibliography
· BOBQQFOEJYXJUIƋHVSFTBOEUIFJSDBQUJPOT
Writing Theses
The topic of your thesis is determined in
consultation with your advisor (supervisor), taking
into consideration the available research resources
and their potential to yield new knowledge. Once
the topic is decided, the thesis is written in much
the same way as a course paper essay, but will
contain a much more thorough assessment of its
subject, with much more original research.
In the Institute, theses should be 70 pages or
more in length, not including the biblography and
appendices, and should be presented as follows:
· a title page with the title of the University,
the title of the Institute, the title of the course
component ('Master’s Degree Thesis Proposal' or
'Master’s Degree Thesis'), the title of the thesis, the
title and name of the advisor, your name, and the
month and year of completion. All of the above
are written in English and Mandarin, except for the
thesis title if it is written in English.
· a t a b l e o f c o n t e n t s l i s t i n g t h e
acknowledgments, abstracts, headings, and
subheadings in the thesis, using a numbering
system, such as 1., 1.1., 1.2., and so on, beside their
page numbers (without 'p.')
· acknowledgments
· abstract in English, with keywords
· abstract in Mandarin, with keywords
· BOVNCFSFEMJTUPGƋHVSFT PQUJPOBM
· a numbered list of tables (optional)
· pages with the introduction, body of the text,
and conclusion
· a bibliography, divided into primary sources,
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· BOBQQFOEJYDPOUBJOJOHUIFƋHVSFTBOEDBQUJPOT
· any other appendix, if required
· all of the above contents commercially bound.
1
5. Primary Sources
Without new investigation of primary sources, the
same information would be recycled endlessly,
and scholarship would not progress. That said,
the definition of a primary source is open to
interpretation. Traditionally, art historians have
listed archival documents (unpublished sources
of information) before a bibliography (published
sources of information). Arguably, though, any
source of information that is not a publication
can be considered a primary source, including
artworks, buildings, and landscapes. These may
contain texts—for example, a painting may have
an inscription and a film often has dialogue—or
they may contain symbols that can be read. In any
case, any image can be analysed semiotically, as a
kind of text. However, artworks are by convention
not listed as sources at the end of a paper or thesis,
while films may be listed in a filmography, after
the bibliography.
Published texts can also be primary sources,
when they are studied as cultural productions—for
2
Lorenzo di Matteo Morelli, Libro rosso or Libro di ricordanze e di debitori e di creditori di Lorenzo di Matteo di Morello
di Pagholo Morelli, dal 1463 a 78, 1463–1478, Archivio Gherardi Piccolomini d’Aragona, 194, fols 3–iii, Archivio di Stato di
Firenze (photo: Dr Alana O’Brien).
the nature of their content—including illustration,
decoration, and design, rather than being used
as sources of information on subjects outside
themselves.
In an art history course paper, the primary
sources used are usually artworks. After consulting
what art historians have written about an artwork
in books and articles, a student compares these
views with what they observe themselves in the
artwork. It is always best to study an artwork
directly, rather than in repoductions. However, for
course papers, this is often impractical.
In a thesis, there is a greater emphasis
on the use of primary sources, as the thesis
must make a novel contribution to knowledge
in the field. While it still may not be practical to
study all physical artworks directly, there is an
FYQFDUBUJPOUIBUTUVEFOUTXJMMNBLFTQFDJBMFƊPSUT
to obtain new insights into their subject. Such
efforts may include studying archival documents,
historical photographs of artworks or buildings
documenting their changing appearance, or using
new methodologies.
6. 3
Secondary Sources
Secondary sources are publications, such as
journal articles, conference papers, book chapters,
monographs (a monograph is an entire book on
a single subject), and internet sources. It is good
practice to use a variety of secondary sources.
Ensure that recent sources are used, as well as
classic studies. Seek out high quality sources
written by specialists, and published by reputable
publishers, ideally through a peer-review process.
In particular, be wary of self-published texts.
Also, any modern source that does not identify
its author or authors by name would not usually
be considered an appropriate source for academic
writing.
In a graduate course paper, a student should
use enough secondary sources to demonstrate that
they are aware of the key views in the literature
on their subject. There is no rule about how many
sources should be used, but a rule of thumb
might be that the fewer sources you use, the more
comprehensive in their coverage of the subject they
need to be.
In a graduate level thesis, similar guidelines
apply, except that there is a much greater
expectation that the student has consulted the
majority, if not all, of the recent publications on
their subject.
Your search to find the relevant literature
can begin with a standard Google search, followed
by a Google Book search. The website www.
academia.edu provides many articles and some
chapters free of charge. Naturally, you should try
a variety of keyword searches in a library catalog,
to find its print holdings on your topic. Most
universitiy libraries have a separate 'discovery'
search, which covers print holdings and electronic
subscriptions. The footnotes and bibliographies in
UIFTPVSDFTZPVƋOEXJMMJEFOUJGZGVSUIFSSFMFWBOU
sources.
A course paper will address the key
literature on its subject, at appropriate points.
Whereas, in a thesis, it is usual to include
a separate section with a literature review
describing the key publications on a subject over
time, identifying any important differences of
opinion between authors, specifying whether one
view has come to be widely accepted and why, and
identifying any debates remaining to be resolved
and questions remaining to be answered. Your
new research should take a position in relation to
what has been written on the topic before.
Hugh Hudson,“A Processional Cross Attributed to Bernardo Daddi and His Workshop,” Art Journal of the National Gallery
of Victoria, vol. 51, 2012, pp. 9–15 and 91, cover (left) and p. 9 (right).
7. Title Case
In a title, heading, or subheading, capital letters
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words, nouns, pronouns, possesive pronouns, verbs,
any word after a colon or em-dash, and Roman
numerals.
The Table of Contents
A short text, such as an essay or article, does
not need a table of contents. However, it is the
tradition at this Institute that papers have a table
of contents. It should be presented on a separate
page, and can be formatted as follows:
Table of Contents
1. Introduction 1
2. Heading 2
3. Heading 5
4. Heading 8
6. Conclusion 12
7. Bibliography 13
Appendix: Figures 15
For a thesis, it should be presented in much the
same way, but with an abstract in English and
Mandarin, acknowledgments, and subheadings.
You may have as many headings, subheadings, and
appendices as required.
Table of Contents
Abstract in English i
Abstract in Mandarin ii
Acknowledgments iii
1. Introduction 1
2. Heading 4
2.1. Subheading 9
2.2. Subheading 18
3. Heading 25
3.1. Subheading 30
3.2. Subheading 39
4. Conclusion 68
5. Bibliography 72
Appendix I: Figures 77
Appendix II: Other (if required) 87
4
The Introduction
The introduction to a paper is typically one
paragraph, while in a thesis it will be longer. The
introduction identifies the topic, gives the reader
an indication of how you intend to analyse it,
and makes the reader want to read on, through
an evocative description of the problem, or an
explanation of its importance in art history.
Organizing the Discussion
It helps the reader follow your discussion if it has
a logical overall structure. A common approach is
to use a chronological arrangment of the material.
Another is based on contrasts between different
points of view in the literature, analysing each in
turn. If analysing a single work of art or building,
one might begin with the largest features,
discussing smaller ones in turn.
Formatting the Body Text
The body text should be in 12 point font, with 1.5
line spacing (21 points), and in Times New Roman
font, or a similar font. Insert page numbers at
bottom center or bottom right.
Formatting Paragraphs
Each paragraph should contain a single idea.
When your discussion moves on to a new aspect
of the topic, start a new paragraph. However,
paragraphs should not be too short, or too long. In
most cases, a paragraph should be longer than a
few sentences, but much shorter than a page.
Here is a model of how to format
paragraphs:
Title, Heading, or Subheading Here
5IFƋSTUQBSBHSBQIBGUFSUIFUJUMF BIFBEJOH PSB
subheading begins after a blank line, and is aligned
ƌVTIMFGULorem ipsum dolor sit amet, consectetur
adipisicing elit, sed do eiusmod tempor incididunt
ut labore et dolore magna aliqua. Ut enim ad
minim veniam, quis nostrud exercitation ullamco
laboris nisi ut aliquip ex ea commodo consequat.
Duis aute irure dolor in reprehenderit in voluptate
velit esse cillum dolore eu fugiat nulla pariatur.
Excepteur sint occaecat cupidatat non proident,
TVOUJODVMQBRVJPƍDJBEFTFSVOUNPMMJUBOJNJEFTU
8. laborum.
The next paragraph starts with an indent,
and has no blank line above it. Lorem ipsum
dolor sit amet, consectetur adipisicing elit, sed do
eiusmod tempor incididunt ut labore et dolore
magna aliqua. Ut enim ad minim veniam, quis
nostrud exercitation ullamco laboris nisi ut aliquip
ex ea commodo consequat. Duis aute irure dolor in
reprehenderit in voluptate velit esse cillum dolore
eu fugiat nulla pariatur. Excepteur sint occaecat
cupidatat non proident, sunt in culpa qui officia
deserunt mollit anim id est laborum.
The next paragraph starts with an indent,
and has no blank line above it. Lorem ipsum
dolor sit amet, consectetur adipisicing elit, sed do
eiusmod tempor incididunt ut labore et dolore
magna aliqua. Ut enim ad minim veniam, quis
nostrud exercitation ullamco laboris nisi ut aliquip
ex ea commodo consequat. Duis aute irure dolor in
reprehenderit in voluptate velit esse cillum dolore
eu fugiat nulla pariatur. Excepteur sint occaecat
cupidatat non proident, sunt in culpa qui officia
deserunt mollit anim id est laborum.
Formatting Quotes
Quotes should be used sparingly. Use a quote
when an author’s wording is so appropriate that it
is difficult to express the idea more succinctly, or
XIFOUIFRVPUFJUTFMGQMBZTBTJHOJƋDBOUQBSUJOUIF
discussion, and is worthy of anaylsis. Every quote
must have a footnote. Ideally, one should cite the
original publication for a quote. It is acceptable to
cite a republiction of a quote by another author
XIFOUIFPSJHJOBMQVCMJDBUJPOJTJNQPTTJCMFUPƋOE
In this case, your footnote should read: 'As quoted
in' followed by the citation for the source you
found it in.
Here is a model of how to format quotes:
Lorem ipsum dolor sit amet, consectetur adipiscing
elit, sed do eiusmod tempor incididunt ut labore
et dolore magna aliqua. A short quote is included
in the body of a paragraph, with quotation marks,
like this: 'This is a short quote, of one or two lines
length.'1
Lorem ipsum dolor sit amet, consectetur
adipisicing elit, sed do eiusmod tempor incididunt
ut labore et dolore magna aliqua. Ut enim ad
minim veniam, quis nostrud exercitation ullamco
laboris nisi ut aliquip ex ea commodo consequat.
Lorem ipsum dolor sit amet, consectetur
1. Footnote citation.
5
adipisicing elit, sed do eiusmod tempor incididunt
ut labore et dolore magna aliqua. Ut enim ad
minim veniam, quis nostrud exercitation ullamco
laboris nisi ut aliquip ex ea commodo consequat.
A long quote is separated from the body of the
paragraph by blank lines, before and after, is inset
left and right, is in a smaller font size, and does not
have quotation marks, like this:
This is a long quote, of two or more lines in
length. This is a long quote, of two or more
lines in length. This is a long quote, of two
or more lines in length. This is a long quote,
of two or more lines in length. This is a long
quote, of two or more lines in length. This
is the long quote, of two or more lines in
length.2
5IFTBNFQBSBHSBQIDPOUJOVFTƌVTIMFGU QSFDFEFE
by a blank line. Lorem ipsum dolor sit amet,
consectetur adipisicing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna aliqua. Ut
enim ad minim veniam, quis nostrud exercitation
ullamco laboris nisi ut aliquip ex ea commodo.
Punctuating Quotes
The use of single quotation marks is increasingly
more common than double. If using single
quotation marks at the beginning and end of a
quotation, double quotation marks may be used
inside these, for a title or a quote-within-a-quote.
The only punctuation that should be added inside
a quote is a period or a comma before the final
quotation mark, if required for your sentence
structure. For example, add a period before the
ƋOBMRVPUBUJPONBSL JGUIFRVPUFJTBUUIFFOEPG
your sentence.
In-Text Information for Artworks
It is common practice, the first time any artwork
is mentioned, to identify the collection or in situ
location, and the city, either in the sentence, or
separately in brackets immediately after the title of
the work.
Example: Donatello’s David with the Head of
Goliath (Museo Nazionale del Bargello, Florence) is
believed to have been commissioned by Cosimo de’
Medici.
2. Footnote citation.
9. 6
Abbreviated Forms
If you refer to a person repeatedly, the first time
you mention them, give their full name, and
thereafter use only their surname.
Example: Erwin Panofsky (1892–1968) is regarded
as one of the pioneers of the iconographic method.
Although some of his interpretations have been
challenged by later authors, Panofsky’s approach is
TUJMMJOƌVFOUJBM
Italicization
Iconographic titles of artworks are written in
italicized title case.
Example: Jan van Eyck’s $SVDJƇYJPO-BTU+VEHFNFOU
diptych is housed in the Metropolitan Museum of
Art in New York.
Non-iconographic titles of artworks just take title
case.
Example: The Ghent Altarpiece is dated 1432.
Non-English language words are italicized, unless
they are in quotations marks or are proper nouns.
Example: Impressionist landscape painters often
worked en plein air.
Stressed words: words can be stressed though
italicization.
Example: Scientific analysis of an artwork can
TPNFUJNFT help determine its attribution, but
much depends on the quantity and quality of the
available comparative evidence.
Dashes
Dash: a dash, also called a hyphen, is used to link
prefixes with words, especially where the same
letter appears twice in succession, and in creating
an adjectival phrase.
Examples: She is the pre-eminent authority on
nineteenth-century Indigenous Australian art.
En-dash: an en-dash is used to link two numbers
(Apple keyboard shorortcut is “option+dash”).
Examples: '1900–1999' and 'pp. 1–40.'
Em-dash: an em-dash is used to separate phrases
(Apple keyboard shortcut is 'shift+option+dash').
Example: The exhibition is regarded as
groundbreaking—at least in terms of its pioneering
use of the 'white cube' exhibition design
approach—although it also had its detractors.
1. Paul Klee, #MBDL$PMVNOTJOB-BOETDBQF, 1919,
watercolor and ink on paper mounted on cardboard,
24.1 × 31.4 cm, Metropolitan Museum of Art, New York,
acc. no. 1987.455.1.
Inserting Figure References
When you discuss a key artwork in your writing,
you can refer the reader to an illustration by
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this figure reference immediately after the first
time you refer to the artwork, which can be in the
middle of a sentence, or you may put it at the end
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Example: Paul Klee (1879–1940) was a pioneer of
Modernist abstraction. In his watercolor Black
$PMVNOTJOB-BOETDBQF (Metropolitan Museum
of Art, New York) some objects are recognizable,
such as the ionic columns on the right, a doorway
or gate on the left, the sky, and the ground (Fig.
1). However, the overall image is broken up by
non-representational, geometric fields of pure
colour. This allows the artist to accentuate poetic
contrasts of colours and form, and to produce an
ambiguous, dream-like image.
10. The Conclusion
The conclusion of a paper is typically between one
and a few paragraphs long, while in a thesis it is
between one and a few pages. In both cases, the
conclusion brings the discussion to a close, ideally
with a pithy or elegant summation of the position
your argument has led the reader to. A conclusion
should not introduce new material into the
discussion, although it is possible to suggest ways
the topic could be further studied in the future.
Footnotes and Endnotes
Every course paper and thesis at the Insitute
should have footnotes, or endnotes if you prefer.
Artworks: Insert a footnote for any key artwork,
ƋMN PSNPOVNFOUJOZPVSEJTDVTTJPOUIBUDBOOPU
be illustrated. The content of the footnote is
presented in the same format as a caption.
Sources: Insert a footnote after every quotation
and after every part of your text using information
that is not common knowledge. The footnote
number usually goes directly after the final
punctuation mark in a sentence, but can be
JOTFSUFEFBSMJFSJOUIFTFOUFODF JGHSFBUFSTQFDJƋDJUZ
is required. The text in the footnote is put in a
smaller font size than that of the body text, and is
given single line spacing.
The first footnote for a source provides
the same publication details as the bibliography,
except there is no need to reverse the order in an
author’s name, and the specific page reference is
given.
Example: 5. Claire Bishop, Artificial Hells:
Participatory Art and the Politics of Spectatorship,
London: Verso, 2012, pp. 55–60.
In subsequent footnotes for the same source, only
include the author’s surname, the number of the
footnote in which the citation is given in full, and
UIFTQFDJƋDQBHFOVNCFSPSOVNCFST
Example: 10. Bishop (as note 5), p. 15.
In Microsoft Word, it is possible to insert
automatically updating footnote cross-references,
as follows:
1. In your text, insert a footnote that you wish to
contain a cross-reference to an earlier footnote.
In the text of the present footnote, place the
cursor where you want the cross-reference to
appear, go to the 'References' tab, and select
the 'Cross-reference' menu option.
2. The 'Cross-reference' window will appear.
3. In the 'Reference type' drop-down menu,
choose 'Footnote.'
4. In the 'Insert reference to' drop-down menu,
choose 'Footnote number.'
5. Select the footnote you wish to cross-reference
from the list displayed.
6. Click on 'Insert.'
7. The cross-reference will automatically update
JOUIFƋMF CVUUPNBLFJUVQEBUFPOUIFTDSFFO
you need to click on the 'Print' option, although
ZPVEPOPUOFFEUPBDUVBMMZQSJOUUIFƋMF
Personal communications: Information
kindly provided by Name Surname, personal
communication, date, period.
Example: 1. Information kindly provided by Dr
Allison Holland, personal communication, 1 July
2019.
Bibliography
The bibliography contains every source cited in the
footnotes (excluding personal communications),
as well as any other source read but not cited. If
there are primary sources (excluding works of art),
these are listed under a separate subheading in the
bibliography, before the secondary sources. Primary
sources are listed in alphabetical order by city,
and then by the name of the institution or owners
that house them. Secondary sources (including
internet sources) follow in a single list, arranged in
alphabetical order by the authors’ surnames. When
you cite more than one publication by the same
author, list their publications in chronological order,
and replace the author or authors’ names with
three en-dashes in the second or further entry.
Archival document: City Where the Archive Is
Located, Name of the Institutional or Personal
Owner, Author (if known), Title of the Document,
date or approximate date of the document,
Collection Name within the Archive If There Is
One, shelfmark or inventory number, part of the
document or folio number or numbers or page
7
11. number or numbers, if citing an individual source
bundled together with others, period.
Example: Florence, Archivio di Stato di Firenze,
Ledger of the Confraternity of Saint Peter Martyr,
early 1400s, Corporazioni Religiose Soppresse dal
Governo Francese (102), 298, fol. 11r.
Monograph with one author: Author’s Surname,
First Name, Book Title, number of edition if not
the first, Place of publication: Publisher, year of
publication, period.
Example: Bishop, Claire, Artificial Hells:
Participatory Art and the Politics of Spectatorship,
London: Verso, 2012.
Monograph with two authors: Author’s
Surname, First Name, and Second Author’s First
Name Surname, Book Title, number of edition if
OPUUIFƋSTU 1MBDFPGQVCMJDBUJPO1VCMJTIFS ZFBS
of publication, period.
YBNQMF0CSJTU )BOT6MSJDI BOETBE3B[À
8BZTPG$VSBUJOH, New York: Farrar, Straus, and
Giroux, 2016.
Entire edited book: Author’s Surname, First
Name, (ed.), Book Title, number of edition if not
the first, Place of publication: Publisher, year of
publication, period.
Example: Thompson, John M.A., (ed.), Manual of
$VSBUPSTIJQ(VJEFUP.VTFVN1SBDUJDF, second
edition, New York: Butterworth Heinemann,
2012.
Chapter in an edited book: Author’s Surname,
First Name, 'Title of Chapter,' in: Surname, First
name, (ed.), Book Title, Place of publication:
Publisher, year of publication, page range, period.
Example: Chi, Chi-Jung June, 'How Exhibitions
Flow: Governments, Museums, and Special
Exhibitions in Taiwan,' in: Kawashima, Nobuko,
and Hye-Kyung Lee (eds), Asian Cultural Flows:
Cultural Policies, Creative Industries, and Media
$POTVNFST, Singapore: Springer, 2018, pp. 93–112.
Entire exhibition catalog: Editor’s or Author’s
Surname, First Name, or Corporate Name if
no individual is specified, YIJCJUJPO$BUBMPHVF
Title, exh. cat., Museum that held the exhibition,
exhibition dates, any other museum that hosted
the same exhibition, exhibition dates, Place of
publication: Publisher, year of publication, period.
Example: Queensland Art Gallery and Gallery of
Modern Art, Apt9: The 9th Asia Pacific Triennial
PG$POUFNQPSBSZSU, exh. cat. Queensland Art
Gallery and Gallery of Modern Art, 24 November
2018–28 April 2019, Brisbane: Queensland Art
Gallery and Gallery of Modern Art, 2018.
Entry in an exhibition catalog: Author’s Surname,
First Name, 'Title of the Entry,' in: Surname, First
Name, (ed.), YIJCJUJPO$BUBMPHVF5JUMF, exh. cat.,
Museum that held the exhibition, exhibition
dates, any other museum that hosted the same
exhibition, exhibition dates, Place of Publication:
Publisher, year of publication, page range, period.
Example: Campbell, Caroline, with a contribution
by Graeme Barraclough, “1 Chest and spalliera with
the arms of Lorenzo Morelli and Vaggia Nerli (The
Morelli Chest), 1472; 2 Chest and spalliera with the
arms of Vaggia Nerli and Lorenzo Morelli (The Nerli
Chest), 1472,” in: Campbell, Caroline, (ed.), -PWFBOE
.BSSJBHFJO3FOBJTTBODF'MPSFODF5IF$PVSUBVME
8FEEJOH$IFTUT, exh. cat., The Courtauld Gallery,
Somerset House, London, 12 February–17 May
2009, London: Paul Holberton Publishing, 2009,
pp. 69–79.
Journal article: Author’s Surname, Name, 'Title of
the Article,' in: Title of the Journal, volume number,
issue number if there is one, season if there is one,
year, page range, period.
Example: Lin, Yung-Neng , 'Importance–
Performance Analysis of the Taipei Fine Arts
Museum’s Services,' in: .VTFVN.BOBHFNFOUBOE
Curatorship, vol. 24, issue 2, 2009, pp. 105–21.
Film: Director’s Surname, First Name, (role), Title,
Distributor, date (n.b. further details, such as the
actors’ names, may also be provided if relevant),
period.
Example: Weir, Peter, (director), 1JDOJDBU)BOHJOH
3PDL, British Empire Films, 1975.
Internet source: Author’s Surname, First Name,
'Title of the Text,' in: Title of the Website, date of
8
12. 9
publication, URL, date sighted, period.
Example: Angeleti, Gabriella, 'Nan Goldin’s Anti-
opioid Activist Group Storms New York Museums:
Pain Held Demonstrations at the Guggenheim and
the Met over the Weekend,' in: The Art Newspaper,
10 February 2019, https://www.theartnewspaper.
com/news/nan-goldin-s-anti-opioid-activist-
group-storms-new-york-museums, sighted 12
February 2019.
Citing Page Numbers
Use the abbreviation 'p.' for a single page.
example:
p. 9
Use the abbreviation 'pp.' for a page range.
example:
pp. 10–11
For a page range in the hundreds, where the first
page number and the second page number begin
with the same digit, omit the first digit in the
second number.
example:
pp. 233–34
Spelling
At the Institute, American spelling has traditionally
been preferred over British spelling, although either
is acceptable, if used consistently.
Appendices
5SBEJUJPOBMMZBUUIF*OTUJUVUF UIFƋHVSFTJOBDPVSTF
paper or thesis are put in the first appendix, in
numerical order. Give each figure a caption with
the name of the artist, or names of the artists if
there are more than one, the title of the artwork
in italicized title case if the title is iconographic
(e.g. 5IF-BTU+VEHFNFOU), otherwise just in title
case (e.g. The Ghent Altarpiece), followed by the
date (approximate if necessary), the medium, the
dimensions (height by width), the collection name,
the collection location, and the accession number,
if there is one. For further details about captioning,
follow the advice in the section 'Notes for works of
art' on p. 7.
In a thesis, further appendices may be
used to provide the reader with key supporting
documentation, such as a translation of a text
too long to go in the body of the thesis, or a
transcription of a long archival document.
Captions
Wherever possible, key artworks in a discussion
should be illustrated, with the caption providing
more detailed information about the artwork:
the artist’s First Name and Surname, Title of
Artwork, date or approximate date, medium or
media, dimensions (height × width), Collection
or Location, City, and accession number where
there is one. Iconographic titles of artworks
are written in italicised title case (e.g. 5IF-BTU
+VEHFNFOU), otherwise just in title case (e.g. The
Ghent Altarpiece). If there is no conventional or
applicable title you can use 'Untitled.' For artworks
outside museum collections, give the name of the
physical location if in situ, or the name and location
of the private collection if known. For an artwork
in a museum collection, give the full name of the
museum as it appears in its publications, such
as on its website, followed by the city in which
the museum is located. If the work is still in the
possession of the artist, you can write 'Collection
of the Artist.'
Examples:
1. Damien Hirst, 4UBOEJOHMPOFPOUIF1SFDJQJDF
BOE0WFSMPPLJOHUIFSDUJD8BTUFMBOEPG1VSF5FSSPS,
1999–2000, 236.0 x 871.0 x 11.0 cm, glass, stainless
steel, steel, aluminium, nickel, bismuth and cast
resin, coloured plaster and painted pills with dry
transfers, private collection.
2. Paolo Uccello, RVFTUSJBO.POVNFOUGPS4JS+PIO
Hawkwood, 1436, mural painting, 820 × 515 cm
(with the later, painted frame), Cattedrale di Santa
Maria del Fiore, Florence.
3. Donato di Niccolò di Betto Bardi, called
Donatello, David with the Head of Goliath, mid-
1430s–1440s, bronze and gilding, 158.0 cm high,
Museo Nazionale del Bargello, Florence.
13. 10
4. Robert Mapplethorpe, Untitled, 1973, six dye
diffusion transfer prints (Polaroids) in painted
plastic mounts and acrylic frame, 27.6 x 28.7 x 6.7
cm overall, Solomon R. Guggenheim Museum,
New York, acc. no. 93.4276.
Note that, by convention, in a course paper or
thesis, where an image was obtained need not be
specified, except for any archival images or the
student’s own photographs, which information
can be put in brackets at the end of the caption.
Example:
5. Vincenzo Scamozzi, Villa Molin, Mandria
(Padua), 1597, facade (image: the author).
Academic Integrity
The use of another person’s words or ideas must
always be acknowledged. When work submitted
by a student containing unacknowledged use
of another author’s words or ideas, such as the
copying of a sentence without quotation marks
and a footnote, or paraphrasing at length without
BGPPUOPUF JTJEFOUJƋFE JUXJMMOPUCFBDDFQUFEGPS
assessment. In this case, the student can resubmit
the assignment with proper acknowledgment, to
be marked on a pass or fail basis.
Once any work has been awarded a grade
in a university course or program, it should not be
submitted for assessment or awarded a grade in
any other course or program.
It is fine, and indeed beneficial, to obtain
feedback on drafts of your work from a range of
specialists, including professors and academic
editors. Any specific information provided
in feedback can be recorded as a personal
communication in a footnote, while general editing
assistance can be recorded in acknowledgments.
Select Bibliography
Bailey, Stephen, DBEFNJD8SJUJOH)BOECPPLGPS
International Students, third edition, London and
New York: Routledge, c. 2011 (NTNU Library).
Carrier, David, 1SJODJQMFTPGSU)JTUPSZ8SJUJOH,
University Park PA: Penn State University Press,
1991 (NTNU Library, also holds the 2004 Mandarin
language edition).
Chandrasoma, Ranamukalage, DBEFNJD8SJUJOH
and Interdisciplinarity, Newcastle upon Tyne 2010
(NTNU Library).
Galikova, Silvia, DBEFNJD8SJUJOH4FMFDUFE5PQJDT
JO8SJUJOHBODBEFNJD1BQFS, Frankfurt am Main:
Peter Lang GmbH, 2016 (NTNU Library).
Gibaldi, Joseph, and the Modern Language
Association of America, .-4UZMF.BOVBMBOE
(VJEFUP4DIPMBSMZ1VCMJTIJOH, third edition, New
York: Modern Language Association, 2008 (NTU
Library).
Hudson, Suzanne, and Nancy Noonan-Morrissey,
5IFSUPG8SJUJOHBCPVUSU, Belmont, CA:
Harcourt College Publishers, c. 2002 (NTNU
Library).
Iversen, Margaret, and Stephen W. Melville, 8SJUJOH
Art History: Disciplinary Departures, Chicago and
London: The University of Chicago Press, c. 2010
(NTNU Library).
Luey, Beth, (ed.), 3FWJTJOH:PVS%JTTFSUBUJPOEWJDF
GSPN-FBEJOHEJUPST, Berkeley CA: The University
of California Press, c. 2004 (NTNU Library).
Nelson, Robert S., and Richard Shiff (eds), Critical
5FSNTGPSSU)JTUPSZ, second edition, Chicago: The
University of Chicago Press, 2003 (NTNU Library).
Osmond, Alex, DBEFNJD8SJUJOHBOE(SBNNBS
for Students, London and Thousand Oaks CA: Sage
Publishing, 2013 (NTNU Library).
Roberts, Carol M., The Dissertation Journey: A
1SBDUJDBMBOE$PNQSFIFOTJWF(VJEFUP1MBOOJOH
8SJUJOH BOE%FGFOEJOH:PVS%JTTFSUBUJPO, Thousand
Oaks CA: Corwin, c. 2004 (NTNU Library).
Turley, Richard Marggraf, 8SJUJOHTTBZT(VJEF
GPS4UVEFOUTJOOHMJTIBOEUIF)VNBOJUJFT, London
and New York: Routledge, 2000 (NTU Library).
14. 11
Research Resources
National Taiwan Normal University
Library. 129, Section 1, Heping East
Road, Da’an District. The Library has an
extensive collection of print and electronic
monographs and journals on all aspects of
art history and museology, in English and
Mandarin.
National Taiwan University Library. 1,
Section 4, Roosevelt Rd, Da’an District.
NTNU students can apply online for entry
and borrowing privileges at this Library
using NTNU student cards.
National Central Library. 20, Zhongshan
South Road, Zhongzheng District. Anyone
may apply at the front counter for a card
to use the Library, on presentation of a
QBTTQPSU MJFO3FTJEFOU$FSUJƋDBUF PSPUIFS
proof of identity.
https://www.metmuseum.org/toah/. The
Metropolitan Museum of Art’s Heilbrunn
Timeline of Art History provides a large
number of essays discussing artworks and
artists, as well as diagrammatic cultural
chronologies.
https://www.moma.org/learn/moma_
learning/glossary/. The website of the
Museum of Modern Art in New York
provides a glossary of art historical
terminology, mostly relating to art from
the nineteenth century to the present.
https://rkd.nl/en/collections/explore. The
website of the RKD–Netherlands Institute
for Art History provides a database with
images of, and information about, mostly
Western works of art, as well as biographical
information on artists.
https://www.lightboxlib.org. The website
for Lightbox Photo Library, a Taipei not-
for-profit photography research and
discussion centre, focussing on Taiwanese
p h o t o g r a p h y, b u t e n c o m p a s s i n g
international photography as well.
www.academia.edu Many international
academics post full-text copies of their
publications, or previews or titles, on this
website. It is also possible to leave messages
for authors on the website.
https://www.theartnewspaper.com. The
leading English language source for news
on visual art museums and exhibitions
internationally. Notably, it publishes annual
rankings for museum and exhibition
attendances.
https://theindex.princeton.edu. Princeton
University’s The Index of Medieval Art
provides a database of Medieval art mainly
from Western Europe and Byzantium, but
also some Mediterranean and Near Eastern
cultures.