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A Brief Writing Workshop

A Brief Writing Workshop. Helping students to make their essays the best they can be, this class and EVERY class.

michaelkwatson
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A Brief Writing Workshop

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  1. A Brief Writing Workshop Helping students to make their essays the best they can be, this class and EVERY class

  2. Use the writing handouts made available to you:“Assignment outline” –it sounds basic, but make sure you read the outline carefully so you understand the parameters within which you are producing your paper. “How to write a thesis statement” – every paper should have a thesis statement that forms a clear guiding path for the rest of the essay. The thesis should also be referred to in your conclusion. “Observation Prompts” – if you’re writing a formal analysis/museum paper, you should work through the prompts while you observe the object you will write about, and when you craft the first draft. “Paper Style Guide” – we’ll go over much of the expectations of basic grammar and academic writing style here, but make sure you consult it when you make the final checks to your paper. “Grading Rubric” – it is essential you check this to make sure you understand my expectations when I grade your paper.

  3. Basic Tips I • Who is your audience? your paper is not a conversation with a close friend, so avoid colloquialisms (eg. Use “do not” and not “don’t”) • Avoid heavy use of the first person- to insert yourself into the essay is fine, but a stream-of-consciousness narrative is not • Be clear – assume your reader has never seen this object or heard of art history before in their life, and it is your job to explain what your object looks like and the context of its making and reception

  4. Basic Tips II • Italicize titles of paintings • Punctuation should fall inside of quotation marks. Example: The student said, “Paula is such a fantastic instructor!” (not, “Paula is such a fantastic instructor”!) • All papers must be typed using Times New Roman font, doubled spaced, with standard 1inch margins and proofread. You must use 11 point font.  Do NOT add extra spaces between paragraphs. 

  5. Plagiarism • If you use the words of another writer without acknowledging that writer it is considered plagiarism. • If you use the ideas of another writer without acknowledging that writer it is considered plagiarism. • As I read your paper, I will be asking “How does he or she know this information?” • If you plagiarize (ie. cut and paste from an on-line site, etc.), you will fail the assignment and the issue will be immediately handed over to the Dean’s office.

  6. Sources and Citations • Limit your Internet sources. Use the museum’s website, but do not quote from Wikipedia in an academic essay. • Jimmy Wales, founder of Wikipedia: “For God’s sake, you’re in college; don’t cite the encyclopedia.” [ANY encyclopedia.] • If you demonstrate extensive knowledge of the artwork or historical period that could not be derived from simply looking at the object, YOU MUST CITE YOUR COURSES. ALWAYS. • Cite = using a footnote or parenthetical citation • Use the Chicago Manual of Style, or this online guide if you are unsure.

  7. Footnotes On a PC: In your Word document, place the cursor at the end of the sentence, AFTER the period at the end of the sentence. Look up at the menu bar, choose “References,” and then “Insert Footnote.” Click “Ok” and the footnote bar will appear. Insert your footnote using the correct format. On a Mac: In your Word document, place the cursor at the end of the sentence, AFTER the period at the end of the sentence. Look up at the menu bar, choose “Insert,” and then “Footnote.” Click “Ok” and the footnote bar will appear. Insert your footnote using the correct format.

  8. Some basic grammar • Semi-colons separate independent clauses that are closely linked in content. Ex: Grammar is a truly fascinating subject; to study it is essential. • A paragraph should consist of between four and eight sentences, the first of which is a topic sentence. Every subsequent sentence in the paragraph should relate to the topic. When you shift to a new topic, begin a new paragraph. • You use an apostrophe for possession, not for simple plurals. A common mistake is the use of the words it is in a paper (it’s=it is; its=of it (possessive).

  9. Precision of language • Suffixes of - ish and – like are imprecise. Ex: “The coat is blue-ish.” Your reader has no idea what “ish” connotes. It’s some tone close to blue, but what? Use more specific language. “The coat is periwinkle.” Or, add an adjective: “the coat is light blue.” The same goes for phrases such as “sort of,” “kind of,” and “a little.” Avoid them. • Overly subjective adjectives do not convey meaning to your reader. Example: “This is a great painting.” Or, “The artist’s use of line is truly excellent.” Neither of these sentences tell your reader anything objective about the painting or the artist’s use of line. • The same goes for “interesting.” If you use rich and precise language, you will not need to inform the reader that your point is “interesting.”

  10. Use evocative metaphors and similes; avoid clichés. • A painting does not say anything (paintings can’t talk). • The painting does not grab your attention (paintings can’t move). • A picture is not worth a thousand words. Generally they’re worth money. • Finally, “gives off” should never be used! Works of art do not “give off” anything – calmness, “vibes,” beauty. Ever.

  11. Verbs should live in the same time zone: pick a tense and stick with it! • Watch the verb tense.  It is difficult to decide which tense is appropriate when writing about an art historical object.  The making of the object happened in the past, yet most of the objects are still tangible in the present.  It is also easy to make the mistake of switching between the past and the present when writing an art history paper.  Choose a tense and stick with it.  Ask for assistance if you have any confusion.

  12. When describing an artwork, the simple present tense is usually most concise and effective (“The artwork is in the Met museum.”) • The simple past also works (“I saw the artwork in the Met museum.”) • Either write in the first person (I, we) or the third person (he/she/it, etc.). Do NOT use second person (you) in an academic paper.

  13. Write with confidence and authority • Avoid beginning sentences with “it can be said that…” Yes, of course it can. Anything “can be said.” But presumably, you are saying something that is based on fact, or your educated opinion. So state it with confidence. • The same goes for “it is safe to say that…” The first amendment of the U.S. constitution guarantees that it is, in fact, safe to say whatever it is you’re going to say. So just go ahead and say it.

  14. Avoid “it seems like…” unless you are truly unsure of whatever you’re suggesting. Even then, there is probably a better way to state it. Ex: “It seems like the artist used short, rapid brushstrokes in order to create the effect of dappled light.” If you see what looks like short, rapid brushstrokes on the canvas, then just assume that you’re correct: “The artist used short, rapid brushstrokes to create the effect of dappled light. • Similarly, avoid the verb “appears.” Seems and appears are wimpy verbs that allow you to hedge your bets without ever committing. Would you want to hear your beloved say, “It seems that I love you?” No. • To express uncertainty (but probability), use “perhaps” or “this suggests.” It is formal and concise.

  15. Be concise! • Adjectives modify nouns, and there is usually no need to separate the two. • Ex: “He wears a hat that is brown.” This sentence contains superfluous words. Simply write, “He wears a brown hat.” • Avoid run-on sentences. If you have words like “however” in the middle of a sentence, you should probably break it into two separate sentences. • Read your paper out loud. If you have to take a breath and you have not yet encountered any punctuation, ADD IT.

  16. Turnitin.com You will submit your paper using Turnitin.com. There is a handout with instructions on how to create your account on Bboard. Make your account well in advance of the deadline. There is no excuse for not submitting your work on time, and there are no extensions. The image of your object should be on the title page of your paper and any additional images attached to the end of the paper.  Images should not be inserted within the text of the paper. Image pages do not count as part of the page count.

  17. Title page (see Grading Rubric) Your NameTitle of Your PaperThe Artist’s Name (if there is one)Title of work/objectThe Date of the WorkMedium (the material it is made from)Museum acquisition number (eg. 11. 12. 13)Image of your object(s)Text from the Object Label – you can find it on the Met Museum Timeline/Collection database

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