CHSP 5001 Presenting Cultural Heritage

CHSP 5001 Presenting Cultural Heritage Instructor Email Department Time Credits Office Office hours Zsuzsanna Reed reedzs@ceu.hu Medieval Studies Fall Semester, 2015 Thursdays 9-10:40am - unless guests lecturers require otherwise Nádor 9, Faculty Tower, Room 504 Thursday, 2-3pm OVERVIEW This is a required course for Cultural Heritage students intended to foster academic research methods and writing skills that will enable students to participate fully in scholarly life and discourse as professionals Besides providing a solid background in basic research methods and academic writing necessary for prospectus and thesis development, the course is designed to familiarize students with genres and types of writing that they will encounter in their academic and professional career The former includes working towards a clear statement of dissertation topics, research questions, a well-thought-out description of methodology, a consideration of potential primary and secondary sources, and a carefully prepared bibliography The latter entails various aspects of writing, presenting and communicating as a cultural heritage professional, familiarizing with genres and writing for different audiences The standards and requirements of all assignments will reflect the goal of communicating one’s research and intellectual work to the international scholarly community and engage in professional projects in high quality English prose Writing the PhD dissertation is a process, not an event, and will require intermittent consultations over the next few years In addition to class meetings, students are encouraged to consult individually with Prof Reed in her office hours or by appointment However, please note that Prof Reed will not read completed dissertations with which she has no familiarity and students must make other arrangements for English language revision Synopsis Pre-Session, Week Session 1: September 2, 2015 Research topic, research questions, structure and planning Session 2: September 4, 2015 From data to conclusions: Research methodology Advanced Research Methodology Syllabus - Fall 2015 Pre-Session, Week Session 3: September 9, 2015 Data management, online persona Session 4: September 11, 2015 Academic writing, referencing (optional Zotero workshop to be arranged separately on demand) Week Session cancelled 5: Presentation skills Fall Term Session 5: September 24, 2015 Presentation skills Session 6: October 1, 2015 Writing workshop: Signposting and paragraph power Session 7: October 8, 2015 Writing workshop: Vocabulary and lexicon Break – individual consultation Session 8: Date TBC Genres, levels of interpretation, writing for web, writing for different audiences Session 9: Date TBC Visual skills: Practical heritage display (Guest lecturer: Orsolya Láng) Session 10: November 23, 2015 Visual skills: Video and moving image (Guest Lecturer: Sotiris Bekas, TBC) Session 11: Date TBC Sharing and presenting visual plans/video work, discussion Course Goals       Identifying thesis- and research-specific questions of structuring and planning Improving the students’ understanding of the limits, possibilities and viability of their own research project in the framework of prospectus development Sharing ideas and improve data management and analytical methods and tools Understanding the importance of online presence and academic persona Understanding referencing, flagging potential referencing problems, practicing manual and digital referencing Improving and practicing writing and delivering presentations Advanced Research Methodology Syllabus - Fall 2015  Understanding the basic principles of writing for different audiences  Familiarising with various genres in the field of cultural heritage, e.g management plans, risk assessment, white papers, policy  Understanding the basics of reader-friendly writing: meta-discourse and paragraph level writing practice  Improving student writing on the lexical level: raising awareness of terminology, vocabulary and register Students who complete this course will  understand the building blocks of successful academic writing beyond their present project,  learn new techniques and ways of developing, expressing their ideas and efficiently expounding their argument clearly, precisely and adhering to the conventions of academic English,  create a habit of writing, revising, rewriting and editing texts for professional purposes,  learn to communicate their research and intellectual work to the international academic and professional community in high quality English prose,  develop a reader friendly writing style and the ability to produce well written texts efficiently and in a timely manner,  be aware of various levels of interpretation in presenting cultural heritage subjects ASSIGNMENTS Write a treatment for an academic audience explaining why a particular heritage site or structure is significant, preferably a site from your home country with which you are familiar You may use comparisons to other famous sites or structures Grading will include the proper use of footnotes and a bibliography of at least three items consulted The essay should be no more than 1000-1200 words, formatted correctly (see Appendix) Due date September 2015 Assignments must be brought to class for discussion in hard copy on 11 September (Academic writing, referencing) Prepare a flash-presentation in Powerpoint (or Prezi) on your proposed cultural heritage topic, your training and development plans for the next two years and why you chose this programme, no more than to slides Your presentation should be strictly within eight minutes, if you run out of time, you will have to stop talking and step down Unless otherwise instructed, send your presentation to Professor Reed in an e-mail by noon 13 September 2015 and prepare to present it in class the next day Write a proposal (feasibility study) for developing an undeveloped site (or structure) or a new management plan for a developed site (or structure), preferably a site (or structure) from your home country The audience is professional heritage managers Include both academic- Advanced Research Methodology Syllabus - Fall 2015 research and popular-practical issues The essay should be 1000 words, formatted correctly (see Appendix) Your topic may be related to the Cultural Heritage Management course (Laszlovszky and Szalka) Bring to class in hard copy for class discussion in Sessions and (Writing workshops: Signposting and Paragraph Power and Vocabulary and lexicon, dates TBC) Write a treatment for popular audience (or children aged and above) explaining why a particular heritage site or structure is significant This should be the same site as in Assignment Grading will include assessment of tone, sentence structure, and vocabulary The essay should be 1000-1200 words, formatted correctly (see Appendix) Due date Session 8, will be discussed in class in Session (Genres, levels of interpretation, date TBC) You can choose which version of the assignment you Your topic may be related to the Cultural Heritage Management course Version A: Assemble a portfolio of to 10 photos that you shoot related to cultural heritage; they should meet scholarly and visual criteria The topic is your choice The photos should be loosely connected by a theme you designate Write a 100 to 200 word description of the theme Print out each photo in black and white on A4 recycled (brownish) paper and provide captions Make sure you have a plan how to display them (with captions and/or other explanatory materials) on the wall and liaise with other students working on similar assignments to see how much space will be available for you in the classroom Bring the assignment in hard copy to Session 12 Blue tack or similar will be provided to mount your photos to the wall for your colleagues to see them Version B: Design a small cultural heritage display for a county/city museum (i.e., not a national or specialized museum) Specify a theme or topic Make a scale drawing of a room no larger than 10 by 20 meters, specifying where displays will be placed (cabinets, free-standing objects, etc.), and how they will be presented (objects, images, etc.) Write out the texts that will introduce the show and accompany the items displayed Bring the assignment in hard copy or in the form of a projected presentation to Session 12 Version C: Shoot and edit a 3-minute video about a cultural heritage topic The sound can come from an interview or narration, there is no need for music This project can be created and presented as a group assignment To this assignment we must reach an agreement with Sotiris Bekas at the CEU Communications Center, details to follow Bring the assignment to Session 12 Make sure that the A/V equipment in the classroom is capable of presenting your work, and let Professor Reed know well in advance if alternative arrangements are necessary Familiarity with the assigned reading is mandatory for each class For the list of readings, see the Course Structure detailed in this syllabus below 5 Advanced Research Methodology Syllabus - Fall 2015 COURSE STRUCTURE AND READINGS Session Research Topic, Research Questions, Structure and Planning This session will be dedicated to assessing student needs and expectations in this course and familiarizing with the demands of individual research projects We will be working with the most important building blocks of prospectus development as well as using exploratory and explanatory visual representation of processes and data Session From Data to Conclusions: Research Methodology In this session we will be working with the elements of the research process, identifying personal preferences and styles The goal of the session is to share ideas and formulate questions of developing an idea into a viable thesis through the efficient architecture of data, methods, analysis and interpretation at the beginning of the research process Reading Thomson, Pat “Methodology Isn’t Methods or… What Goes in a Methods Chapter?” Patter: Pat Thomson’s Blog February 18, 2013 Accessed 20 July, 2015 http://patthomson.net/2013/02/18/methodology-isnt-methods-or-what-goes-in-a-methods-chapter/ Session Data Management In this session students will share their present data management practices and we will discuss the entwined questions of the nature of their data as well as developing and presenting methodology in the prospectus Reading Hua Hsu “A Guide to Thesis Writing That Is a Guide to Life.” The New Yorker April 6, 2015 Accessed 20 July, 2015 http://www.newyorker.com/books/page-turner/a-guide-to-thesis-writing-that-is-aguide-to-life Online persona Departing from the management of data, especially with regard to software and digital aids used, the end of the session will be devoted to questions of managing online academic presence: social networking, blogs, wikis, forums etc Reading Advanced Research Methodology Syllabus - Fall 2015 Hall, Alaric “A Bestiary of Political Animals: Medievalists on Facebook.” The Public Medievalist August 2014 Accessed 20 July, 2015 http://www.publicmedievalist.com/bestiary-facebook/ Marshall, Kelli “How to Curate Your Digital Identity as an Academic,” The Chronicle of Higher Education 10 January 2015 Accessed 20 July, 2015 http://chronicle.com/article/How-to-CurateYour-Digital/151001/?cid=at&utm_source=at&utm_medium=en Session Referencing This session will be conducted in a hands-on workshop format to raise awareness of the basics of referencing, especially in the field of medieval studies with special attention to departmental guidelines that are different from the Chicago/Turabian style Manual and digital referencing will be discussed, as well as personal preferences and strategies of maintaining a working bibliography during the research process Bring Assignment in hard copy for class discussion Session Presentation Skills Moving on from overarching questions of topic, methodology and structure, we will be discussing basic presentation know-how and analyzing the flash-presentations prepared for class Bring Assignment on a pen drive and prepare to deliver your flash presentations If using Prezi, make sure the classroom audio-visual equipment is capable of displaying it properly Session Writing workshop: Signposting and paragraph power This session will turn to presenting cultural heritage topics and expressing complex ideas in professional language In this first writing workshop, we will look at language on the phrasal/lexical level and practice text analysis, writing and composing on the spot We will be working with academic language in situ, with a strong focus on paragraph structure and metadiscourse Bring Assignment in hard copy for class discussion Reading McMurrey, David A “Wordy Hedging & Metadiscourse.” In Sentence-Style Problems Accessed 20 July, 2015 https://www.prismnet.com/~hcexres/style/meta_hedge.html Morley, John Academic Phrasebank The University of Manchester Accessed 20 July, 2015 http://www.phrasebank.manchester.ac.uk/ Advanced Research Methodology Syllabus - Fall 2015 Session Writing workshop: Vocabulary and lexicon Continuing the writing practice, this session will be devoted to the smallest unit of writing with the biggest impact Besides providing guidance on register and precise word use in professional academic writing, the workshop is intended to focus on the subject-specific vocabularies of students Bring Assignment in hard copy for class discussion This is not an error: we will be working with the same text as in the previous session Reading Heritage Data: Linked Data Vocabularies for Cultural Heritage Accessed 20 July, 2015 http://www.heritagedata.org/blog/vocabularies-provided/ Write Your Own Academic Sentence University of Chicago Writing Programme Accessed 20 July, 2015 http://writing-program.uchicago.edu/toys/randomsentence/write-sentence.htm McCarthy, Michael “Message Understood?” The Guardian 11 April 2006 Accessed 20 July, 2015 http://www.theguardian.com/education/2006/apr/11/highereducation.uk1 Freeman, Jan “Pomp and Circumstance.” The Boston Globe, 17 June, 2007 Accessed 20 July, 2015 http://www.boston.com/news/globe/ideas/articles/2007/06/17/pomp_and_circumstance/ Session Visual skills: Video and moving image (Guest Lecturer: Sotiris Bekas) Details of this class to follow Session Genres, levels of interpretation, writing for web, writing for different audiences This session will concentrate on various levels of interpretation and composing texts for various audiences (age, level, disabilities, etc) In the second half of the class, the basic know-how of writing for the web will be discussed At least half the class needs to bring their wireless enabled laptops or tablets for the classroom discussion Indicate if you have no access to such equipment before class Bring Assignment in hard copy for class discussion Reading Lucy Trench Gallery Text at the V&A: A Ten Point Guide Accessed 20 August, 2015 8 Advanced Research Methodology Syllabus - Fall 2015 http://www.vam.ac.uk/ data/assets/pdf_file/0005/177089/10808_file.pdf Session 10 Visual skills: Practical heritage display (Guest lecturer: Orsolya Láng) Details of this class to follow Session 11 Visual skills: Video and moving image (Guest Lecturer: Sotiris Bekas, TBC) Details of this class to follow Session 12 Sharing and presenting visual plans/video work, discussion This last class will provide an opportunity for everyone to present and discuss their final assignment This session may run on longer than usual Bring Assignment 5/A in hard copy for class discussion Blue tack or similar will be provided to mount your photos to the wall for your colleagues to see them Bring Assignment 5/B in hard copy or in the form of a projected presentation to Session 12 Prepare to show and present Assignment 5/C to class In all cases where it is necessary, make sure that the A/V equipment in the classroom is capable of presenting your work, and let Professor Reed know well in advance if alternative arrangements are necessary ADDITIONAL RECOMMENDED READINGS Writing, planning, structuring: Alvesson, Mats, and Jörgen Sandberg Constructing Research Questions: Doing Interesting Research London: Sage, 2013 Ballenger, Bruce P The Curious Researcher: A Guide to Writing Research Papers New York: Pearson/Longman, 2004 Boice, Robert Professors as Writers: A Self-Help Guide to Productive Writing Stillwater, OK: New Forums Press, 1990 Booth, Wayne C., Gregory G Colomb, and Joseph M Williams The Craft of Research Chicago: University of Chicago Press, 1995 Dunleavy, Patrick Authoring a PhD: How to Plan, Draft, Write and Finish a Doctoral Thesis or Dissertation Basingstoke: Palgrave Macmillan, 2011 9 Advanced Research Methodology Syllabus - Fall 2015 Eco, Umberto How to Write a Thesis Translated by Caterina Mongiat Farina, and Geoff Farina Cambridge, MA: MIT Press, 2015 Feak, Christine B., John M Swales, John M Swales, and Christine B Feak Telling a Research Story: Writing a Literature Review [Ann Arbor, Mich.]: University of Michigan Press, 2009 Silvia, Paul J How to Write a Lot: A Practical Guide to Productive Academic Writing Washington, DC: American Psychological Association, 2007 Soule, Daniel P J., Lucy Whiteley, and Shona McIntosh, eds Writing for Scholarly Journals Glasgow: eSharp, 2007 Accessed 20 July, 2015 http://www.gla.ac.uk/media/media_41223_en.pdf White, Barry Mapping Your Thesis: The Comprehensive Manual of Theory and Techniques for Masters and Doctoral Research Camberwell, Vic: ACER Press, 2011 Accessed 20 July, 2015 https://drive.google.com/file/d/0BzEwvK1H17qeeHQzdTVMUXVVLTA/edit Zinsser, William On Writing Well: The Classic Guide to Writing Nonfiction New York: HarperCollins, 2006 Research skills, methods, methodology: Feak, Christine B., John M Swales, John M Swales, and Christine B Feak Telling a Research Story: Writing a Literature Review [Ann Arbor, Mich.]: University of Michigan Press, 2009 Furay, Conal, Michael J Salevouris, and Conal Furay The Methods and Skills of History: A Practical Guide Arlington Heights, Ill: H Davidson, 1988 Hudson, Pat History by Numbers: An Introduction to Quantitative Approaches London: Arnold, 2000 Referencing: Choosing a Citation Manager Penn State University Libraries Last modified October 2014 Accessed 20 July, 2015 http://www.libraries.psu.edu/psul/lls/choose_citation_mgr.html Fenner, M., “Reference Manager Overview.” Gobbledygook Last modified 2010 Accessed 20 July, 2015 http://blogs.plos.org/mfenner/reference-manager-overview/ Turabian, Kate L A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers Chicago: University of Chicago Press, 2007 Turabian Citation Guide Online University of Chicago Press Accessed 20 July, 2015 http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html Publishing and academic presence: Germano, William P Getting It Published: A Guide for Scholars and Anyone Else Serious About Serious Books Chicago: University of Chicago Press, 2001 Murray, Rowena Writing for Academic Journals Maidenhead: Open University Press, 2009 The Student Guide to Social Media University of Manchester Accessed 20 July, 2015 http://libassets.manchester.ac.uk/social-media-guide/ Rank, Scott “How to Create a Personal Academic Website in 10 Minutes.” The Scholarpreneur February 26, 2015 Accessed 20 July, 2015 http://thescholarpreneur.com/create-personal-academicwebsite-10-minutes/ also on YouTube https://www.youtube.com/watch?v=q9QL9WBpcLs Soule, Daniel P J., Lucy Whiteley, and Shona McIntosh, eds Writing for Scholarly Journals Glasgow: eSharp, 2007 Accessed 20 July, 2015 http://www.gla.ac.uk/media/media_41223_en.pdf Words, words, words: 10 Advanced Research Methodology Syllabus - Fall 2015 Smith, Rick Academic Vocabulary List (categorized) Accessed 20 July, 2015 http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf Averil Coxhead, The Academic Word List Victoria University of Wellington Accessed 20 July, 2015 http://www.victoria.ac.nz/lals/resources/academicwordlist/ Heritage Data: Linked Data Vocabularies for Cultural Heritage Accessed 20 July, 2015 http://www.heritagedata.org/blog/vocabularies-provided/ Software: Zotero https://www.zotero.org/ Mendeley https://www.mendeley.com/ Delicious https://delicious.com/ EndNote http://endnote.com/ 11 Advanced Research Methodology Syllabus - Fall 2015 APPENDIX: FORMATTING YOUR ASSIGNMENTS It is recommended that course papers and assignments submitted to your instructors and professors are formatted similarly to the thesis, with one marked difference: these documents usually have no front matter or cover page and thus have to be identified differently It is recommended that you submit your written work in a Word document, not pdf or opensource word processor formats Consult your instructor about the format and medium of nonwritten assignments Basic requirements: Times New Roman, size 12, double spaced 1” (inch) margins on top, bottom, right and left Margins justified on both sides of the page For detailed instructions on how to set up your document in Word, see below Title, author, etc Do not forget to have the title and your name at the top of the first page, regardless whether you included them in the header or footer on the first page of the document Although papers submitted through the e-learning site are easily identifiable, in some instances you will be required to hand in assignments on paper or by e-mail In addition, your professor(s) may need to print your work for marking In order to make the paper/prospectus easily identifiable at all stages, make sure you include all essential details in the header and footer of the document so that the information is displayed on each page and loose printed sheets can be identified in the marking process if necessary Text in the header should be small (10pt font) and may be gray in order to avoid cluttering your pages To edit the header or footer of the document, double click the top or bottom of any page respectively and type your text Exit the header or footer by double clicking elsewhere on the page The following details must appear in the header / footer of your papers and prospectus in your preferred order and format:     Your name Course title (for course papers) / Prospectus for [Programme Title] (for prospectuses) Date of submission Page numbers - recommended format: [page number] of [total number of pages] 12 Advanced Research Methodology Syllabus - Fall 2015 To insert and edit page numbers: On the Insert tab on the tool bar, in the Header & Footer group, click Page Number Click ‘Top of Page’, or ‘Bottom of Page’, depending on where you want page numbers to appear in your document Scroll down in the drop-down gallery of designs to see the ‘Page X of Y’ styles and pick the one you prefer Do not attempt to add page numbers manually Sample front page of course assignment Margins Click the Page Layout tab on the tool bar: Select Margins, Set the Top, Bottom, Right and Left margins to 1” (inch) If the measurement is in centimeters, you can set it to inches: File tab > Options > Advanced tab > Display Set the Gutter measurements to 13 Advanced Research Methodology Syllabus - Fall 2015 Font Go to the Home tab on the tool bar In the Font section, click on the tiny arrow in the bottom right to open the dialogue box or use buttons Set the Font to Times New Roman, Set the Font Style to Regular (i.e not bold, italics, or underlined), Set the Size to 12 Spacing, Alignment and Indentation Go to the Home tab on the tool bar In the Paragraph section, click on the tiny arrow in the bottom right to open the dialogue box: Set the Alignment to Justified, Set the Indentation (Right and Left) to 0, Set the Spacing: ‘0’ (Before and After) for ordinary text ‘12 After’ for bibliographies, Set Outline Level to Body Text Set Line Spacing: Double for ordinary text, Single for bibliographies Do not use tabs and spaces for indenting and block quotes For texts and bibliographies, use Special indentation First Line for ordinary text, Hanging for bibliographies If you have a quotation in your text that is more than three lines long, the quote should be given as a block quote: single-spaced, and indented 0.5 inches on the left and right The spacing is still Highlight the text you want to alter and then change these settings; they should change back automatically when you return to the regular text Language Make sure to use English (preferably US) as the language setting, normally in the lower left of the screen 14 Advanced Research Methodology Syllabus - Fall 2015 Please note that setting the language to English, besides being useful for the autocorrect option, is also essential for punctuation For example, only the so-called ‘smart quotes’ (“curly” upper quotation marks and apostrophes) are acceptable as quotation marks, which normally vary widely across other languages Your quotation marks may be auto-corrected to non-standard if your language is set to a language other than English You can avoid non-standard quotation marks by setting the language to English either by setting it as default as above or manually by highlighting the desired passage  ... various levels of interpretation in presenting cultural heritage subjects ASSIGNMENTS Write a treatment for an academic audience explaining why a particular heritage site or structure is significant,... you Your topic may be related to the Cultural Heritage Management course Version A: Assemble a portfolio of to 10 photos that you shoot related to cultural heritage; they should meet scholarly... the same text as in the previous session Reading Heritage Data: Linked Data Vocabularies for Cultural Heritage Accessed 20 July, 2015 http://www.heritagedata.org/blog/vocabularies-provided/ Write