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Standard

Article Review Exercise

In a group, consider the following and be prepared to present to the rest of the class:

  1. Who is the author of your piece? (What do we know about him or her?)
  1. When was the piece written, and does the time period affect the article’s tone or content in any way?
  1. What is the main argument (or arguments) of your article?
  1. What other information can you pull out that is relevant for our course?

Essay Writing Tips

Professor Lisa Krissoff Boehm
  1. Use a consistent form of footnoting/citing sources throughout your paper. ALWAYS cite your sources. You must say where you found direct quotations, paraphrases, and places where the information and ideas are someone else’s. If you have ANY questions on how to do this properly, see me. When in doubt, give a page number. PAPERS WITHOUT ANY FOOTNOTING WILL BE RETURNED TO STUDENTS FOR EDITING BEFORE THEY ARE GRADED.
  2. Make sure you have a thesis sentence. Your thesis sentence should always be easy to find. Practice writing a thesis paragraph and have a friend try to pick out the sentence with your main argument. If he or she has trouble, I probably will too, so practice making this sentence very clear and easy to spot.
  3. Use clear and simple language. Do not use the essay to show off words you have recently added to your vocabulary (unless they are key concept words for the course).
  4. Do not use the word “etc.” It signals to me that you can’t think of any examples.
  5. Avoid clichés.
  6. Avoid getting too emotional about the subject matter. Avoid excessive praise. (Saying the textbook is probably the most interesting book in the world, and that you loved every minute of it, will not improve your grade.)
  7. DO NOT USE CONTRACTIONS (“isn’t” instead of “is not,” “wasn’t” instead of “was not”) IN FORMAL WRITING.
  8. Avoid overuse of all forms of the verb “to be,” including “is,” “is not,” “are,” “are not,” “was,” “was not,” “were,” “were not,” or constructions like “was running” or “was hitting.” Try to replace these words with more descriptive verbs, and invert the sentence order to avoid the “was running” construction. Writing with many “to be” verbs leaves your reader bored and leads to sloppy history.
                    OK: Dobie was a worker in the steel industry.
                    BETTER: Dobie worked in the steel industry.
                    OK: Colonial women were not allowed to own property in their own names.
                    BETTER: Colonial law prohibited women from owning property in their own names.
  9. Make sure you present quotations correctly. They cannot just be placed alone in a paragraph. ALL quotations must be connected with words you authored. You cannot use quotations as a momentary guest author of your paper. You present them only as examples. Also, quotations of more than five lines must be indented as a block quotation. Do not use so many quotations that you are no longer the author of your paper.
                    INCORRECT: After a time, Victorian culture began to break down. “Labor unions, women’s clubs and settlement houses all represented new public spaces for women, arenas in which they could experiment freely with new ideas and actions” (Evans, pg 160). In this kind of atmosphere, Jane Addams devised Hull House.
                    CORRECT: After a time, Victorian culture began to break down. As Evans explains, “labor unions, women’s clubs and settlement houses all represented new public spaces for women, arenas in which they could experiment freely with new ideas and actions” (Evans, pg 160). In this kind of atmosphere, Jane Addams devised Hull House.
                    CORRECT: After a time, Victorian culture began to break down. “Labor unions, women’s clubs and settlement houses all represented new public spaces for women," Sara Evans has written, “arenas in which they could experiment freely with new ideas and actions” (Evans, pg 160). In this kind of atmosphere, Jane Addams devised Hull House.
                    CORRECT: After a time, Victorian culture began to break down. “Labor unions, women’s clubs and settlement houses all represented new public spaces for women, arenas in which they could experiment freely with new ideas and actions,” according to historian Sara Evans (Evans, pg 160). In this kind of atmosphere, Jane Addams devised Hull House.
                    CORRECT: After a time, Victorian culture began to break down. New options like "labor unions, women's clubs and settlement houses all represented new public spaces for women, arenas in which they could experiment freely with new ideas and actions" (Evans, pg 160). In this kind of atmosphere, Jane Addams devised Hull House.
  10. Do not use second person, referring to the reader as “you” in your writing.

  11. Make sure all of your paragraphs contain at least three sentences.
  12. Write your paper in double-spaced type, with a 10-12 size font. Number your pages. STAPLE them together. Have a creative title to your work. Do not put the paper in a special binder or cover.
  13. Watch for capitalization errors.

Mental Mapping Exercise

Professor Lisa Krissoff Boehm

All individuals have their own understandings of particular places. We carry individualized maps in our heads, based around the particular landmarks that are important to our conceptualization of place. These impressions of place are referred to as “mental maps” by geographers and other social scientists. These mental maps may be influenced to some extent by our gender.

On an 8 ½′′ by 11′′ sheet of paper, draw a mental map of your hometown or current living location. Make sure to indicate where you live, along with many other relevant landmarks for you. Label the general location of the map clearly. Take some time and care in preparing your mental map. Do not worry if the map does not coincide with a “real” cartographic map. Do not consult with a cartographic map in producing your mental map, because your individualized version of place will prove more interesting to analyze.

After completing your map, analyze the document in a short paper. Write up your findings in two to three pages, double spaced. Write clearly and concisely. Proofread your document for spelling and grammar. Write in paragraph form. Answer the questions below within your analysis, but do not put the questions themselves into your short paper. You can cover more ground in your analysis than these questions if you wish.

Consider the following questions:

  • What do you personally consider the most important features on your map? Why?
  • Does the map show interesting facts about your life?
  • Are there blank areas on your map? If so, why? What do you guess is in these areas?
  • How long have you lived in the area depicted on the map? How has this affected your mental map?
  • What form(s) of transportation do you use? How has the kind of transportation you use affected the map?
  • Do you think your map is affected by your gender? If so, in what ways? Would an on-looker reading your map come to the same conclusion? Why or why not?

Mental map and analysis due in class on __________. (Those turned in after class on the same day will be marked down as late.) Be prepared to discuss your findings.

Paper Grading Rubric

Last Name:
First Name:

Thesis Statement                                
___Very Clear
___Fine
___Could be Better Worded/Stronger
___No Clear Thesis Statement

Overall Content
___Thorough Paper that goes Beyond What was Expected
___Fine Work
___Could Dig Deeper in the Interview
___Cursory
___Needs to Spend more Time on This Assignment

Writing Style
___Scholarly, Readable Style
___Fine Style
___Clearly Stated
___Stylistic Changes Could be Made
___Overall Style Hurts Overall Grade on
            Writing Assignment

Grammar
___No or Few Grammatical Problems
___Very Few Grammar Difficulties
___Some Grammar Issues
___Grammar Hurts Overall Paper Presentation
___Consider Visiting Writing Center for Assistance with Future Work

Understanding Cities Team Project

Professor Lisa Krissoff Boehm

Working within a team of two to three people, pick a city within the United States and work to become our “class experts.” Consulting with on-line sources and library resources, prepare a brief presentation on this city (five to ten minutes) and a hand-out (at least one full page). It is a very good idea to create a PowerPoint presentation. Your presentation and hand-out should focus on the present-day situation of this city, although a few historical details may be relevant to the class. You can explore such elements of the city as: population, economics, transportation, health, growth, suburbs, waste management, crime, housing, cultural diversity, and the position of women within the city.

Hand-outs should contain a “Reading List” section that refers your classmates to the interesting sources you consulted in preparing your presentation. Use at least four sources for your presentation. At least one of the sources should be something that is NOT on-line. There are many appropriate reference books in the library that are wonderful. See the non-circulating reference section. DON’T FORGET THIS SECTION OR YOUR ASSIGNMENT WILL BE MARKED DOWN.

All the writing on the hand-out must be the group’s own language—DO NOT REPEAT INFORMATION WORD FOR WORD FROM OTHER SOURCES. This is not a cut-and-paste assignment. Summarize the material and restate so it is easily understandable for your classmates.

Your presentation is NOT a guide to travel in the city. You should think about the city from the native inhabitant’s point of view. You CAN include information on interesting cultural offerings in the city, like museums and universities. BE CAREFUL WHEN USING TRAVEL-ORIENTED WEB-SITES, WHICH ONLY SHOW THE GOOD SIDE OF A CITY.

When you have picked your group and your city, register both with me. Only one group can work on a given city. Hand-outs are due during the presentation.

You can supplement your presentation with audio-visual aids, music, dancing, food, or whatever takes your fancy. All members of the team need to take part in the in-class presentation. Give each a speaking role. This assignment is worth 10% of your final grade. You will be graded on the thoroughness and informative quality of the presentation and the hand-out. Your classmates will be tested on what you present, so make sure you are clear and are ready to answer questions. Creativeness and enthusiasm will add significantly to the project.

Urban Oral History

Oral History Directions

Oral histories are tools used by community studies practitioners, historians, anthropologists, folklorists, and others.
Oral histories collect information about the past from observers and participants of the past.
In this focus on the past they differ from interviews with subjects on current-day concerns, although the lines are blurred.
Oral histories come from memory, and memory is not infallible.
Those who use this method, though, are usually interested in the ways memory structures events.

The invention of the telephone and other devices means that much of what existed in the documentation of wider classes of people (in terms of letters) no longer exists.

Oral histories are not, at the heart, about having a conversation with someone else.
They are a way to produce information that is not otherwise available to a researcher.
They are often used when the subject being studied is one that has not been deemed valuable by those in charge of archives.
They are often done with minority groups, the poor, women, whose documents have not been saved.

Oral histories are routinely done in community studies—the field of studying a specific community.
They are done in biographies.
They are done for family histories.

Every interviewing experience is unique, every interview conducted a moment never to be duplicated in time.

The person being interviewed is known as the interview subject, interviewee, respondent, narrator.

Be clear in your own mind what you want to find out.
Be sure to get the needed background information, like when and where someone was born.
Ask permission before taping the interview, and bring pen and paper to take notes with in case the narrator objects to being taped.
In the case of this project you need a transcript produced from a tape.
Make an appointment, confirm the appointment, and keep it!
Arrange to speak in a place comfortable for the interviewee, and as far away from noise and distractions as possible.
Try to discern that the space selected is a safe one for you as well.
Know your recording device thoroughly, and have extra batteries and tapes as well as a pen and paper if all else fails.
External microphones work best, if one can be acquired.
Use standard size tapes as the longer ones tend to break.

Questions need to be written down before the interview.
They should proceed in a logical fashion, as you might ask them.
Begin with the simplest questions, like biographical data.
Formulate questions that cannot be answered by a simple “yes” or a “no.”
Any particularly sensitive questions should be asked last.
If the respondent terminates the interview early, at least most of the ground has been covered.
Try not to ask leading questions.
Do not use jargon or academic terms the respondent may not know.
You might ask the respondent to recall a typical day, or to break down something into its component elements (like their work) so that you best understand.
Ask one question at a time.
You should allow your respondent to deviate from your interview structure in some ways.
Learn to listen to how they are telling the story, as well as to the facts involved.
The form of how they tell the story can be as important as the facts shared.
Listen for what the interviewee does not say, as well as what they do.
However, you may have to ask follow-up questions and push the respondent to stay on topic.
Try to act interested in what your subject is saying.
Do allow for pauses.
Don’t worry if your questions aren’t beautifully phrased: this allows the respondent to also talk naturally.
Don’t turn the recorder off and on except for phone calls.
Make sure you have spelled their name correctly, and that you have their address and telephone number.
Don’t interrupt the person.
Don’t tell the person he or she is wrong, or that you understand something differently; you are trying to understand their point of view and get their memories.
Do not give the impression that you know more than the interviewee; this is their moment to be the voice in charge.

Interviews are often improved by giving your interviewee a list of questions before you begin.
You can tell a respondent that you will allow them to delete items from the finished transcript, or that you will use a pseudonym for them if they appear nervous or if the interview covers shaky ground.

Depending on your interview subject, it may be appropriate either to dress up for the meeting or to maintain a modest dress appearance.

Be aware that the interview may be influenced by some factor of your relationship to the interviewee—sex, age, class, etc. Be careful of these differences and be aware that they may make the respondent nervous to expound on different things.

Try to have a one-on-one interview.
The attention of your subject will then be focused, and no one will answer for him or her.
Identify all of the people present on the tape and the final transcript.

Watch for background noise which could make the tape difficult or impossible to understand.
Speak slowly and your pace will usually be followed by your respondent.
Verify things verbally when people make gestures or point to something: “Oh, the fish was about 12 inches long?”
Be alert for cues from the interviewee that they would go on at greater length if you express interest: “Oh, that wasn’t much of a problem, but I can think of many times that it was.”
Ask, “Can you tell me about those times?”
Keep an eye out for fatigue in your subject: you can usually continue your talk again.
An hour-and-a-half is usually the longest possible interview length.

Don’t run right out after the interview.
Chat about the process. You will often then hear the best stories of the day.
Keep your tape recorder out and turn on again with permission.

Label tapes correctly and carefully.
Differentiate speakers from one another in the transcript (last names, initials).

 

Pre-Interview

  1. Write down the purpose of your project in a brief fashion.
  2. Contact your interview subject and make plans to meet.
  3. Explain the project briefly to your subject, leaving out the research hypothesis, if appropriate.
  4. Write down your questions.

 

Process

  1. Explain your project briefly and have the respondent fill out the release form.
  2. Make sure your recording equipment is on and pen and paper are ready.
  3. Conduct the interview.
  4. Ask if there are any questions or anything else they would like to say.
  5. Give the respondent a copy of your interview tape and/or transcript.
  6. Write a thank you letter soon after the interview.

 

Release forms

  1. Consent form
  2. Deed of Gift

 

Use of materials may be restricted—after the death of the individual.
This might be difficult to determine perhaps if the respondent is not well known.
You can stipulate that the document is closed for ten years. A closed document is one that is not available for archival use for a stated period of time.

 

Transcript

This can have an introduction which summarizes the environment.
It is basically field notes.

Oral History Assignment

Professor Lisa Krissoff Boehm

Conduct an oral history of approximately one to one-and-one-half hours with a woman who is “active” in the community of Worcester using the questions formulated in class as your general guidelines. Follow the oral history directions on the hand-out. Write a thank you letter to your respondent. Include a copy of the thank you letter with your finished paper. (Hand-written thank you notes are best.) Fully transcribe the interview, and turn in along with your original tape, release forms, and deed of gift.

It will be up to you to ask insightful questions of your interviewee. No one has a boring, unimportant life. However, you will not be graded on the story of the interviewee herself, but on your transcription and overall presentation.

Your transcription will be the entire interview, so it will vary in length.

Write up a brief presentation of the findings of your interview. Presentations will be made in class on the assigned days.

Oral History Interview Questions

Basically we would like to learn about your life history, concentrating on your activities in the community. We have lots of questions written down but really want you to tell us what is important and what we need to know. Let us know what is important.

Where and when were you born?

(How did you come to live here if you were not born here?)

Tell me about your family? How many brothers and sisters did you have, if any?
What kind of work were they in, primarily? What kinds of work did your parents do?

Did you grow up in Worcester? In which neighborhood?

(What was your first impression of Worcester? How does it differ from where you’ve come from?)

What are your earliest memories of your neighborhood?

What was the neighborhood like generally?

Where do you live in the city now? Have you lived in multiple areas?

Do other family members live in the area?

Did you receive your education here? Where (and what if you attended college) did you study?

Do you have hobbies or do any regular leisure activities that take you outside of the home?

When you are not at home, where do you usually find yourself?

If you worked outside of the home for wages, when did you begin working and what did you do?

How did you learn how to do this work?

How did you come to do this work?

What kind of people did you work with/for?

Have you been involved in volunteer work (or paid work for a non-profit or similar organization)?

What groups did you work with/for?

What led you to join with this organization?

What were the organization’s main goals?

What were some of the main programs/initiatives that you worked on?

What would the work consist of?

What would you consider the group’s major accomplishments?

Were you involved with other organizations?

What impact has Worcester had on you as an individual, and you on Worcester?

What challenges does this city still face?/What would you improve about the city?

What do you think we should do to confront these challenges?

What changes have occurred in Worcester over time?

What are the major events that have happened in Worcester during your time here?

What distinct characteristics make Worcester the place that it is?

How do you get through tough times? What kinds of thoughts keep you going?
           
Tell us about your own family, children and husband, if any, nieces, nephews.

What type of work did your husband do, if you were married?

Now that we are working to tell a fuller story of the past of women than has been recorded previously, what should we be sure to include?

What do you think women’s experiences have been like generally in Worcester?

Other things you would like to add?

ORAL HISTORY PROJECT

BIO SHEET

Name:_____________________________________

Date: _______________

Address: ___________________________________

______________________

Phone: ___________________________ 

Email: ________________________________       

Date of birth: _________________  

Birthplace: ____________________________

Children: Yes  /  No    (If yes)

How many? _____________

Grandchildren: Yes  /  No      

(If yes)How many? _____________

Marital status:             Single             Married

            Separated           Divorced

What (if any) other names have you used?

_____________________________________

Husband’s/partner’s name (if applicable):

_______________________________________

Mother’s name:

__________________________________________

Mother’s birthplace:

__________________________________________

Father’s name:

__________________________________________

Father’s birthplace:

__________________________________________

Siblings: # brothers ____  # sisters ____ 

Where you fall in the order: ________________

Racial/ethnic background:

__________________________________________

Religious affiliation (if applicable):

__________________________________________

Current employer (if applicable):

__________________________________________

 

_________________________________  

Interviewer     

____________________________________

Affiliation

Oral History Project

INFORMED CONSENT

1. I hereby agree to participate in an interview in connection with ______________________. I understand that I will be asked about _______________________________.

2. The interview will be audiotaped. In the interview I may be identified by name, subject to my consent. I may also be identified by name in any transcript (whether verbatim or edited) of such interview, subject to my consent.

3. I understand that the interview will take approximately ____ hours and that I can withdraw from the project without prejudice prior to the execution and delivery of a deed of gift, a form of which is attached hereto. In the event that I withdraw from the interview, any tape made of the interview will be either given to me or destroyed, and no transcript will be made of the interview.

4. Subject to the provisions of paragraph 5 below, I understand that, upon completion of the interview, the tape and content of the interview belong to ____________________ and that the information in the interview can be used by them in any manner they will determine, including, but not limited to, use by researchers in presentations and publications and on websites.

5. All parties agree that: (i) no one will use or exercise any of their rights to the information in the interview prior to the signing of the deed of gift, (ii) the deed of gift will be submitted to me for my signature at completion of the interviews; and (iii) restrictions on the use of the interview can be placed in the deed of gift and will be accepted as amending rights to the content of the interview. I understand that I have the right to review the tape or transcript of the interview before I sign the deed of gift.

6. Any restrictions as to use of portions of the tape will be edited out of the final copy of the transcript.

7. I understand that at the conclusion of this particular study and upon signing the deed of gift, the tape and a copy of the transcript will be donated to ________________ and/or another academic collection for academic use by other researchers.

8. If I have questions about the research project or procedures, I know I can contact ________________________.

 

_____ I may be identified by name in any transcript or reference to any information contained in this interview.

_____ I wish to remain anonymous in any transcript or reference to any information contained in this interview.

Interviewer
______________________________            _____________________________ ____________________________
Name                                                   Signature                                 Date

Interviewee
______________________________            _____________________________ ____________________________
Name                                                   Signature                                 Date
______________________________

______________________________
Address

______________________________
Phone                                                  

_______________________________
E-mail
                                                 

Copyright 1999, The Trustees of Indiana University

Oral History Project

DEED OF GIFT

(a) I, ____________________________________, hereby give to _______________ for scholarly and educational use the recordings of interview(s) conducted with me on _______________________, and I grant to ___________________ all of the rights I possess in those recordings, including all intellectual property rights. I understand that ______________________ grant me nonexclusive license to make and to authorize others to make any use of the content of those recordings, and that they will, at my request, make available a copy of those recordings for such use.

(b) If I wish to remain anonymous in any interview transcript or reference to any information contained in this interview, I will indicate this restriction in paragraph (c) below.

(c) The foregoing gift and grant of rights is subject to the following restrictions:

 

This agreement may be revised or amended by mutual consent of the parties undersigned.

Accepted by:

Interviewer
_______________________    __________________________        ______________________
Name                                     Signature                                                    Affiliation

Interviewee
____________________________   _____________________________  
Name                                                   Signature                                        
______________________________

______________________________

Address

_________________________         ________________________ 

Oral History Assignment Analysis

Last name:
First name:


Oral Presentation
__Very Good
__Sufficient
__Did Not Complete


Thank You Letter
__Included
__Did Not Include


Informed Consent Form
__Included
__Did Not Include


Deed of Gift Form
__Included
__Did Not Include


Transcription
__Followed Guidelines Closely
__Some Slight Deviation from Guidelines
__Deviations from Guidelines
__Follow Guidelines More Closely
__Edit Transcript More Carefully for Spelling, Grammar, etc.


Interview
__Conducted Carefully
__Seems Slightly too Short
__Interview Seems too Short/Dig Deeper with your Subject 
__Ask More Follow-up Questions
__Could have Conducted More Carefully


GRADE: