DIRECTIONS FOR TERM PAPER
\nThis paper requires three 500 word (1 page double spaced not including
\nthe title and illustrations) essays.
\nFor each essay, you will need to discuss a minimum of 6 works of art (no
\nmore than 8) from at least 3 chapters from our textbook. The number of
\nartworks is kept low so that you may discuss each one adequately.
\nDo not just submit a list. It is a good idea to memorize your introduction
\n(thesis) and your conclusion. The quality of the construction of the essay
\ncounts along with the content itself.
\nHere are the topic (sample nursing essay examples by the best nursing assignment writing service)s:
\nDiscuss the changes and developments of the portrayal of the human body
\nthroughout this period of the course.
\nDiscuss religious architecture: how does its design reflect the interests and
\nrequirements of a particular group?
\nWrite an essay on the different ways of commemorating the dead.
\nPLEASE us your words based on your research.<\/p>\n
The Paper Assignment Guidelines to historical writing. DIRECTIONS FOR TERM PAPER This paper requires three 500 word (1 page double spaced not including the title and illustrations) essays. For each essay, you\u2026<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8827,10099,10540,10536,10892,10538,10539,10537,10891],"tags":[10549,10616,10615,7687,10627,8857,10552,10295,10548,10622,8907],"class_list":["post-130528","post","type-post","status-publish","format-standard","hentry","category-australia-essays","category-buy-essay","category-cheap-essay-writers","category-get-assignments-done","category-page-paper","category-phd-essay-writers","category-research-paper-writing-service-for-any-topic","category-study-bay-essay","category-write-my-assignment-ireland","tag-ai-plagiarism-free-essay-writing-tool","tag-australian-best-tutors","tag-best-trans-tutors","tag-buy-essay-uk","tag-cheap-dissertation-writer","tag-help-with-writing-an-essay","tag-help-write-my-paper-ai-free","tag-homework-for-you","tag-online-essay-writers","tag-phd-essays","tag-write-my-essay-for-me"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130528","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=130528"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130528\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=130528"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=130528"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=130528"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nFormat:
\nPapers should have one inch margins on all sides. The body text should
\nbe flush left-ragged right, or fully justified.
\nflrr justified
\nFormat:
\nThe type should be 10 or 12 points in height, either serifed or sans serif.
\nScript or bold typefaces are not acceptable.
\nSerif Sans Serif Script Bold
\nTimes Arial Chancery Britannic Bold
\nTitles:
\nTitles of works of art are always underlined or italicized.
\nTitles:
\nTitles of works of art are always underlined or italicized.
\nexample: Andy Warhol\u2019s Ambulance Disaster
\nTitles and Dates:
\nThe first time a specific art work is mentioned in the text of your paper, it
\nshould be accompanied by the year(s) it was made
\nTitles and Dates:
\nThe first time a specific art work is mentioned in the text of your paper, it
\nshould be accompanied by the year(s) it was made
\nexample: Andy Warhol\u2019s Ambulance Disaster, 1963, depicted anonymous
\ndeath.
\nDocumentation:
\nInformation borrowed from sources should be properly set in quotation
\nmarks, cited in the text with a small superior number, and documented in
\nfootnotes or endnotes.
\nDocumentation:
\nInformation borrowed from sources should be properly set in quotation
\nmarks, cited in the text with a small superior number, and documented in
\nfootnotes or endnotes.
\nfor example:
\nDavid Bourdon states that Warhol\u2019s works like Ambulance Disaster make
\ndeath \u201cmore abstract and therefore less painful to behold.\u201d4
\ntext
\nfoot or end note
\nDocumentation:
\nFoot or end notes for a book should adhere to the following formula:
\n#. Author First Name Author Last Name, Title of Book, (City of Publisher:
\nPublisher, Year Published), Page Number(s).
\nDocumentation:
\nFoot or end notes for a book should adhere to the following formula:
\n#. Author First Name Author Last Name, Title of Book, (City of Publisher:
\nPublisher, Year Published), Page Number(s).
\nexample:
\n14. David Bourdon, Warhol, (New York: Harry N. Abrams, 1989), 143.
\nDocumentation:
\nFoot or end notes for a periodical follow a different format:
\n#. Author First Name Author Last Name, \u201cTitle of Article,\u201d Title of
\nPublication Volume: Number (Date of Publication): Page Number(s)
\nDocumentation:
\nFoot or end notes for a periodical follow a different format:
\n#. Author First Name Author Last Name, \u201cTitle of Article,\u201d Title of
\nPublication Volume: Number (Date of Publication): Page Number(s)
\nexample:
\n5. James Hoberman, \u201cAndy Warhol: Top Gun and Brancusi,\u201d Artforum 43:
\nno. 11 (December 1986): 72.
\nDocumentation:
\nFoot or end notes for an internet source follow yet another format:
\n#. Author First Name Author Last Name, \u201cTitle of document,\u201d Title of
\nComplete Site, Date of Publication,
\nDocumentation:
\nFoot or end notes for an internet source follow yet another format:
\n#. Author First Name Author Last Name, \u201cTitle of document,\u201d Title of
\nComplete Site, Date of Publication,
\nexample:
\n5. William Ganis, \u201cAndy Warhol’s Iconophilia\u201d In[]Visible Culture: An
\nElectronic Journal for Visual Studies, 2000,
\n
\n(February 6, 2004).
\nDocumentation:
\nThe end result looks like this; footnotes are at the bottom of each
\ncorresponding page, endnotes are at the back of the entire document.
\nDocumentation:
\nThe second and successive times you use the same source, you can use
\nan abbreviated documentation.
\nDocumentation:
\nThe second and successive times you use the same source, you can use
\nan abbreviated documentation.
\nexample:
\n17. Bourdon, 147.
\nDocumentation:
\nThe second and successive times you use the same source, you can use
\nan abbreviated documentation.
\nDocumentation:
\nLong quotes exceeding six lines should be inset another half inch from
\nboth left and right margins and set in smaller type. Since such quotes are
\ninset, they do not need quotation marks.
\nDocumentation:
\nPlagiarism will not be tolerated. Students submitting papers
\ncontaining plagiarized text, even if the plagiarism is unintentional
\nwill receive zero credit for that assignment and forfeit any make up
\nof the assignment.
\nDocumentation:
\nPlagiarism will not be tolerated. Students submitting papers
\ncontaining plagiarized text, even if the plagiarism is unintentional
\nwill receive zero credit for that assignment and forfeit any make up
\nof the assignment.
\nPlagiarism includes:
\n\u2022 copying or paraphrasing text or ideas from a source, including printed
\nmatter, electronic media and exhibition texts without acknowledgement;
\nDocumentation:
\nPlagiarism will not be tolerated. Students submitting papers
\ncontaining plagiarized text, even if the plagiarism is unintentional
\nwill receive zero credit for that assignment and forfeit any make up
\nof the assignment.
\nPlagiarism includes:
\n\u2022 copying or paraphrasing text or ideas from a source, including printed
\nmatter, electronic media and exhibition texts without acknowledgement;
\n\u2022 lack of proper notation and documentation; sloppy or inadequate
\ndocumentation;
\nDocumentation:
\nPlagiarism will not be tolerated. Students submitting papers
\ncontaining plagiarized text, even if the plagiarism is unintentional
\nwill receive zero credit for that assignment and forfeit any make up
\nof the assignment.
\nPlagiarism includes:
\n\u2022 copying or paraphrasing text or ideas from a source, including printed
\nmatter, electronic media and exhibition texts without acknowledgement;
\n\u2022 lack of proper notation and documentation; sloppy or inadequate
\ndocumentation;
\n\u2022 papers purchased form the internet or elsewhere;
\nDocumentation:
\nPlagiarism will not be tolerated. Students submitting papers
\ncontaining plagiarized text, even if the plagiarism is unintentional
\nwill receive zero credit for that assignment and forfeit any make up
\nof the assignment.
\nPlagiarism includes:
\n\u2022 copying or paraphrasing text or ideas from a source, including printed
\nmatter, electronic media and exhibition texts without acknowledgement;
\n\u2022 lack of proper notation and documentation; sloppy or inadequate
\ndocumentation;
\n\u2022 papers purchased from the internet or elsewhere;
\n\u2022 and papers written by other students.
\nOriginality:
\nDo not simply give a string of documented sources. The assignment is
\nnot to create a pastiche, but to present your written thoughts and
\nobservations supported or corroborated by the research and ideas of
\nothers.
\nResources:
\nHenry M. Sayre, Writing About Art (Prentice Hall: 2001)
\nHenry M. Sayre, Writing About Art (Prentice Hall: 2001)
\nProcess:
\nProcess:
\n1. Preview exhibition
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\n8. Proofread grammar & documentation
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\n8. Proofread grammar & documentation
\n9. Friend proofs
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\n8. Proofread grammar & documentation
\n9. Friend proofs
\n10. Read paper aloud
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\n8. Proofread grammar & documentation
\n9. Friend proofs
\n10. Read paper aloud
\n11. Repeat writing and proofing
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\n8. Proofread grammar & documentation
\n9. Friend proofs
\n10. Read paper aloud
\n11. Repeat writing and proofing
\n12. Use writing center
\nProcess:
\n1. Preview exhibition
\n2. Attend exhibition; take notes
\n3. Write outline
\n4. Research
\n5. Write first draft
\n6. Document sources
\n7. Proofread content
\n8. Proofread grammar & documentation
\n9. Friend proofs
\n10. Read paper aloud
\n11. Repeat writing and proofing
\n12. Use writing center
\n13. Submit paper<\/http:><\/url><\/url><\/p>\n
\nThe basic elements of academic essay writing are two: a thesis
\nand evidence, divided into three parts: an introduction, the
\nsystematic development of an argument, and a conclusion. All
\nscholarly writing, from the most concise paper to the longest
\nbook, follows these basic guidelines.
\nThesis
\nHistorical essay writing is based upon the thesis. A thesis is a
\nstatement, an argument which will be presented by the writer.
\nThe thesis is in effect, your position, your particular
\ninterpretation, your way of seeing a problem. Resist the
\ntemptation, which many students have, to think of a thesis as
\nsimply “restating” an instructor’s question. The writer should
\ndemonstrate originality and critical thinking by showing what
\nthe question is asking, and why it is important rather than
\nmerely repeating it. Your own informed perspective is what
\nmatters. Many first-year students ask whether the “thesis” is
\nnot just their “opinion” of a historical question. A thesis is indeed
\na “point of view,” or “perspective,” but of a particular sort: it is
\nbased not only on belief, but on a logical and systematic
\nargument supported by evidence. The truism that we each have
\n“our own” opinions misses the point. A good critical essay
\nacknowledges that many perspectives are possible on any
\nquestion, yet demonstrates the validity or correctness of the
\nwriter’s own view.
\nThesis and Evidence
\nTo make a good argument you must have both a strong central
\nthesis and plausible evidence; the two are interdependent and
\nsupport each other. Some historians have compared the
\nhistorian’s craft to assembling and presenting a case before a
\njury. A strong statement of thesis needs evidence or it will
\nconvince no one. Equally, quotes, dates, and lists of details mean
\nnothing by themselves. Your task is both to select the important
\n“facts” and to present them in a reasonable, persuasive, and
\nsystematic manner which defends your position. To support
\nyour argument, you should also be competent in using footnotes
\nand creating bibliographies for your work; neither is difficult,
\nand both are requirements for truly professional scholarship.
\nThe footnote is a way of demonstrating the author’s thesis
\nagainst the evidence. In effect, it is a way of saying: “If you don’t
\naccept my thesis, you can check the evidence yourself.” If your
\ninstructor is unclear about your argument, he or she may very
\nwell go back and check how you are using your original sources.
\nBy keeping your notes accurate your argument will always be
\nrooted in concrete evidence of the past which the reader can
\nverify. See below for standard footnote forms.
\nHistorical Writing
\nBe aware also that “historical” writing is not exactly the same as
\nwriting in other social sciences, in literature, or in the natural
\nsciences. Though all follow the general thesis and evidence
\nmodel, historical writing also depends a great deal on situating
\nevidence and arguments correctly in time and space in
\nnarratives about the past. Historians are particularly sensitive
\nto errors of anachronism\u2014that is, putting events in an
\n“incorrect” order, or having historical characters speak, think,
\nand act in ways inappropriate for the time in which they were
\nliving. Reading the past principally in terms of your own present
\nexperience can also create problems in your arguments. Avoid
\ngrand statements about humanity in general, and be careful of
\ntheories which fit all cases. Make a point of using evidence with
\nattention to specificity of time and place, i.e. “context.”
\nAs you write, pay attention to the following points:
\n\u2022 Organize your ideas on paper. Order your arguments and
\nconnect them to the relevant supporting evidence. If the
\nevidence contradicts your thesis, you will have to rethink
\nyour thesis. Obviously you must not alter the evidence, but
\nalways look for some citation or text which makes your
\npoint better, clearer, more precise, more persuasive. Avoid
\nneedlessly long quotes which only fill up space, and be sure
\nwhat you select actually makes the point you think it does.
\nAll citations must be integrated logically and
\nsystematically into your argument. Remember that no
\nquote “speaks for itself.” Your job is not only to select
\nevidence, but to explain and analyze what you cite, to
\ndemonstrate the meaning and importance of what you
\nchoose.
\n\u2022 Be attentive to paragraph construction and order.
\nParagraphs should have strong topic (sample nursing essay examples by the best nursing assignment writing service) sentences and be
\nseveral sentences long. Try to show development in your
\nargument. Point one should lead logically to point two in
\nparagraph after paragraph, section after section. Avoid
\nsimply listing and detailing your arguments in the order
\nwhich they occur to you. Though there may be no
\nabsolutely correct sequence in presenting an argument, a
\nthoughtful ordering and systematic development of points
\nis more convincing than ideas randomly thrown together.
\n\u2022 Pay attention to transitions: when you switch to a new
\nargument, let the reader know with a new topic (sample nursing essay examples by the best nursing assignment writing service) sentence.
\nResist the temptation of thinking, “they’ll know what I
\nmean.” Don’t make your reader guess where you are going
\nor what you are trying to say; the purpose of an essay is to
\ncommunicate and to convince.
\n\u2022 Take time with your conclusion, which should close and
\nsummarize your arguments. Remember that conclusions
\ncan have a big impact on the reader, as closing statements
\ndo to a jury. You are of course not being judged, but\u2014as
\npart of the scholarly process\u2014your work is being
\nevaluated, so try to make the best presentation possible.<\/p>\n","protected":false},"excerpt":{"rendered":"