The focus of the course assignments is production of a research paper. Topics should be selected so that the student can conduct research in primary materials. The reasons for this are threefold. First, each paper should extend the knowledge of both the writer and the reader, not be simply a rehash of previously developed history. Second, experience in using archival material in research projects strengthens the ability of archivists to provide assistance to users of archives

1. (Ungraded – Due February 11) On or before this date, each student is to meet with the instructor to discuss the student’s ideas for paper topics. All paper topics must be approved by the instructor.

2. (20% - Due February 18) An annotated bibliography on a topic in archival history. The purpose of this assignment is to give the student the opportunity to lay a foundation of basic knowledge of the progress of archival enterprise. You may read items from all areas, localities, and aspects of archival enterprise, or focus your reading on a particular one or combination of these.

Your bibliography should include no fewer than 10, nor more than 20 items. No fewer than half of the items must be selected from the reading list supplied by the instructor. Since ideally through this assignment you will identify items that will be useful for your paper, you may include (no more than) two items that you expect to be important to your paper but which are not part of the archival literature identified on the reading list.

For primary material (such as archival and oral sources), the annotation should describe the nature and richness of the material for your topic. For secondary material, the annotation should summarize the content of the piece in a few sentences and identify the author’s interpretation (Study the conclusion/summation section and the preface for this). Cite the items on your bibliography following the “Directions for Preparing Better Papers.”

Turn in 2 copies: one to be graded and returned, one to be retained by the instructor.

3 (20% Due Feb 25) A proposal for your research paper (assignment #3) of approximately 5 pages of double-spaced text in which you;

• (1) identify and describe the topic of your research paper,
• (2) indicate the principal sources on which your paper will be based, and
• (3) suggest the hypothesis on which your paper is founded or the interpretation you are developing to give your paper meaning beyond the facts you marshal.

These proposals will be returned the following week so that you can begin work during Spring Break if you wish.

Turn in 2 copies, one to be graded and returned, and other for reference by the instructor.

4. (30% Due April 15) A term paper of approximately 15 pages of double spaced text (notes and bibliography are additional). In the paper you are to (1) present the fruits of your research on your topic, (2) present an interpretation of the topic, (3) develop the topic in the context of the social, intellectual, and/or political history of the time in which your topic occurred.

Papers should be grounded on in-depth research, which will be exhibited in notes (footnotes or endnotes as you prefer) and a bibliography. Follow the style prescribed in the “Directions for Preparing Better Papers” (1) so that you become familiar with this historical style of presenting documentation, and (2) so that you facilitate the ability of your colleagues to understand your documentation.

Turn in 3 copies of the paper: #1 to be graded and returned, #2 to be given to the student critiquing your paper, and #3 to be placed in the IT Lab for your colleagues to read. The instructor will retain the IT Lab copies.

5. (10% -- Due on assigned day [April 22 or 29]) A written critique of a maximum of two double-spaced pages, without notes, of one of the papers produced in assignment #3. A drawing on April 15 will determine both the paper you will critique, and the day the critique will be due.

On the last two class days, we will discuss each paper. In preparation, you should review the papers selected for that class session. The papers will be available in the IT lab. Reading of the critique in class will initiate discussion of each paper.

The critique is to focus on the informational content and analysis presented in the paper, as well as on the effectiveness of the presentation of the information the work contains. Among the points pertinent for comment in the critique are the following:

Introduction of the topic
Is the topic of the paper defined adequately?
Is the introduction appropriate?

Utilization of available sources
Is a sufficient range of materials utilized?
Are there conspicuous omissions?

Organization of the paper
Is the paper logically arranged?
Are the transitions adequate?
Is the paper coherent and concise?
Does the paper present suitable conclusions?
Does the paper have the 3 essential parts: introduction, body, summation/conclusion?

Integrity of content
Does the author ask the appropriate questions?
What did you expect to find but did not?
Does the author support the points made?
Does the author reach the intended goals?

The accepted style for critiques avoids use of the first person singular pronoun. When the author of the critique mentions him-/herself, it should be in the third person. And in fact, unless the author is the acknowledged authority on the subject, whose personal opinion is in demand, the author of the critique should call attention to him-/herself as little as possible.

Since this is a piece of formal writing, if you refer to the author of the paper you are critiquing, on the first occasion, use the person’s full name, and thereafter the last name. Do not refer to the person by his/her first name alone.

Bring 2 copies to class, one for you to read, the other for the instructor to follow as you read and to grade and return.

5. (20%) Participation in class discussion. Participation for this class is defined as: (a) knowledge of the literature required or recommended for the class session, (b) contribution to class discussion, and (c) extending the spirit of inquiry of the class. Each week, each student is to be prepared to put to the class a question on the topic of the week derived from readings studied for that week. The question, for example, may: [1] seek further information on a topic, [2] relate to interpretation/meaning of a passage, [3] explore the relationship between particular events, trends, and the like, [4] pursue clarification of facts, meaning, or another matter raised in one or more of the readings.

6. (1/3 letter grade) Late penalty. Papers are due at the beginning of the class session on the due date. Late assignments, unless excused prior to the due date, will be penalized 1/3 letter grade per day late.