Posted: October 20th, 2022

ART HISTORY I – TERM PAPER

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 will need to discuss a minimum of 6 works of art (no
more than 8) from at least 3 chapters from our textbook. The number of
artworks is kept low so that you may discuss each one adequately.
Do not just submit a list. It is a good idea to memorize your introduction
(thesis) and your conclusion. The quality of the construction of the essay
counts along with the content itself.
Here are the topics:
Discuss the changes and developments of the portrayal of the human body
throughout this period of the course.
Discuss religious architecture: how does its design reflect the interests and
requirements of a particular group?
Write an essay on the different ways of commemorating the dead.
PLEASE us your words based on your research.

The Paper Assignment
Format:
Papers should have one inch margins on all sides. The body text should
be flush left-ragged right, or fully justified.
flrr justified
Format:
The type should be 10 or 12 points in height, either serifed or sans serif.
Script or bold typefaces are not acceptable.
Serif Sans Serif Script Bold
Times Arial Chancery Britannic Bold
Titles:
Titles of works of art are always underlined or italicized.
Titles:
Titles of works of art are always underlined or italicized.
example: Andy Warhol’s Ambulance Disaster
Titles and Dates:
The first time a specific art work is mentioned in the text of your paper, it
should be accompanied by the year(s) it was made
Titles and Dates:
The first time a specific art work is mentioned in the text of your paper, it
should be accompanied by the year(s) it was made
example: Andy Warhol’s Ambulance Disaster, 1963, depicted anonymous
death.
Documentation:
Information borrowed from sources should be properly set in quotation
marks, cited in the text with a small superior number, and documented in
footnotes or endnotes.
Documentation:
Information borrowed from sources should be properly set in quotation
marks, cited in the text with a small superior number, and documented in
footnotes or endnotes.
for example:
David Bourdon states that Warhol’s works like Ambulance Disaster make
death “more abstract and therefore less painful to behold.”4
text
foot or end note
Documentation:
Foot or end notes for a book should adhere to the following formula:
#. Author First Name Author Last Name, Title of Book, (City of Publisher:
Publisher, Year Published), Page Number(s).
Documentation:
Foot or end notes for a book should adhere to the following formula:
#. Author First Name Author Last Name, Title of Book, (City of Publisher:
Publisher, Year Published), Page Number(s).
example:
14. David Bourdon, Warhol, (New York: Harry N. Abrams, 1989), 143.
Documentation:
Foot or end notes for a periodical follow a different format:
#. Author First Name Author Last Name, “Title of Article,” Title of
Publication Volume: Number (Date of Publication): Page Number(s)
Documentation:
Foot or end notes for a periodical follow a different format:
#. Author First Name Author Last Name, “Title of Article,” Title of
Publication Volume: Number (Date of Publication): Page Number(s)
example:
5. James Hoberman, “Andy Warhol: Top Gun and Brancusi,” Artforum 43:
no. 11 (December 1986): 72.
Documentation:
Foot or end notes for an internet source follow yet another format:
#. Author First Name Author Last Name, “Title of document,” Title of
Complete Site, Date of Publication, (date of visit).
Documentation:
Foot or end notes for an internet source follow yet another format:
#. Author First Name Author Last Name, “Title of document,” Title of
Complete Site, Date of Publication, (date of visit).
example:
5. William Ganis, “Andy Warhol’s Iconophilia” In[]Visible Culture: An
Electronic Journal for Visual Studies, 2000,

(February 6, 2004).
Documentation:
The end result looks like this; footnotes are at the bottom of each
corresponding page, endnotes are at the back of the entire document.
Documentation:
The second and successive times you use the same source, you can use
an abbreviated documentation.
Documentation:
The second and successive times you use the same source, you can use
an abbreviated documentation.
example:
17. Bourdon, 147.
Documentation:
The second and successive times you use the same source, you can use
an abbreviated documentation.
Documentation:
Long quotes exceeding six lines should be inset another half inch from
both left and right margins and set in smaller type. Since such quotes are
inset, they do not need quotation marks.
Documentation:
Plagiarism will not be tolerated. Students submitting papers
containing plagiarized text, even if the plagiarism is unintentional
will receive zero credit for that assignment and forfeit any make up
of the assignment.
Documentation:
Plagiarism will not be tolerated. Students submitting papers
containing plagiarized text, even if the plagiarism is unintentional
will receive zero credit for that assignment and forfeit any make up
of the assignment.
Plagiarism includes:
• copying or paraphrasing text or ideas from a source, including printed
matter, electronic media and exhibition texts without acknowledgement;
Documentation:
Plagiarism will not be tolerated. Students submitting papers
containing plagiarized text, even if the plagiarism is unintentional
will receive zero credit for that assignment and forfeit any make up
of the assignment.
Plagiarism includes:
• copying or paraphrasing text or ideas from a source, including printed
matter, electronic media and exhibition texts without acknowledgement;
• lack of proper notation and documentation; sloppy or inadequate
documentation;
Documentation:
Plagiarism will not be tolerated. Students submitting papers
containing plagiarized text, even if the plagiarism is unintentional
will receive zero credit for that assignment and forfeit any make up
of the assignment.
Plagiarism includes:
• copying or paraphrasing text or ideas from a source, including printed
matter, electronic media and exhibition texts without acknowledgement;
• lack of proper notation and documentation; sloppy or inadequate
documentation;
• papers purchased form the internet or elsewhere;
Documentation:
Plagiarism will not be tolerated. Students submitting papers
containing plagiarized text, even if the plagiarism is unintentional
will receive zero credit for that assignment and forfeit any make up
of the assignment.
Plagiarism includes:
• copying or paraphrasing text or ideas from a source, including printed
matter, electronic media and exhibition texts without acknowledgement;
• lack of proper notation and documentation; sloppy or inadequate
documentation;
• papers purchased from the internet or elsewhere;
• and papers written by other students.
Originality:
Do not simply give a string of documented sources. The assignment is
not to create a pastiche, but to present your written thoughts and
observations supported or corroborated by the research and ideas of
others.
Resources:
Henry M. Sayre, Writing About Art (Prentice Hall: 2001)
Henry M. Sayre, Writing About Art (Prentice Hall: 2001)
Process:
Process:
1. Preview exhibition
Process:
1. Preview exhibition
2. Attend exhibition; take notes
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
8. Proofread grammar & documentation
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
8. Proofread grammar & documentation
9. Friend proofs
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
8. Proofread grammar & documentation
9. Friend proofs
10. Read paper aloud
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
8. Proofread grammar & documentation
9. Friend proofs
10. Read paper aloud
11. Repeat writing and proofing
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
8. Proofread grammar & documentation
9. Friend proofs
10. Read paper aloud
11. Repeat writing and proofing
12. Use writing center
Process:
1. Preview exhibition
2. Attend exhibition; take notes
3. Write outline
4. Research
5. Write first draft
6. Document sources
7. Proofread content
8. Proofread grammar & documentation
9. Friend proofs
10. Read paper aloud
11. Repeat writing and proofing
12. Use writing center
13. Submit paper

Guidelines to historical writing.
The basic elements of academic essay writing are two: a thesis
and evidence, divided into three parts: an introduction, the
systematic development of an argument, and a conclusion. All
scholarly writing, from the most concise paper to the longest
book, follows these basic guidelines.
Thesis
Historical essay writing is based upon the thesis. A thesis is a
statement, an argument which will be presented by the writer.
The thesis is in effect, your position, your particular
interpretation, your way of seeing a problem. Resist the
temptation, which many students have, to think of a thesis as
simply “restating” an instructor’s question. The writer should
demonstrate originality and critical thinking by showing what
the question is asking, and why it is important rather than
merely repeating it. Your own informed perspective is what
matters. Many first-year students ask whether the “thesis” is
not just their “opinion” of a historical question. A thesis is indeed
a “point of view,” or “perspective,” but of a particular sort: it is
based not only on belief, but on a logical and systematic
argument supported by evidence. The truism that we each have
“our own” opinions misses the point. A good critical essay
acknowledges that many perspectives are possible on any
question, yet demonstrates the validity or correctness of the
writer’s own view.
Thesis and Evidence
To make a good argument you must have both a strong central
thesis and plausible evidence; the two are interdependent and
support each other. Some historians have compared the
historian’s craft to assembling and presenting a case before a
jury. A strong statement of thesis needs evidence or it will
convince no one. Equally, quotes, dates, and lists of details mean
nothing by themselves. Your task is both to select the important
“facts” and to present them in a reasonable, persuasive, and
systematic manner which defends your position. To support
your argument, you should also be competent in using footnotes
and creating bibliographies for your work; neither is difficult,
and both are requirements for truly professional scholarship.
The footnote is a way of demonstrating the author’s thesis
against the evidence. In effect, it is a way of saying: “If you don’t
accept my thesis, you can check the evidence yourself.” If your
instructor is unclear about your argument, he or she may very
well go back and check how you are using your original sources.
By keeping your notes accurate your argument will always be
rooted in concrete evidence of the past which the reader can
verify. See below for standard footnote forms.
Historical Writing
Be aware also that “historical” writing is not exactly the same as
writing in other social sciences, in literature, or in the natural
sciences. Though all follow the general thesis and evidence
model, historical writing also depends a great deal on situating
evidence and arguments correctly in time and space in
narratives about the past. Historians are particularly sensitive
to errors of anachronism—that is, putting events in an
“incorrect” order, or having historical characters speak, think,
and act in ways inappropriate for the time in which they were
living. Reading the past principally in terms of your own present
experience can also create problems in your arguments. Avoid
grand statements about humanity in general, and be careful of
theories which fit all cases. Make a point of using evidence with
attention to specificity of time and place, i.e. “context.”
As you write, pay attention to the following points:
• Organize your ideas on paper. Order your arguments and
connect them to the relevant supporting evidence. If the
evidence contradicts your thesis, you will have to rethink
your thesis. Obviously you must not alter the evidence, but
always look for some citation or text which makes your
point better, clearer, more precise, more persuasive. Avoid
needlessly long quotes which only fill up space, and be sure
what you select actually makes the point you think it does.
All citations must be integrated logically and
systematically into your argument. Remember that no
quote “speaks for itself.” Your job is not only to select
evidence, but to explain and analyze what you cite, to
demonstrate the meaning and importance of what you
choose.
• Be attentive to paragraph construction and order.
Paragraphs should have strong topic sentences and be
several sentences long. Try to show development in your
argument. Point one should lead logically to point two in
paragraph after paragraph, section after section. Avoid
simply listing and detailing your arguments in the order
which they occur to you. Though there may be no
absolutely correct sequence in presenting an argument, a
thoughtful ordering and systematic development of points
is more convincing than ideas randomly thrown together.
• Pay attention to transitions: when you switch to a new
argument, let the reader know with a new topic sentence.
Resist the temptation of thinking, “they’ll know what I
mean.” Don’t make your reader guess where you are going
or what you are trying to say; the purpose of an essay is to
communicate and to convince.
• Take time with your conclusion, which should close and
summarize your arguments. Remember that conclusions
can have a big impact on the reader, as closing statements
do to a jury. You are of course not being judged, but—as
part of the scholarly process—your work is being
evaluated, so try to make the best presentation possible.

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