RESEARCH PROJECT
ANNOTATED BIBLIOGRAPHY -RESEARCH PRESENTATION-CRITICAL ANALYSIS PAPER

Goals:
For this research project, you will:

1) Research one of the focuses described below.
2) As a group-though contributing individually written entries-create an annotated bibliography of select contextual readings for your research focus. (The complete, collated annotated bibliography is due on Thursday, September 15. Please send it as a Word document in an email attachment, by the beginning of class. Copy all three professors.)
3) Also as a group, prepare to teach 45 minutes of a class drawing on the research you've done for your annotated bibliography. (These presentations will take place on three days: Wednesday, September 21; Thursday, September 22; Friday, September 23.)
4) Write a paper (individual work) that critically analyzes one aspect of the research you've done (prospectus and outline due Tuesday, September 20, at the beginning of class; paper due on Tuesday, September 27, at the beginning of class).

Project Overview:
1) For this project, we will divide the class into three groups of four to five students.

2) Your group will need to work together carefully to:
a. focus your topics and decide on which artists/works you will do your research;
b. put the annotated bibliography together;
c. discuss the ongoing results of your research and what the "big picture" themes, questions, and ideas are that you'd like to convey to the class in the presentation;
d. organize an effective group presentation (Bonnie Stapleton will help us with this).

3) Your group will present the results of its research to the rest of the class on Monday, September 20.

TIME LINE FOR COMPLETING THIS PROJECT

Monday, 9/12
Groups assigned; topics discussed. Sign up for a time to meet with Re, Rebecca, or Bob as a group. Meet in groups to: 1) focus your topic 2) discuss research sub-topics; 3) establish group meeting times for the rest of the week.

Wednesday, 9/14-12:00-1:00 p.m.
Bonnie Stapleton, the debate team coach, will provide advice on effective oral presentations. Lunch presentation; pizza's on us.

Thursday, 9/15
Group annotated bibliography due as an email attachment, by the beginning of class.

Friday, 9/16, 1:00-3:00 p.m.
Talk with Re, Rebecca, or Bob about your research presentation/teaching of class during the following bweek.

Tuesday, 9/20
Prospectus and outline for individual critical analysis paper due.

Wednesday, 9/21
Presentation by Research Group 1 on Art in the Gonzago Court in Italy

Thursday, 9/22
Presentation by Research Group 2 on the Luther's role in the Reformation

Friday, 9/23
Presentation by Research Group 3 on the Shakespeare's Measure for Measure

Tuesday, 9/27
Individual critical analysis paper due at the beginning of class.

PART 1: The Topics
Each topic has many facets that you can explore. The challenge is:
1. to introduce your subject to your peers-Why is this topic important to a global understanding of the Renaissance?
2. to focus on a particular subset of information that is both interesting and essential to a deeper understanding of your topic-What should we know more about this topic in order to gain a more nuanced understanding of the contradictions intrinsic to the Renaissance?

>Art at Court: The Gonzago Court in Italy-Discuss the dynamic between art, literature, and power; address how and why the arts can be mobilized as a tool for persuasion.
>Luther and the Reformation-Discuss Martin Luther's role influence on events that led to the Reformation.
>Measure for Measure-Discuss the critical cruxes Shakespeare's play presents. Relate these to one or more of the key themes we have been focusing on in the course.

PART II: The Annotated Bibliography
The annotated bibliography provides an opportunity for the group to do intensive research, and then to share the results of that research with one another.

Due: Thursday, September 16, at the beginning of class, as a Word e-mail attachment (copy Re, Rebecca, and Bob)

1) Discuss how you will each approach the research for the project.

2) Each individual in each group will work on a minimum of three entries for the group's annotated bibliography. No repetition please. (See below for tips on making an annotated bibliography.)

3) When you complete your individual entries, you'll need to organize how to compile them into a single bibliography using either MLA or Chicago format so that your group can turn in its annotated bibliography as a single document on September 16. Include an author's name with every citation.

DETAILS:

Creating Annotated Bibliography Entries
Annotated bibliographies provide researchers with a succinct critical overview of the websites, articles, book chapters, or books an author cites. You're offering scholars who refer to your bibliography a more detailed description of the focus and argument of a book or an article than its title alone can provide. Some annotated bibliography entries go beyond a synopsis of focus and argument to discuss the critical uses of the material surveyed. Your annotated entries should include all three levels of critical description. (See below for further discussion of each of these concepts.) Each of you will need to locate, read, and evaluate a minimum of three sources for your group's annotated bibliography. When you hand in your bibliography, indicate who compiled which entries. Each entry should be 200-400 words long. Remember, 400 words isn't much space. Try drafting out a longer version of your annotated entry that includes everything you'd like to be able to say. Then prioritize the information in this longer draft and edit judiciously.
>Focus: What subject is the author writing about? Be sure to describe this as specifically as possible. What you include will vary depending on the focus of the text--is it historical, literary, political, sociological, anthropological, scientific etc. in nature? Include any of the following information that is pertinent: specific dates/time period; geographical region(s); historical figure(s); communities surveyed; texts discussed. You should be able to cover this ground through a very brief description (100 words or less).
>Argument: What point is the author making about his or her subject? What do we learn from this article, chapter, book, website? If pertinent to our assessment of the argument, what kind of theoretical approach does the author take to his or her material? Don't try to give a point by point, sub-point by sub-point synopsis of the argument. Explain the essential concepts and ideas, how they relate to each other and to the author's main idea (100-150 words).
>Critical Uses: Was the article, chapter, or book useful for your work? Why or why not? This section of your annotated bibliography entry can include a discussion of whether or not the information is dated, an assessment of the article's particular critical slant, a discussion of possible applications to the author you are focusing on. You may even want to contrast the article to your own particular slant; use it as a form for identifying and exploring your particular approach to your main author's work.

Compiling Your Annotated Bibliography
Each individual in each group should contribute three entries to the group's annotated bibliography. When you complete your individual entries, you'll need to compile them into a single bibliography using the MLA or Chicago format. (Be consistent throughout. Use only one format in your group.) Make sure, however, that individual entries include the name of the student author at the bottom.

PART III: Research Presentation/Teaching your Peers
Presentations will give the class a chance to see the results of student work, and to address thematic issues in Renaissance studies in depth. It helps students develop effective oral persuasion skills, and provides an opportunity for peer-to-peer learning.

Presentation Dates:
· Wednesday, 9/21-Presentation by Research Group 1 on Art in the Gonzago Court in Italy
· Thursday, 9/22-Presentation by Research Group 2 on the Luther's role in the Reformation
· Friday, 9/23-Presentation by Research Group 3 on the Shakespeare's Measure for Measure

DETAILS:

1) Presentations should be 45 minutes long. Every member of the team must participate equally.
2) Presentations can take on any shape/style/format you like: experiential learning; game show; lecture; power point presentation; dramatic enactment; etc.-whatever you think will allow your group to convey the research of individual members as successfully as possible. The limits are only what you can imagine.
3) Use appropriate visual aids. Visit the slide library to select slides [see Terry Freeman, slide curator, Packard 131 to take out slides and carrousels. Slide Room hours: M-F 8-4, closed 12-1 for lunch]. If you want to use PowerPoint, we can arrange for a laptop and projector. We can copy handouts as well if you give them to us a few days ahead of time.
4) In your presentation, you should: [a] inform your peers about your research focus (present them with a critical crux or problem that your presentation will answer or allow them to answer); [b] engage your peers in discussion of the information you provide them.

PART IV: The Critical Analysis Paper
The critical analysis paper is an individual work, in which students will elaborate on one aspect of the research done in the group project. The topic can be either a single work or text, or a particular and discrete question. In the paper the student has the opportunity to address critically questions raised during his or her research.

DETAILS:

Prospectus Due: An outline and prospectus will be due Tuesday, September 20 at the beginning of class
Individual Critical Paper Due: Tuesday, September 27 at the beginning of class
Length: 6-8 pages
Mechanics: please use 12 point font, 1" margins, double spacing. Citations can be in MLA or Chicago style, as long as you are consistent in either form. Copies of images, if used, should be appended.