81. How To Write A Scholarly Research Report. Rudner, Lawrence M. & William D. Schaf FIRST STEPS IN writing A research REPORT. You should constantly think about This does not mean you need to provide an exhaustive historical review. http://pareonline.net/getvn.asp?v=6&n=13

82. Historical Research Information about the actual researching and writing of history can be found under Access historical Abstracts from the Libraries list of databases at http://www.fsu.edu/library/search/toolkits/hisres.shtml

83. Reading Online - Articles: Historical Research In Literacy Moreover, historical research helps us to identify who we are as a community. He teaches methods courses on reading and writing in the elementary and http://www.readingonline.org/articles/handbook/monaghan/

This article is part of a series drawn from work in the Handbook of Reading Research: Volume III ). In the coming months, Reading Online will publish additional chapter summaries from the book, prepared by the chapter authors. Historical Research in Literacy E. Jennifer Monaghan Douglas K. Hartman Values A Short History ... References Values of Studying the History of Literacy The value of history has its own history, called historiodicy Marrou, 1966 ). Because historical work is so often marginalized in the literacy community, we begin this article by sketeching briefly reasons why studying the history of literacy is of value ( The most time-honored rationale for knowing and doing history is that we can learn from the past. The challenge, however, is in knowing which lessons to draw on and how best to make use of them. Straightforward applications of the past to the present can distort events and lead to erroneous conclusions. At its best, history provides us with possible rather than probable understandings, and the ability to take precautions rather than control possible futures. Historical research also promotes interdisciplinary inquiry and understanding. To answer the questions that matter in our past we must make contact with a wider circle of colleagues and their work, from librarians to antiquarians.

84. ~antiTHESIS However, research is still clearly subordinate to narrative. 1 writing historical Fiction. New York St Martin s Press, 1988. Back to Index. http://www.english.unimelb.edu.au/antithesis/forum-3/09-GillianPolack.html

How Fiction Writers Use the Middle Ages Gillian Polack - The Australian National University Overview This paper is a snapshot of an ongoing project investigating the relationship of fiction writers to the Middle Ages. It explores the nature of the author's relationship with history and with their sources, from the author's view. The views of publishing houses, market needs, and reader expectations of what makes up a historical or a historical fantasy novel are factors in forming a fictional Middle Ages that only touches the scholarly Middle Ages in places, but the most important factor is the writer's relationship with process of writing. Article Novelists achieve an understanding of the Middle Ages in different ways to historians. I am a historian. My specialisation is eleventh to thirteenth century England and France: I have recently become a writer of novels as well. This combination of professions has brought me into contact with an array of relationships with the past that I had not previously considered in modern settings. The minute I realised the fascinating possibilities inherent in how novelists achieve an understanding of history and of the Middle Ages, the historiographer in me demanded I undertake a project illuminating this. In this paper I'll summarise some of the major issues beginning to emerge in my work.

85. Libraries & Archives In Damascus [MESA Bulletin, July 1996] See also AbdulKarem Rafiq, Ottoman historical research in Syria since Requests for copying must be made in writing to the director of the library. http://fp.arizona.edu/mesassoc/Bulletin/damas.htm

Historical Research and Resources in Damascus Steve Tamari, Georgetown University Leila Hudson, University of Michigan Reprinted from the Middle East Studies Association Bulletin Middle East Studies Association of North America DAMASCUS has a long and distinguished history as a center for scholars and scholarship.[1] The Umayyad Mosque has been a hub for Muslim scholars since the first Islamic century. Under the Ayyubids and Mamluks, a flurry of madrasa Sponsorship and General Information The official requirements for research and residency in Syria change from time to time. Researchers who intend to spend more than three weeks in Syria need the sponsorship of an officially recognized cultural or research center in order to acquire an iqâma , or residency permit, and in order to get access to primary sources other than newspapers. The relevant cultural centers and research institutes include the American Cultural Center (P.O.B. 29, Damascus, Syria, fax: (963-11) 332-1456), l'Institut Français des Études Arabes à Damas (IFEAD), l'Institut Français d'Archeologie du Proche Orient (IFAPO), Deutsches Archäologisches Institut and the Goethe Institute (through their language-training program). Americans with US government funding can usually get sponsorship through the American Cultural Center. One can also get an iqâma by enrolling in Damascus University or the Institute for Teaching Arabic to Foreigners (Ma'had li-ta'lim al-Lugha al-'Arabiyya lil-Ajanib).

86. Classification Standard - RE - HR - Historical Research and research services by providing historical/archival information, writing The work consists of conducting research and writing for publication http://www.hrma-agrh.gc.ca/Classification/Standards/RE-HR/RE-HR_e.asp

Français Contact Us Help Search ... FS Conversion Alternate Format(s) Instructions Word (375 Kb) PDF (283 Kb) RTF (945 Kb) ... Printable Version Classification Standard - RE - HR - Historical Research CONTENTS INTRODUCTION CATEGORY DEFINITION GROUP DEFINITION DEFINITION OF TERMS LEVEL DESCRIPTIONS BENCH-MARK POSITION DESCRIPTION INDEX INTRODUCTION This standard describes the plan to be used to classify positions allocated to the Historical Research Group. It consists of an introduction, definitions of the Scientific and Professional Category and the occupational group, definition of terms, level descriptions and bench-mark position descriptions. The level description method of classification is a non-quantitative method of determining the relative difficulty of jobs. At each level those characteristics of the factors that are indicative of a significant difference in job demands are defined. In some cases, the characteristics of a particular factor may be similar at two levels, with the significant differences in job demand being concentrated in other factors. In progressing from the lowest to the highest level in a level description plan, the job demands tend to be cumulative, and the description of a particular level usually includes only elements of a higher order than that of the preceding level. The summary descriptions for each professional field reflect the types of duties that might be performed at each level. From level 3 through to level 5, this standard provides for the recognition of outstanding performance by individual researchers who, in the judgment of a committee of their peers, merit promotion on the basis of the quality and importance of their research contributions, even though the duties of their positions do not correspond to all factor requirements stated in the standard, such as the requirement for the direction of the work of other professionals.

87. Dirksfin Leslie Butler has crafted a guide to historical writing and research that also includes short exercises, for example, on how to structure paragraphs. http://web.reed.edu/mellon/finalreports/dirks99.htm

Historical Research via the Global Internet Jacqueline Dirks Associate Professor of History and Humanities, and Leslie Butler, Visiting Assistant Professor of History (97-98) Though the project is fundamentally complete, materials for the project are still being developed and several other tasks remain to be done. These include editing and making the Web site more interactive, completing all of the exercises and polishing the tutorial. When the Web site and tutorial are finished, they will be used in courses scheduled for 1999-2000. The original proposal described a bibliographic tutorial to be used in conjunction with the History department's required Junior Seminar, which is offered twice each year. (Several other Reed departments offer similar junior seminars, and I hope that they will ultimately be able to use parts of this project as a model.) These seminars are designed to develop students' research and writing skills in preparation for the year-long, required senior thesis. While junior seminars provide instruction in research methods in particular disciplines, they also include intensive study of texts in that discipline. The History junior seminar combines ten weeks of reading and conference participation with seminars on library research as well as brief lectures and hand-outs on writing. Because so much is demanded of them, students frequently need extra instruction, especially in research techniques. The main goal of the course is to enable students to successfully plan and execute a thirty-page history research paper over the course of one term. Most instructors ask students to break this task into steps, which are evaluated as they submit an initial research proposal, an annotated bibliography, a first and final draft of the research paper, and a final oral presentation to their classmates. The course also features two seminar sessions on library research techniques, usually conducted by Reed librarian Marilyn Kierstead.

88. HS 6531: Historical Research Skills HS 6531 historical research Skills. processing and presenting historical data, to aid them in writing course essays, exam questions and dissertations http://www.chstm.man.ac.uk/teaching/hs6531.htm

HS 6531 Historical Research Skills Lecturers: Dr Jeff Hughes and colleagues Aims and Objectives This postgraduate course provides basic training in research and presentational skills, as well as familiarising students with the problems encountered in using and interpreting source material of various kinds. Students will be introduced to the range of bibliographical, archival and other research resources available in Manchester. They will also receive training in methods of gathering, processing and presenting historical data, to aid them in writing course essays, exam questions and dissertations and giving presentations. Outline Syllabus Introduction to JRUL resources Reading and note taking skills Deansgate Library and Central Reference Libraries Writing skills I Writing skills II Using Museum Resources: Museum of Science and Industry Visual Media: Pictures and Film Oral History Seminar Presentation Skills Preparing and Conducting a Research Project I Preparing and Conducting a Research Project II Details: Format: normally one seminar per week in semester 1 (Tuesday 2.00-3.00) plus library and gallery visits when necessary

89. ASRP Library Collection Page United States Collection, Institute of historical research Library writing Guides. writing a Thesis. Online Thesis Databases. Getting Published http://www.asrp.info/Library_Collection_Page2.php?ID=16

90. American Historical Association THE AHA PRIZE IN ATLANTIC HISTORY (2006) for historical writing that The LittletonGriswold Grant offers grants of up to $1000 for research in US legal http://www.historians.org/prizes/index.cfm

AHA Prize and Award Winners An archive of past award winners dating back to 1896. Listed by prize. 2004 Winners Book Prizes Research Grants Fellowships ... Grants Guide Prizes for 2006 THE HERBERT BAXTER ADAMS PRIZE (2006) in the field of European history from 1815 through the 20th century THE AHA PRIZE IN ATLANTIC HISTORY (2006) for historical writing that explores the integration of Atlantic worlds before the twentieth century THE GEORGE LOUIS BEER PRIZE (2006) in European international history since 1895 THE ALBERT J. BEVERIDGE AWARD (2006) in American history for a distinguished book on the history of the United States, Latin America, or Canada, from 1492 to the present THE PAUL BIRDSALL PRIZE (2006) offered biennially for a major work in European military and strategic history since 1870 THE JAMES HENRY BREASTED PRIZE (2006) in any field of history prior to 1000 A.D. THE ALBERT B. COREY PRIZE (2006) for the best book dealing with the history of Canadian-American relations or the history of both countries THE PREMIO DEL REY PRIZE (2006) for a distinguished book in English in the field of early Spanish history THE JOHN E. FAGG PRIZE

91. Issues: Perspectives (September 2002): Method In The Madness: Historical Researc Method in the Madness Teaching historical research to History Majors Discussion focused on research and writing, and the resulting course—known simply http://www.historians.org/Perspectives/Issues/2002/0209/0209teach4.cfm

Print View l From the Teaching column in the September 2002 Perspectives Method in the Madness: Teaching Historical Research to History Majors By Claudine Ferrell In the 1980s senior history majors at Mary Washington College often referred to their capstone project, Historical Research Both the history faculty and their library liaison decided to fix the problem. The result was HIST 299, Introduction to the Study of History . While students today worry about the requirements of Historical Research Design In 1988 the 10 members of the department met to discuss in detail the skills necessary for success not just in Historical Research but in other history courses as well. Discussion focused on research and writing, and the resulting course—known simply as "299"—initially emphasized library research and the requirements of several types of papers. Over the years, however, the course has evolved. It still emphasizes research and writing, but thinking and speaking are now equally important components. Course Structure and Benefits Helping make today's course a valuable one are several critical facts: First, each class is limited to a maximum of 15 students. When the department designed the course—the first of its kind at MWC—it made the commitment to make the necessary sacrifices to staff it. The department offers five sections every academic year, so the department loses only two or three offerings each semester in order to staff HIST 299. (Each department member teaches a 4/4 load.)

92. UCSF General Catalog Online Directed and assisted research and writing of historical topics. 210. Topics in the History of Nursing. (23 units) § Fa, Wi. http://student.ucsf.edu/gencat/HH.html

Course Listing for HISTORY OF HEALTH SCIENCES 150.01. Issues in American Medical Practice. (3 units) Su, Fa, Wi, Sp, SS1, SS2, SS3. Prerequisites: Third- or fourth-year standing and consent of instructor. Seminar 18 hours. Staff Two-week non-clinical block devoted to reading, library research, discussions and presentations on the historical development of topics considered central to the practice of medicine: character of scientific medicine, role of technology, medical ethics and malpractice, corporate medicine, and the physician-patient relationship. 170.01. Historical Perspectives in Medicine. (1-3 units) Fa, Wi, Sp. Prerequisites: Consent of instructor. Lecture 1 hours. Seminar 1-2 hours. Staff Course intends to develop a sense of historical perspective and the ability to assess present issues in the light of past experience. Readings and visual aids will focus on the scientific and social aspects of the health sciences. 198. Supervised Study. Staff Historical research and/or directed reading under supervision of a faculty member with approval of the department chairperson. 200A. Introduction to the History of Health Sciences.

93. MA In Historical Research MA in historical research, The whole web site Finally, a seminar entitled writing Modern History will examine how approaches, methods, http://www.shef.ac.uk/history/prospectivepg/historicalresearch/skills_module3.ht

@import url(/sheffield/road/Classic/article/0/shared/css/general.css); Home About Departments Contact ... Log into MUSE Search MA in Historical Research The whole web site for History You are here: Home Departments History Prospective Postgraduates ... Contact Us Approaches and Methods in Modern History Taught Semesters 1 and 2 Module Summary Period-specific research methods training for the Modern History pathways will take the form of a 30 credit module taught over a full academic year. Module Content In the first semester the methodological issues raised by the study of modern history will be introduced. The ways in which modern historians use paradigms to structure both how they explore their material and how they write about the past will be examined. However, rather than remain at the often abstruse level demanded by historical philosophy, you will investigate how such paradigms are used by practising historians. Over the course of five seminars, you will work from examples of historical writing that clearly employ a particular paradigmatic approach. Examples include: Political history (Mazower) Comparative history (Herf, Kershaw/Levin, Mayer)

94. Selected Resources For Historical Research Sources of Information for historical research. New York NealSchuman, 1994. Global Encyclopedia of historical writing . New York Garland , 1998. http://home.sandiego.edu/~alma/historicalresearchsources.htm

SELECTED RESOURCES FOR HISTORICAL RESEARCH at the University of San Diego GUIDES TO RESEARCH keyword in SALLY: Bibliography or Guide American Historical Association's Guide to Historical Literature . New York : Oxford University Press, 1995. Ref Z6201 .A55 1995 United States History: A selective guide to Information Resources . Englewood , CO : Libraries Unlimited, 1994. Ref E178 .B57 1994 Sources of Information for Historical Research. New York : Neal-Schuman, 1994. Ref D20 .S64 1994 HISTORICAL CHRONOLOGIES keyword in SALLY: Chronology Encyclopedia of World Facts and Dates . New York : HarperCollins, 1993. Ref D11.5 .C37 1993 The American years : a chronology of United States history. New York : Charles Scribner's Sons,1999. Ref E174.5 .G753 1999 Chronology of world history . Santa Barbara , Calif. : ABC-CLIO, 1999. Ref D11 .M39 1999 DICTIONARIES/ENCYCLOPEDIAS keyword in SALLY: Dictionaries or Encyclopedias Dictionary of Historical Terms . New York : Macmillan, 1990. Ref D9 .C67 1990 Dictionary of American History . New York : Greenwood , 1986. Ref E174 .D52 1976

95. How To Conduct And Present Historical Research About Your Local Community Others have gone further back to do research into the rich history of the early black This process of rewriting and re-consideration of our history, http://www.sahistory.org.za/pages/sources/oral-history/

1. Why write a history? "Discovering our past teaches us about ourselves and about the people and places we see every day. By researching and writing about an aspect of local history we may uncover information about the past that we can’t read anywhere else..." MORE... 2. Collecting information Evidence Interviews to collect Oral evidence How to use a library How to use the Internet ... Some aspects to explore ENTER THE ALBERT LUTHULI COMPETITION FOR SCHOOLS! UNDERTAKE RESEARCH IN YOUR OWN COMMUNITY... CONTRIBUTE TO THE CREATION OF GRASS-ROOTS SOUTH AFRICAN HISTORY! South Africa, the NEW, democratic South Africa, needs a new kind of history. For many years the South African history that was taught in schools and written in most of our history books focused almost entirely upon white South Africans, neglecting the role of all the other groups that make up our rainbow nation. This was clearly unacceptable. The first requirement of our new history, then, is that it must be a history that encompasses all South Africans, irrespective of their race, language, class, beliefs or whether they are men, women or children. Some help to get you started 1) Family History You could decide to compile a family history. Perhaps there is a particular family that has been in your area for a number of years, or a member of this family who has made a social contribution in some way in your community. Tracing back the history of this person and his or her family background would tell us about their way of life, their homes, their experiences, the roles of family members within the family unit and their cultural practices. You could even compile the history of your own family if you think this would make a contribution to grass-roots history. Maybe someone in your community is a traditional healer, a community leader, or a well-know story-teller, or is a person who knows a lot about how your community lived long ago. Use your ingenuity; talk to your parents, grandparents, teachers and others to get some good ideas.

96. Abstracts From 'Historical Research', Aug 2004 historical research, vol. 77, no. 197 (August 2004) Abstracts. From biography to history writing the modern British monarchy David Cannadine http://www.history.ac.uk/historical/ab77197.html

@import url('../css/mainstyle.css'); > The national centre for history skip main menu 'Resources' menu related links site map ... About us Resources Partner sites Library More articles... Historical Research ... Contents of recent issues Abstracts: vol. 77, no. 197 (August 2004) From biography to history: writing the modern British monarchy David Cannadine This article traces the development of biographical and historical writing about the British monarchy from the 'golden age' of Elizabeth I to the House of Windsor. It examines the differences in approach over the past two centuries, in particular, from the uncritical biographies of the Victorian period to the current unregulated flood of material, authorized and unauthorized. Such an analysis goes beyond the history of dynasties and individuals and becomes a history of society as reflected in the changing experiences of the British royal family. Jean H. Dunbabin This article attempts to reconstitute from the scrappy surviving records Charles I's household and court. For a conqueror, the choice of companions could have serious political implications. While Charles's immediate domestic circle was French in origin and organized on the example of Louis IX's household, he deliberately encouraged and paid for the attendance of men from Provence and the Regno, both in his travelling entourage and at his great court appearances at liturgical feasts. Beyond these intimates, he accepted into his fidelity, and therefore into his broader court circle, a wide range of talented individuals from all parts of his 'empire'.

97. Getting The Facts RIGHT-- Historical Romance 101 For research sources, a historical romance writer can turn to a nearby video store, When I finally decided to start writing a historical romance novel, http://www.hodrw.com/historicalfacts.htm

Getting The Facts RIGHT Historical Romance 101 by Sonia Leger Recently I wrote a reader review for Amazon.com. While I did enjoy the book, I could not give it a five-star rating. Why? Because although the plot line and the characters were well thought out, the historical inaccuracies kept bringing me out of the story. The author had written a good contemporary story that, for some reason, she then decided to drop into the context of medieval times. However, it seemed to me that she neglected to consider how the change in historical setting would affect her work. As a result, a story about a father trying to do the politically correct thing by his brood of children just didn't ring true, especially since said father is also supposed to be the consummate warrior. As I pointed out in my review, had the author done any research on medieval times, she would have found that the norm in those days was for children to be considered chattel (as women were), an investment to be ignored until the children were old enough to serve some useful purpose. Until then, they were not to be seen or heard, let alone allowed to ride roughshod over their parents. My argument was not that the book I reviewed could not have been set in medieval times, but rather that if said author was going to deviate so significantly from the norms and values of the time, she should have at least addressed that fact at some point in the tale.

98. Roehampton University: MA/PGDip Historical Research Study an MA historical research at Roehampton University, 20 minutes from approach and some alternative perspectives on historical research and writing. http://www.roehampton.ac.uk/pg/hr/print.asp

@import url(../css/print.css); Roehampton University, Erasmus House, Roehampton Lane, London, SW15 5PU, United Kingdom enquiries@roehampton.ac.uk MA/PGDip Historical Research Length of Programme Full Time: 1 year Part Time: 2-4 years Number of Places Full Time: 18 Part Time: 18 Programme Times Tuesday: 18.30 - 21.30 Saturday: alternate weeks Fees UK/EU MA Full-time: £3,204 (Part-time: £178 per 10 credits) Fees International MA Full-time: £7,668 (Part-time: £426 per 10 credits) Course Convenors Professor Peter Edwards Further information: enquiries@roehampton.ac.uk General Course Information This MA/PGDip Historical Studies has been designed to appeal to a wide range of students – some may use it to enhance their teaching skills or to develop their expertise as local historians, some may use it as preparation for PhD study and some may wish to pursue it as a challenging intellectual exercise for its own sake. The MA/PGDip Historical Studies offers a unique combination of courses, together with practical training in the skills and methods of historians, and is ideally located for access to the Public Record Office at Kew. The MA/PGDip Historical Studies aims to enable you to carry out, present and disseminate historical research, exploit critically a range of quantitative and qualitative data, and develop your skills of interpretation and analysis. After studying five taught modules, Postgraduate Diploma students take an independent research topic, and MA students undertake a larger independent research project, in which they are free to pursue their own interests in the field.

99. Librarians Internet Index Historical Research Http//lii2.wested Learn historical research methods to piece together the lives of ordinary Reading, writing, and researching for History A Guide for College Students http://lii2.wested.org/pub/subtopic/46758

100. Writing About History When writing a historical research paper, your goal is to choose a topic and write a paper that. Asks a good historical question http://www.utoronto.ca/writing/history.html

Home FAQs News Writing Courses ... For Faculty Writing about History Fair-Use Policy Primary and Secondary Sources Reading Primary Documents Developing a Manageable Topic ... Documenting Your Sources Primary Sources and Secondary Sources What is a Primary Source? A primary source is a document that was created at the time of the event or subject you've chosen to study or by people who were observers of or participants in that event or topic. If, for example, your topic is the experience of workers in the Chicago packinghouses during the first decades of the twentieth century, your primary sources might be: Chicago newspapers, c. 1900-1920, in a variety of languages. A short film, such as an actualité, made during the period that shows the yards. Settlement house records and manuscripts. Novels about the packing yards, such as Upton Sinclair's The Jungle U.S. census records concerning neighborhood residents for 1900 and 1910. A mechanical conveyor system, used to move carcasses from one room to another at the time and place you are researching. Autobiographies of meat packing executives, workers, etc., published even many years later.

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