How to Research for Essays

(Yr 1 Photography)
Figure 1, Survival (c2008)

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Tracey Ashmore
Study Advisor - tutorials Sign-up sheet or diary Lower 4th Floor 01634 888664 tashmore@ucreative.ac.uk

Study Guides: www.ucreative.ac.uk/studyadvice

Figure 2, Tracey (c2011)

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An Essay is the Discussion of What Has Been Written on a Topic

Introduction & analysis of referenced evidence from published sources, in order to form answers to essay questions

Figure 3. An Essay Is. (c2012)

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Information you introduce, interpret & analyse in your essay to explain/demonstrate application of theory:

Evidence is

mainly

Text

(example?)

but if relevant, also

Visual

(example?)

Figure 4. Evidence. (c2012)

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Finding Evidence/Information: The research process

1. Analyse the brief/essay question 2. Identify key-words from the brief 3. Use key-words (& related lecture words/ terms) to search library catalogue 4. Identify relevant published sources: books 5. Read about what has been written on topic 6. Identify the focus of your essay 7. Choose relevant evidence/information in which to quote & discuss to form answer

Figure 5. Finding Evidence. (c2011)

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Note-taking from Text-based Sources When Researching:

n

Read to get an understanding of what is being said Identify and note key useful information in the form of quotations or paraphrases Note full details of where the information came from so you are able to reference it correctly
Figure 6, Reading and Note-taking. (c2011)

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Plagiarism is Stealing!!!
it is when someone attempts to use information or images in their work without referencing the sources fully and correctly. It should be very clear what information is book and what is your discussion of it.
Figure 7. Plagiarism is Stealing. (date unknown)

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Referencing Quotations & Paraphrases

1.Source details in brackets after information used in essay. E.g.:

always indicate where a quotation starts and ends using quotation marks, paraphrases do not have quotation marks round them (Jones, 1999: 124)
2.With full details at the end of essay on a page headed Bibliography. E.g.:

Bibliography Jones, P. (1999). How to Reference. UK: Palgrave Publishers Stevens, J.C. (2011). Authors in Alphabetical Order. Oxford: Uni Press

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www.ucreative.ac.uk/referencing

click on a link

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Click on a link

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Referencing Information from a Book

Example of what should be immediately after quotation or paraphrase Example of what should be in Bibliography*

*Explanation of what should be in Bibliography

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Referencing Image: in the essay & Illustration List)

Figure 8. Praying Hands (c1508)

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www.ucreative.ac.uk/referencing

click on a link

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Click on a link
If referencing photos you have taken

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Example of an image in your essay/text

Example of what should be written under the image in your essay/text Example of what should be in the List of Illustrations*

*Explanation of what should be in the List of Illustrations

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Quotations and Images Should NOT just appear in your essay from nowhere.

It must be: introduced, analysed and its relevance to your discussion made very clear

Figure 9. Appear From Nowhere. (c2011)

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Introduction & Analysis of a Quotation & Paragraph Structure

1.

Explanation of paragraph focus Introduction of quotation Explanation of what author was discussing when quote was removed Quote (reference) Interpretation of what author is saying Analysis & conclusions drawn from the quotation Conclude point of paragraph & lead onto focus of next point

2. 3.

4. 5. 6.

7.

8.

It was the art work of younger children which first attracted the attention of educators more than a hundred years ago. This focus on children's art work convinced them that there were better ways of teaching art to children than simply teaching them skills. John Ruskin, art critic and author, in his book Elements of Drawing condemned formal art lessons for children, he states I do not think it advisable to engage a child in any but voluntary practice of artit should be allowed to scrawl at its own free will (Ruskin, 1907:18). What Ruskin appears to be saying is that children should be allowed to play with art as opposed to being taught art techniques. This notion could allow children to develop their own unique style and confidence if the child is able to express themselves in this way. However, for some children who are less able, for example, may be visually impaired, without an introduction to materials and some basic intervention, the child may miss the same experience.
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Introduction & Analysis of a Paraphrase & Paragraph Structure

1.

Explanation of paragraph focus Introduce paraphrase Explain context of paraphrase Paraphrase (reference) Interpret Analyse & draw conclusions Conclude point of paragraph & lead onto focus of next paragraph

2. 3.

4. 5. 6. 7.

8.

It was the art work of younger children which first attracted the attention of educators more than a hundred years ago. This focus on children's art work convinced them that there were better ways of teaching art to children than simply teaching them skills. John Ruskin, art critic and author, in his book Elements of Drawing condemned formal art lessons for children, he stated that he felt children should only be allowed to engage in the practicing of art if and when they felt inclined (Ruskin, 1907:18). What Ruskin appears to be saying is that children should be allowed to play with art as opposed to being taught art techniques. This notion could allow children to develop their own unique style and confidence if the child is able to express themselves in this way. However, for some children who are less able, for example, may be visually impaired, without an introduction to materials and some basic intervention, the child may miss the same experience.
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Introduction & Analysis of an Image & Paragraph Structure

Chanels eye for construction meant that she was able to manipulate most fabrics into a complimentary silhouette. Figure 1 shows Chanels maxi-dress created in 2012, made predominantly from jersey and lace. What this image shows is a full-length evening gown, which hugs the figure around the waist, but flares out towards the feet. The front part of the bodice is fitted, with a low scooping neck at the back. The sleeves are capped and made from lace. (NOTE: here you will give your analysis of this image in relation to the topic of your paragraph mentioned in your opening sentence/ s) (NOTE: here is where you conclude the point of this paragraph and lead onto the point of the next)

1.

Explanation of paragraph focus Introduce image (mention the figure number of the image) and its relevance Describe the relevant parts of image that we are seeing/looking at Analyse & draw conclusions Conclude point of paragraph & lead onto focus of next paragraph

2.

3.

4.

5.

Research is Not.

Writing what you know on a topic Taking information from lectures/handouts

Trawling the internet, google or wikipedia

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Essay Writing is Not.

Copying information from books/articles exactly as written without saying who/ where the information has come from referencing Copying ideas from books/articles in your own words without saying who/where the information has come from - referencing Writing a biographical or historical account relating to the question Piecing together referenced information but not introducing and analysing it
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So what can you do at this stage?

Using the terms you have identified read what has been written to scope area & gain understanding: - Look in Critical theory section of library - 770.1 Critical theory relating to photography:
e.g. Photography Reader (general books may contain essays on topic), e.g. Perception and Imaging (specific books relating to topic)

Identify what the focus of your essay will be: e.g. examples of work and theories to apply Choose quotations and images.
Figure 10, Reading and Note-taking. (c2011)

Keep ALL guides, hand-outs and notes on: how to research, write and reference essays in ONE file. You will need them for EVERY assignment

Figure 11. Recording Information, (date unknown)

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(for ANY issue/study advice on your practical or written work)

Do not leave Booking Tutorials until the last minute

My office: Lower 4th Floor (near the lift) 01634 888664 tashmore@ucreative.ac.uk www.ucreative.ac.uk/studyadvice

Figure 12. Tracey (c2011)

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List of Illustrations
Fig.1:Saelinger , D. (c2008) Survival. [photograph]. Found at: http://adventure.nationalgeographic.com/2008/08/everyday-survival/laurence-gonzales-text (Accessed: 3.09.12) Fig.2:Fittal, A.(c2011) Tracey. [photograph]. In possession of: the author: UK Fig.3:Photographer unknown. (c2012) An essay is. [photograph]. Found at: http://jackolibrary.blogspot.co.uk/ (Accessed: 3.9.12) Fig.4: Alton Police Department (c2012) Evidence. [photograph]. Found at: http://www.altonpolice.com/content.cfm?pageID=43 (Accessed: 3.9.12) Fig.5:Ritchie, G. (2011) Finding Evidence.[film still]. Found at: http://fandangogroovers.wordpress.com/2012/02/03/sherlock-holmes/ (Accessed: 3.9.12) Fig. 6: Photographer Unknown. (c2011) Reading And Note-taking. [photograph]. Found at: http://myfrenchcountryhome.blogspot.co.uk/2011/02/reading-out-loud.html (Accessed: 03.09.12) Fig.7:Photographer unknown. (date unknown) Plagiarism is Stealing.[photograph]. Found at: http://unsuckdcmetro.blogspot.co.uk/2011/05/pickpocket-metro.html (Accessed: 3.9.12) Fig.8:Durer, A.(c1508) Praying Hands. [brush drawing on paper]. Found at: http://chawedrosin.wordpress.com/2008/08/05albrecht-durer/ (Accessed: 20.09.09) Fig.9:Stacie (2011) Appear From Nowhere. [photograph]. Found at: http://www.flickr.com/photos/stacieandthebartonboys/5445399107/ Accessed: 3.9.12) Fig.10:Photographer Unknown. (c2011) Reading And Note-taking. [photograph]. Found at: http://myfrenchcountryhome.blogspot.co.uk/2011/02/reading-out-loud.html (Accessed: 03.09.12) Fig.11:Photographer unknown (unknown date) Recording Information.[photograph]. Found at: http://persisperindu.blogspot.co.uk/2010/08/effective-note-taking.html (Accessed: 3.9.12) Fig.12:(Fittal, A.(c2011) Tracey. [photograph]. In possession of: the author: UK

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