Some General Updates, and Character Musings

Apologies for my absence last week!

In terms of research, what I’ve been doing is mostly looking into works on the fantasy genre: its history, its function, the theory behind it, etc. I’ve found some books that are making their way to me via the CUNY library system, so we’ll see how it goes!

I’ve also been thinking on my characters for my thesis, and this is a writeup I did that I meant to hand out in class, but my printer wasn’t cooperating:

For my thesis, I think I will focus on several important women and follow their trajectory throughout the Song of Ice & Fire novels.

Two characters I think that need to be discussed together are the sisters Sansa and Arya Stark. Each presents a very different image of femininity: Sansa is ladylike and loves romance and chivalry, whereas Arya would much prefer to wield her own sword. Though it would be easy to fall into the trap of scorning Sansa’s traditional femininity and glorifying Arya’s inclination towards traditional masculinity, Martin puts them both into situations that play to their strengths. Sansa’s quietness and love for courtly values—traits that are often conflated with weakness or dimwittedness—pay off when she is a political prisoner during the war in the Red Keep. Arya’s aggressiveness pays off as she battles her way through Westeros and across the Narrow Sea into Essos.

Another pair of characters who I like to look at side by side are Cersei Lannister and Catelyn Stark. On the surface, they couldn’t appear more different: Cersei is scheming and cunning, constantly craving political power, while Catelyn is much more measured and maintains her own honor code. But they are also incredibly similar: they both were married off in political alliances during and after Robert’s Rebellion, they both derive much of their power from their roles as mothers, both have proven that they would do anything to protect their children, both wielded a certain amount of political power, and both were, at some point, the mothers of a kings. How each chose to use her power is what I find fascinating. I would also like to explore Cersei as one of the primary villains of the series, and what it means for a woman to be cast as a villain while still being a three-dimensional character.

Other characters I would like to examine are Daenerys, the exiled princess set to reclaim her homeland of Westeros, and Brienne of Tarth, a woman who chose the life of a warrior instead of a lady.

 

What I Did This Week #1

  • Sick in bed with a cold most of last week, but managed to watch a few films Professor Paoli recommended including Audition, a Japanese Horror film about a lonely producer who holds an audition  to find the perfect wife. I dry heaved. It made me think about the limits (if any) that I will place on the types of films and books I wish to include.
  • Figured out a new way to find print sources: AMAZON! I found a book I was already using, added it to my wishlist, and then browsed through the recommended section that pops up afterward. Really useful titles that the Hunter library ended up carrying.
  • Browsed Hunter stacks and found some gems: The Cambridge Companion to Edgar Allan Poe, The Monstrous Feminine, and a handful of other helpful titles that I’m looking through and scanning.
  • Found some useful articles among the required reading for my Horror Films class.
  • Meeting with Professor Pinedo during her office hours tomorrow.
  • Narrowing down my Poe list.

Lindsey’s Amazing Epic Guide To Online Research in Literature, Film, and Media Studies

Books on Adaptation: Literature to Film

This is an incomplete bibliography, but it will be a good starting point for everyone. (Links are to Amazon, but you can also search for these in the CUNY libraries or the NYPL.) Look at the books cited within these books using Amazon; look at what other books cite these books using Google Scholar.

Strategic Searching

or, why simply Googling is a bad idea:

SPECIALIZED SEARCHING IS ONE WAY YOU MIGHT START. Rather than using Google and sifting through millions of results, let some sites already dedicated to inquiry do some of the heavy lifting for you.

How To Do It

Where To Do It

REMEMBER THE FOLLOWING: Determining your keywords is going to be the key to your searching success. Keep track of what keywords you use when you run a search. The more you read, however, the more keywords you can think of. So you might not want to begin with search engines. In which case, why not try…

Subject Guides

THIS IS ANOTHER PLACE YOU MIGHT START. Put together by research librarians, these are great collections. While to some degree they are institution-specific, many also include a curated selection of quality online resources available to everyone. Bonus: They are regularly updated! Many universities put these together; the ones listed here cover both our institutional resources and high-quality open online material.

CUNY Resources and Database Subscriptions

If you need something that Hunter doesn’t have but the Graduate Center does, Lindsey will get it for you; just shoot her an e-mail.

Syllabi Repositories and Online Courses

Chances are, if it’s a good resource, someone has used it in the classroom! Syllabi repositories and online courses can give us a good sense of what other professional researchers think is the most relevant material on any given topic. Look for both courses dedicated to your specific topic, and survey courses which may touch on your project more broadly.

Syllabi Repositories

Many academic departments now use their web sites to archive their syllabi; this list is a good starting point but it is not exhaustive. Look particularly for graduate courses, which may have more secondary sources listed in the syllabus.

Online Courses

Online Clubhouses

No one does quality research in a vacuum–and this is as much true for faculty as it is for students. Many academics were (for better or worse) early adopters of the listserv; the archives remain useful places to trace questions and get informal answers. Academic blogs are where some of the most forward-thinking researchers in any field are thinking out loud–both about their research topics of interest and providing meta-analysis about how to do quality research in the digital age. And finally, an embarrassing number of scholars are hanging out on Twitter.

Oldies but Goodies

These meta-sites curated the academic web beginning in the 1990s; not all of their links will be up-to-date, but they remain a good place to find quality online sources. This is particularly true if you are doing research on pre-WWII literary material, but even those working with more recent primary sources should have a look.

Bibliography and File Management

  • Zotero is amazing. Use it. With Zotero you can…
    • collect & organize material from across the web–all kinds of sources
    • incorporate bibliographic data about your print sources (via many of the sites in this blog post)
    • create a timeline of all of your sources so that you can SEE the progression of idea
    • track recent additions to see where the trends in your ideas are headed
    • attach pdfs and do a FULL PDF TEXT SEARCH
    • add notes that are searchable by keyword
    • tag your cites (just like a tag cloud)
    • share your lists as a group and build a bibliography together
    • share private or group lists with the public!
    • 12 Must-Know Zotero Tips
  • Google Drive (formerly Google Docs) is helpful not only for storage and online collaboration, but also features a built-in “Research Tool.” This should not take the place of other research efforts but can be a helpful add-on when you’re drafting.
  • The ITFs also highly recommend Scrivener, a project management tool for writing and creating; many of us are using it to organize our dissertations. If you are managing multiple writing projects or are thinking about graduate school, we think it is worth the financial investment.

Handouts

These come to us courtesy amazing Lehman ITF Ben Miller.

Fall Schedule

Now that you’ve all started gathering info on your projects, here are the general goals for each month of the fall course:

September

  • Read Parts I & II of The Craft of Research
  • Determine your topic
  • Isolate your central question and explain its significance
  • Start collecting your source material

October

  • Each week, bring a short summary of the work you have done, a list of bullet points, make copies for everyone in the course. Bring writing as well when asked.
  • Question for the month: Who is your reader?
  • Read Part III of The Craft of Research
  • Continue to collect sources and develop your bibliography
  • Lindsey will lead a session on online research and bibliography management Tuesday Oct. 1, and you will meet with her individually between October 1 and October 8 to develop a strategic research plan
  • No Class October 15 (CUNY Monday)
  • Sharpen and refine your topic as you read your source material, continue to articulate your central claims
  • Lindsey will lead a session on “warrants” in late October
  • Have an outline done/begin drafting by the end of the month

November

  • Continue to bring a weekly summary of the work you have done on your thesis project
  • Read Part IV of The Craft of Research
  • Enlarge and refine your bibliography
  • Write your 3-5 page introduction to your thesis and bring to class to share in the first week of November
  • We will work on abstracts for NCUR this month
  • Spend the bulk of your time drafting and revising your thesis

December

  • Finish writing your thesis by mid-December.
  • The syllabus and goals for the spring semester will be available at our final fall semester class meeting.

Isenberg

Mary Pearl will  join us at 4 today to hear where you are on advisers and what difficulties you may have encountered in gaining one so far, looking to how best to help.  We’ll have the first hour to ourselves and we can sharpen just where we are on topics.  Thanks.   SLI