In this guest post, we introduce a few Google tools for helping your students see sites in situ. This will be the first of several posts on using digital tools in the classroom, and we’re really excited about the topic; we hope you are, too! Continue reading
I’ve been dealing recently with a lot of questions about finding secondary source material for assignments. I often find that students have a hard time understanding which sources are appropriate scholarly sources, as well as which sources are considered “online” sources and which are not.
As libraries evolve, more and more research activity is moving online: digitized journals, books, and documents are now the norm, rather than an unexpected treat. We don’t (entirely) regret this change – anyone who has had to wade through bound back issues of journals to find an article, or who has visited Current Periodicals just to look at the tables of contents, understands how much more convenient it is to access academic materials from the comfort of one’s office, home, or cell phone. And we’ve dedicated several posts to the specific skills needed to locate books and articles online. For this post, we’re going old-school with some basics: why should you visit an actual library, and what should you do once you’re there? Continue reading
Most classicists are familiar with the Perseus and TLG toolkits. But these aren’t the only digital resources available! In this week’s guest post, we cover another free dictionary aid for both classical languages. This one is related to Perseus, but uses a different interface. We definitely learned something from this post, and we hope our readers do, too! Continue reading
We’ve had quite a few posts now on undergraduate essay writing (a general post on academic writing, why you should never write a sandwich essay, and developing a research topic). I refer my students to these resources (and many others developed by universities) all the time for basic essay writing skills, but I’ve recently noticed that many students still struggle with using sources to bolster their argument instead of merely narrating events with provided texts. What follows is a back-to-basics post that I hope will make the distinction a little more clear.
More and more often, students of all levels want to share their discoveries by producing a published work. The good news is that there are many (and increasing numbers of) venues for academic publishing. But that doesn’t mean that they will automatically publish everything that’s sent to them! In fact, that’s a warning sign of a bad publisher. Today’s post offers some tips on getting your work into its best shape, whether you’re an upper-level undergrad or a grad student, and also offers a few caveats for where you shouldn’t submit.
Many of our posts are focused on classical languages, but material culture is an equally crucial part of understanding antiquity. In this guest post, we introduce the science of stratigraphy the way that most non-archaeologists are likely to see it: through the Harris matrix.
Have no idea what we’re talking about? Read on!