Communicating Archaeology
Overview
This module covers communication to public and professional audiences
as well as the design and context of archaeological research. Four units
are covered: writing for the public, speaking to the public, the research
proposal, and presenting a proposal for research to a professional or
public (local or descendant group) audience. These units are spread
out throughout the course (see syllabus), and no unit takes a full class
session. Each unit is linked to a paper or presentation assignment (see
Paper 2, Paper
3, Presentation 1, and Presentation
2). These assignments are based on an archaeological report or study
selected by the student. To familiarize themselves with their report,
students are asked to first write a paper describing and evaluating
the report’s research design and interpretations (see
Paper 1).
Lesson Objectives
By the end of the module, students should be able to:
- Write a paper in the format of an article for Archaeology
magazine.
- Write a formal research proposal.
- Present a talk on archaeology to the public (students choose from
a selection of possible audiences).
- Present a talk on their research proposal to a professional audience.
Matrix Principles
Stewardship (public outreach, the need to justify research and research
design in proposal), Diverse Interests (consideration of different publics
and their perception of archaeology), Communication (development of
writing and speaking skills for public and professional audiences through
paper and presentation assignments), and Basic Archaeological Skills
(students must develop an original research design for their proposed
project).
Instructional Procedures
Part 1: Writing for the Public (Paper
2 Assignment)
Reading and Assignment
Allen, Mitch
2002 Reaching the Hidden Audience: Ten Rules for the Archaeological
Writer. In Public Benefits of Archaeology, edited by Barbara
J. Little, pp. 244-251. University Press of Florida, Gainesville.
Browse current issues of Archaeology and American Antiquity
and compare content (the kinds of articles that are published) and writing
styles. Both can be found (shelved alphabetically) in the Social Sciences
Current Periodicals collection on the third floor of Paterno.
Format: Discussion
Discussion topics include:
- Allen’s tips on writing about archaeology for the public.
- Writing styles based on student reviews of Archaeology and
American Antiquity articles. (This year, students jotted down
some of their favorite sentences from each journal. I may make this
a formal assignment in the future as a source of examples that can then
be discussed.)
- The need for specialized language in a field.
- The ways that jargon and convoluted writing styles can block communication.
- The differences in format and topics in both journals.
- The line between capturing an audience’s attention and sensationalism
(here, students can talk about the range of current television shows
and films with archaeology themes).
- The different kinds of audiences for archaeological writing.
- A review of the Paper 2 assignment, which requires that students write
a short article derived from their selected report in a format suitable
for Archaeology magazine.
No additional materials or equipment are needed. Assessment is based
on the grading criteria presented in the Paper 2 guidelines.
Part 2: Speaking to the Public (Presentation
1 Assignment)
Reading
Kwas, Mary L.
2001 Communicating with the Public Part I: Slide Lecture Tips. SAA
Archaeological Record 1(4):23-24. (Complete issue available at
(http://www.saa.org/Publications/thesaaarchrec/sep01.pdf.)
Format
In this section, we consider the perspectives and preparation of different
public audiences. The Presentation
1 assignment requires that students prepare a 15-minute oral presentation
on some aspect of their selected report or study for one of the following
audiences: (1) fourth graders, (2) eleventh graders, (3) senior citizens,
or (4) a local or descendent group (adults). The Kwas article provides
useful tips on speaking to the public. (It covers the kinds of issues
that would come up with adult audiences. I am still looking for “how-to”
references on talking to school groups.)
Assessment is based on the grading criteria presented in the Presentation
1 guidelines.
Note: This is the first time I have given this assignment. I am still
not satisfied with it and am actively looking for other materials and
advice. I just got a copy of The Archaeology Education
Handbook: Sharing the Past With Kids, edited by Karolyn E. Smardz
and Shelley J. Smith (AltaMira Press, Walnut Creek, California, 2000),
and anticipate that it will be useful for improving this assignment.
Part 3: The Research Proposal (Paper
3 Assignment)
Readings
Przeworski, Adam, and Frank Salomon
1995 The
Art of Writing Proposals: Some Candid Suggestions for Applicants to
Social Science Research Council Competitions. Social Science Research
Council, New York, New York.
Hayashida, Frances M.
1999 Proyecto Ynalche: Long-term Agricultural Dynamics on the North
Coast of Peru. Research proposal submitted to the National Geographic
Committee for Research and Exploration. (Handed out in class.)
Format
In this section, we discuss the structure and logic of research proposals.
I walk through the Paper 3 assignment with the students, then we discuss
a proposal they have read before the class. For Paper 3, students write
a proposal for continued research at the site or area covered in their
selected report or study. The proposal includes a short abstract, bibliography,
and a 2000-word project description that includes:
- Project objectives/research questions;
- Previous work;
- Proposed project (methodology and linking arguments between possible
outcomes and research questions); and
- Significance.
I stress that the links between the different parts of the research
design need to be strong as well as explicit. The Przeworski and Salomon
essay also emphasizes this point.
The criteria for assessment are presented in the Paper
3 guidelines.
The proposal topic is up to the students, though I work closely with
them to define a feasible project related to their interests. They are
required to turn in an outline and preliminary bibliography well beforehand
and have the option of submitting a rough draft of the proposal for
detailed feedback and a provisional grade.
Part 4: Presenting a Proposal for Research to a Professional
Audience (Presentation 2
Assignment)
Readings
Kwas, Mary L.
2001 Communicating with the Public Part I: Slide Lecture Tips. SAA
Archaeological Record 1(4):23-24. (Complete issue available at
http://www.saa.org/Publications/thesaaarchrec/sep01.pdf.)
Davis, Martha
1997 Scientific Papers and Presentations. Harcourt Brace &
Company, San Diego.
Read Chapter 16, The Slide Presentation.
Format
In this section, we review the Presentation
2 assignment guidelines. This assignment gives students the opportunity
to further practice and polish their public speaking skills. In this
case, they enact a presentation of their research proposal to the Grants
Committee of the National Geographic Society. Like Presentation
1, the emphasis is not simply on comprehension and relaying information,
but on effective communication as well: clarity, organization, the use
of visuals, and style are stressed.
The Davis chapter is useful for students to review, though it is perhaps
more than they need to know for this assignment. The emphasis is on
the presentation of research results (with the heavy use of graphs and
visuals).