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Anonymous Artefacts and Revealing Runes, Abstract

→ Abstract
1 Introduction
2 Background
3 Materials
4 Analysis and Discussion
5-7 Result, Further Work, Summary
Extra text

Abstract

The aim of this paper is to examine a group of runic artefacts dated to the Viking Age (800–1050 AD) from a gender perspective. The analysed material consists of 59 runic artefacts from Scandinavia, which differ in regards to base material, context and content. In the analysis, the material is separated, described and classified into different manageable groups of texts and artefacts. Several case studies are presented in the paper, based on information gathered from the inscriptions as well as the archaeological material. The main issue is whether it is possible to attribute runic artefacts to a specific gender by means of a combination of archaeological and philological methods.

Keywords : gender, Viking Age, Scandinavia, runic inscriptions, grave goods

Filed in:

Subjects: Archaeology
Text types: Bachelor thesis

Abstract

Research papers like articles, theses, and lab reports almost always require an Abstract, which can be thought of as a special type of summary. The Abstract is the first section of such texts (usually no more than 1–2 paragraphs and/or 150–300 words long), and it should summarize the purpose of the study, its method and/or theoretical approach, and its main findings. The Abstract is an independent text that a reader should be able to understand without reading the longer text that it summarizes.

When writing an Abstract, make sure to provide a clear and accurate picture of your study so that the reader can decide whether or not the paper is relevant for her purposes. Remember that the Abstract is in many cases the only part of your text that will be read.

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Using am / is / was

Am, is, and was are used with singular subjects. Am is the 1st person present tense; is is the 3rd person present tense; was is the 1st and 3rd-person past tense.

Present: (1st person) I am late. (3rd person) She is late. He is late. It is gone.

Past: (1st person) I was late. (3rd person) She was late. He was late. It was gone.

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as well as

The phrase as well as functions like the word ‘and’, and is slightly more formal. However, as well as is not synonymous with ‘and’, and as well as can not always be used instead of ‘and’. The phrase places slightly more emphasis on the items that were listed before it.

Several case studies are presented based on information gathered from the inscriptions as well as from the archaeological material.

Here, the implication is that the inscriptions are the primary source of information. The archaeological material is not exactly lessened in importance, but it is simply not the focus.

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Using is / are

Whether to use is or are depends on whether the subject of the sentence is single or plural. The choice can be confusing when the subject and the noun closest to the verb are not in the same number, as in the following examples.

This category of puzzles is very challenging for humans. (subject is singular, “This category”)

Puzzles falling into this category are very challenging for humans. (subject is plural, “Puzzles”)

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Keywords

Keywords are often listed after the Abstract. When selecting Keywords, make sure that they are not too general. For example, if you have written an essay about the use of irony in Jane Austen’s Pride and Prejudice you should not have “19th century novels” or “women writers” as Keywords. At the same time, your Keywords should not be too detailed either, since then it might be difficult for potential readers to find your text.

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Range of numbers

A range of numbers is usually reported in numerals with an en-dash “–” (not a hyphen, “-“) between the numerals.

Early results have estimated the recidivism rate to be 16–40%.

Conkey, Margaret W. & Gero, Joan M. (1997). Programme to Practice: Gender and Feminism in Archaeology. Annual Review of Anthropology. 1997 (26), p. 411–437

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Numerals in the flow of text

Small numbers (less than 20) are usually spelled out, while large numbers are given as a numeral. A small number should be spelled out if it is the first word in a sentence, especially if the value is less than 20, but other numbers may be given as numerals in the same sentence. In general, it is best to avoid starting a sentence with a numeral.

In total, 28 names appear in the material. Thirteen can be categorized as male names and 12 are probably female names. Two transliterated names could belong to either gender.

Note that the word “one” is often used as a pronoun, and in this usage, it must be spelled out and cannot be replaced by a numeral.

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How to refer to yourself

Different fields of study have different traditions about whether authors can refer to themselves as “I” or “We” when discussing their thoughts and actions. An advantage of using “I/We” is that active verbs may be used. A disadvantage is that emphasis is given to the person or persons performing the action, rather than to the action itself.

The most common way to avoid using the first-person perspective is to write as if the text itself is performing actions.

This paper will analyze…; This section will describe…; This research has demonstrated…;

To avoid using the first person, the passive voice is often used.

Mosquitos were collected from 15 sites in Dalarna.

By measuring gene expressions induced in fish tissues, conclusions concerning aquatic ecosystem health can be made.

If the person or persons doing the research must be invoked, the following type of construction can be used.

The graves containing the artefacts were examined by the author. There were four graves for which no gender attributions have been made, to the author’s knowledge.

The indefinite prounoun one can also be used, even if the paper has several authors.

These results lead one to speculate about the future use of solar panels in Sweden.

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Subject extraposition

What is known as ”subject extraposition” (or ”the introductory it pattern”) is a construction that can be very helpful for sentence-structural purposes, as it helps writers avoid so-called ”heavy subjects”, where too much information is placed before the (main) verb of the sentence. This construction also enables writers to disguise their involvement, thereby making the statement seem more objective.

The construction is made up of an introductory it, a predicate (a verb with an optional adjective, noun and/or adverb); examples include:

It has been found that many people enjoy a session in a lunch hour.

It is possible to establish a qualitative correlation with the energy administered to each irradiated point.

The construction can also be used to express a stance towards the proposition stated in the to-, that– or wh-clause:

It seems that school reforms are not in alignment with a culturally responsive curriculum.

It is interesting to note that both groups scored lower on the QRI-5 posttest than the pretest.

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Using the s-ending for verbs

With a third-person singular subject, the verb takes an –s in the present tense. That is, when the subject is 1) only a single entity that could be replaced by “she,” “he” or “it” and 2) the action takes place in the present, one adds the letter s to the verb.

This new computer runs faster than the old one. It saves time.

Compare to the following sentence with plural subjects, in which the present tense does not take the s ending.

These new computers run faster than the old ones. They save time.

If the main verb is separated from the subject by many words, it can be tricky to pick out which word is the subject. In the following, the subject is “Problems” (plural) and the main verb is “fall” (to agree with the plural subject).

Problems for which there exists a solution algorithm that completes in a time that grows in a polynomial fashion with the problem size fall into the set P.

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Texts, Tools, and Tips for Academic Writing

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Anonymous Artefacts and Revealing Runes, Abstract

Abstract

Abstract

Using am / is / was

as well as

Using is / are

Keywords

Range of numbers

Numerals in the flow of text

How to refer to yourself

Subject extraposition

Using the s-ending for verbs