Course 1: Bring ‘Em Back to Life: Writing Our Ancestors’ Stories
Annette Burke Lyttle, MA
The goal of this course is to help researchers understand how to tell the stories of their ancestors, to equip them with skills and techniques that will give them confidence as writers, to help them avoid pitfalls, and to help them understand how best to share their stories, depending on their goals. Writing these stories can seem like a daunting task, but with instruction and coaching, researchers can learn to be not just guardians of the family history, but tellers of those family stories. Our hands-on learning approach, along with homework on their own writing projects, will allow students to immediately practice the concepts being taught in the course. They will also end up with a completed writing project and a plan for how best to share it. The course will finish with a lecture on how to get help and support for their writing projects going forward.
Wednesdays, 10:00 am–2:00 pm MT, 14 February through 24 April 2024
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate to Advanced
Certificate Completion Requirements
Students need to attend 16 of 20 sessions live and watch the video for any session they miss. They must turn in homework assignments.
Course Schedule
Times
Class Title
Instructor
February 14th
10:00–10:30 am
Welcome and General Instructions
Lyttle
10:30–11:45 am
Writing as You Research
Bakkala
12:15–1:30 pm
Start with Sound Research
Bakkala
1:30–2:00 pm
Homework Assignment: Introducing the Project
Lyttle
February 21st
10:00–10:30 am
Homework Review: 20 min. in small groups sharing homework; 10 min for questions
Bakkala
10:30–11:45 am
Find the Stories in the Records
Bakkala
12:15–1:30 pm
Hands-on Workshop
Bakkala
1:30–2:00 pm
Homework Assignment
Bakkala
March 6th
10:00–10:30 am
Homework Review
Bakkala
10:30–11:45 am
Get Help to Fill in the Story
Philibert-Ortega
12:15–1:30 pm
Hands-on Workshop
Philibert-Ortega
1:30–2:00 pm
Homework Assignment
Philibert-Ortega
March 13th
10:00–10:30 am
Homework Review
Philibert-Ortega
10:30–11:45 am
Prepare to Write
Lyttle
12:15–1:30 pm
Hands-on Workshop
Lyttle
1:30–2:00 pm
Homework Assignment
Lyttle
March 20th
10:00–10:30 am
Homework Review
Lyttle
10:30–11:45 am
Techniques for Story Writing
Alzo
12:15 am–1:30 pm
Hands-on Workshop
Alzo
1:30–2:00 pm
Homework Assignment
Alzo
March 27th
10:00–10:30 am
Homework Review
Alzo
10:30–11:45 am
What About Enhancements?
Lyttle
12:15–1:30 pm
Hands-on Workshop
Lyttle
1:30–2:00 pm
Homework Assignment
Lyttle
April 3rd
10:00–10:30 am
Homework Review
Lyttle
10:30–11:45 am
Documenting Sources
Lyttle
12:15–1:30 pm
Mastering Microsoft Word for Genealogical Writing
Powell
1:30–2:00 pm
Homework Assignment
Lyttle, Powell
April 10th
10:00–10:30 am
Homework Review
Lyttle, Powell
10:30–11:45 am
Legal Considerations: Copyright
Russell
12:15–1:30 pm
Legal Considerations: Plagiarism
Russell
1:30–2:00 pm
Homework Assignment
Russell
April 17th
10:00–10:30 am
Homework Review
Russell
10:30–11:45 am
Editing Yourself: Techniques and Resources
Bakkala
12:15–1:30 pm
How to Publish and Share Your Story
Alzo
1:30–2:00 pm
Homework Assignment
Alzo, Bakkala
April 24th
10:00–10:30 am
Homework Review
Alzo, Bakkala
10:30 am–11:45 am
Sharing Our Stories with the Group
Lyttle
12:15–1:30 pm
Get Support for Your Writing Going Forward
Bakkala
1:30–2:00 pm
Course Wrap-up
Lyttle
Course 2: You're Invited: Public Speaking from Concept to Delivery
D. Joshua Taylor, MA, MLS, FUGA
The ability to transform an initial concept to a full-fledged presentation delivered in front of an audience might seem like a daunting adventure for many professionals. This interactive course is ideal for existing speakers seeking to brush up on their skills and expand their portfolios and anyone seeking to explore how public speaking might align with their aspirations.
This intensive week explores key components of public speaking for genealogists: the “business of speaking,” outlining contracts, pricing, legal considerations, and marketing techniques; “knowing your audience,” focusing on crafting an array of presentations, keeping lectures current, and answering conference proposal requests; “development,” including details on developing handouts, slide presentations, and other visuals; and “delivery,” centered on finding a speaking style, avoiding pitfalls, structuring your presentations, and the opportunity to present two “mini-sessions” to solicit feedback and advice from fellow students and course instructors.
A variety of speaking opportunities will be discussed, including traditional one-hour sessions, seminars, workshops, webinars, institute courses, public programming, continued education courses, and national and regional conferences.
Thursdays, 10:00 am–2:00 pm MT, 15 February through 25 April 2024
Tuition
Regular Price: $545.00
UGA Member Price: $495.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate to Advanced
Prerequisites
This course requires active interaction and participation. Students registering for the course will be required to prepare and present one 15-minute session (on a topic mutually agreed upon by the student and the course coordinator) during the course.
Sessions include hands-on activities, and a computer with PowerPoint and/or Keynote installed is strongly recommended.
Course Schedule
Times
Class Title
Instructor
February 15th
10:00–10:30 am
Welcome and General Instructions
Taylor
10:30–11:45 am
So You Want to Make a Splash...
Taylor
12:15–1:30 pm
Setting Yourself Apart: Topic Development
Taylor
1:30–2:00 pm
Homework Assignment: Topic Development
Taylor
February 22nd
10:30–11:45 am
Expanding Your Repertoire: It's More than Just Presentations
Taylor
12:15–1:30 pm
Preparing Syllabus and Handout Materials
Lyttle
March 7th
10:30–11:45 am
Copyright Workshop for Genealogical Speakers, Part A
Russell
12:15–1:30 pm
Copyright Workshop for Genealogical Speakers, Part B
Russell
March 14th
10:00–10:30 am
Homework Review Topic Development
Taylor
10:30–11:45 am
Presenting Online and Making It Look Effortless
Lyttle
12:15–1:30 pm
Marketing Yourself as a Public Speaker
Lyttle
1:30–2:00 pm
Homework Assignment: Your PR Kit
Taylor
March 21st
10:30–11:45 am
Building a Presentation (hands-on workshop), Part I
Taylor
12:15 am–1:30 pm
Building a Presentation (hands-on workshop), Part II
Taylor
March 28th
10:30–11:45 am
The Nightmare Presenter or How NOT to Present Online
Russell
12:15–1:30 pm
Students Presentations and Critiques: Group 1
Taylor, Lyttle, Russell
April 4th
10:30–11:45 am
The Important Details: Contracts, Agreements, Negotiations, and Pricing
Taylor
12:15–1:30 pm
Students Presentations and Critiques: Group 2
Taylor, Lyttle, Russell
April 11th
10:30–11:00 am
Homework Review: Your PR Kit
Taylor
10:30–11:45 am
Tailoring Your Presentation to the Audience
McGhie
12:15–1:30 pm
Students Presentations and Critiques: Group 3
Taylor, Lyttle, Russell
April 18
10:30–11:45 am
When Everything Goes Wrong: Surviving the Disaster
Taylor
12:15–1:30 pm
Students Presentations and Critiques: Group 4
Taylor, Lyttle, Russell
April 25th
10:30 am–11:45 am
Putting on the Polish
Taylor
12:15–1:30 pm
Student Presentation Feedback and Discussion
Taylor
Course 3: The Art of Writing a Research Report
Debra A. Hoffman, PLCGS
Want to effectively capture your research whether writing for yourself or a client? Writing effective research reports can be a challenge. This course will provide instruction and hands-on experience creating an efficient and effective report. A team of professional genealogists will share their expertise in technical writing, evidence analysis, incorporating visual elements, organizing material, time-saving strategies, and documentation. Examples of a variety of reporting formats covering simple to complex research problems from a variety of professional perspectives will be shared and available to review during the course. Participants will learn both by evaluating provided reports and writing a research report during the week. Students should have a laptop to work on practice exercises in class and complete writing assignments.
Wednesdays, 8:30 am–4:00 pm MT, 28 February through 27 March 2024
Tuition
Regular Price: $595.00
UGA Member Price: $545.00
[Read More & View Course Schedule]
Who Should Attend
Professional and aspiring professional genealogists who would like to improve their research reporting and writing skills.
Prerequisites
The class sessions will include hands-on activities, so students should have a laptop computer or tablet with Word or another word processing program. There will be homework assignments to practice writing various sections of a research report.
Course Schedule
Times
Class Title
Instructor
February 28th
8:30–9:00 am
Welcome and General Instructions not provided in Meet and Greets
McGhie
9:00–10:15 am
Essential Elements of a Research Report
To start off we will discuss the purpose of a research report and the different types of reports, and the typical sections in each report.
Hoffman
10:30–11:45 am
Preparation for Success
Effective reports begin with focusing the objective and then an analysis and planning process. Many genealogists work from a report template to save time, and write report elements as they are conducting the research.
Hoffman
12:45–2:00 pm
Hands On: Evaluating Research Reports
The focus of this session is viewing twenty sample research reports from a variety of professional genealogists. These reports represent a variety of reporting styles and will give students an idea on how to report on a variety of records and research problems. The reports will be evaluated using the BCG and ICAPGen rubrics.
McGhie
2:15–3:30 pm
Efficiencies in Report Writing
Report writing can be tedious. This session will cover incorporating various efficiences and a writing process that creates the report as you conduct research and analysis, which can lead to a quicker and more effective report writing process.
Hoffman
3:30–4:00 pm
Homework Assignment
Hoffman
March 6th
8:30–9:00 am
Homework Review
Hoffman
9:00–10:15 am
Presenting Information from Documents
This session will focus on hands-on exercises to practice writing research notes for clients.
McGhie
10:30–11:45 am
Finding the Balance in Research Logging and Report Writing: An Editor's Perspective
Elder
12:45–2:00 pm
Technical Writing (Twenty Principles)
This session addresses the "nuts and bolts" of improving professional writing's readability. Subtopics include writing with fewer words, paragraphing with topic sentences, and avoiding issues related to passive voice, pronouns and antecedents, verb tenses, and other common writing problems.
Jones
2:15–3:30 pm
An Opportunity for Peer Review
Hoffman
3:30–4:00 pm
Homework Assignment
Hoffman
March 13th
8:30–9:00 am
Homework Review
Hoffman
9:00–10:15 am
Documentation for Research Reports: Part 1
Students will learn to describe sources and information items well enough for their clients to understand each source's qualities as a container of genealogical information and each information item's qualities as a provider of genealogical evidence. Part 1 focuses on citing offline sources.
Jones
10:30–11:45 am
Documentation for Research Reports: Part 2
Students will learn to describe sources and information items well enough for their clients to understand each source's qualities as a container of genealogical information and each information item's qualities as a provider of genealogical evidence. Part 2 focuses on citing online sources.
Jones
12:45–2:00 pm
Incorporating DNA Evidence into Client Reports, Part 1
This session will highlight a technique for correlating documentary evidence items and genetic evidence in a client report. This involves writing decisions to effectively communicate complex information, including shared atDNA segments, predicted genetic relationships, and a detailed descendant tree depicting DNA donors.
Stanbary
2:15–3:30 pm
Incorporating DNA Evidence into Client Reports, Part 2
Continuation of above.
Stanbary
3:30–4:00 pm
Homework Assignment
Hoffman
March 20th
8:00–8:30 am
Homework Reviewt
Hoffman
9:00–10:15 am
Incorporating Evidence Analysis in a Report
A quality analysis of research findings strengthens a research report, increases a client's confidence in the researcher's stated conclusions, and helps a Client understand the researcher's methodology. Yet incorporating evidence analysis in a research report challenges many genealogists. During this session, a simple four-step process for including evidence analysis in a research report will be demonstrated and practices.
Hoffman
10:30–11:45 am
Hands-on Practice: Evidence Analysis
This session will provide students hands-on experience analyzing documents and records the analysis in the research report.
Hoffman
12:45–2:00 pm
consultations / Peer Review
Hoffman, McGhie, Stanbary
2:15–3:30 pm
consultations / Peer Review
Hoffman, McGhie, Stanbary
3:30–4:00 pm
Homework Assignment
Hoffman
March 27th
8:30–9:00 am
Homework Review
Hoffman
9:00–10:15 am
Reporting on Complex Problems
Clients engage professional genealogists because they have difficult problems. A professional needs the knowledge and skill to clearly communicate complex solutions. Through lecture, discussion, and case examples, students learn to report on information collected over multiple research sessions, indirect and negative evidence, conflicting evidence, proof arguments and the GPS, evidence contradicting family stories, and unexpected results.
Peters
10:30–11:45 am
Forensic Genealogy Reports and Affidavits
While they share many similarities, genealogical work products created for legal purposes also differ from traditional professional reports. This session will focus on the unique aspets of reports and affidavits created by forensic genealogists.
Desmarais
12:45–2:00 pm
Writing Reports for ProGenealogists and Legacy Tree Genealogists
Matheson, Woodbury
2:15–3:30 pm
Report Presentation and Visual Elements
We live in a visually focused world. Images, charts, tables, and maps can aid a client in understanding the information presented and provide a more appealing report.
Hoffman
3:30–4:00 pm
Course Wrap-up
Hoffman
Course 4: BCG Certification: Understanding and Meeting Standards
In this hands-on course, students review and practice the Board for Certification of Genealogists’ requirements for credentialing. They study the Genealogical Proof Standard and Genealogy Standards to create and evaluate genealogical work using established rubrics.
Rubrics for Evaluating New Applications for BCG Certification provide the organizing framework for class discussions, hands-on activities, and at-home practice. In-class exercises build foundational skills in transcribing records, planning efficient research, analyzing records, correlating information, reporting on research results, and writing about evidence. Weekly homework assignments provide the opportunity for students to apply the skills to their own research. Students will be asked to identify and celebrate their small wins on their paths to submitting a successful portfolio.
We will dive deep into the skills necessary to achieve certification:
Crafting a meaningful research question
Conducting reasonably exhaustive research
Evaluating sources as containers of information
Developing and refining efficient and dynamic research plans
Mining and reporting evidence
Documenting sources
Transcribing and abstracting information
Correlating information
Writing about evidence with logic and inference
Assembling evidence and conclusions
Parentage proofs including DNA
Resolving conflicts
Reporting of findings in a formal Research Report
Writing clear proof arguments detailing evidence and reasoning to support conclusions
Accurately reconstructing families within a Narrative Lineage
Writing a detailed and documented life story including meaningful historical context
This course is not sponsored by the Board for Certification of Genealogists. The opinions expressed by the faculty are entirely their own. The BCG Application Guide and Genealogy Standards represent the authority in all matters relating to credentialing. Please refer to the Board for Certification of Genealogists website for more information.
Dates & Times
Thursdays, 8:00 am–3:30 pm MT, 15 February through 28 March 2024
Tuition
Regular Price: $595.00
UGA Member Price: $545.00
[Read More & View Course Schedule]
Level of Instruction
Advanced
Prerequisites
This is an ADVANCED methodology course targeted to individuals preparing for BCG certification. However, genealogists seeking to improve advanced skills would also benefit from the course.
NOTE: Consistent with BCG Application Guide instructions, any projects submitted by new applicants to BCG must be their own work. While this course emphasizes the skills tested by BCG, students will not work on their own portfolio projects in class.
Reading Requirements
Board for Certification of Genealogists. Genealogy Standards, 2nd ed. rev. Nashville, Tenn.: Ancestry.com, 2021.
McCampbell, Mary Bell. “Transcripts and Abstracts,” published in Professional Genealogy: A Manual for Researchers, Writers, Editors, Lecturers, and Librarians. Baltimore: Genealogical Publishing Company, 2001.
Curran, Joan Ferris, Madilyn Coen Crane, and John H. Wray. Numbering Your Genealogy: Basic Systems, Complex Families, and International Kin, revised edition. Arlington, Va.: National Genealogical Society, 2008.
Jones, Thomas W. Mastering Genealogical Proof. Arlington, Va.: National Genealogical Society, 2013.
―――. Mastering Genealogical Documentation. Arlington, Va.: National Genealogical Society, 2017.
―――. “Proof Arguments and Case Studies.” In Professional Genealogy: Preparation, Practice, and Standards, edited by Elizabeth Shown Mills. Baltimore, Md.: Genealogical Publishing Co., 2018.
―――. “Reasoning from the Evidence.” In Professional Genealogy: Preparation, Practice, and Standards, edited by Elizabeth Shown Mills. Baltimore, Md.: Genealogical Publishing Co., 2018.
Mills, Elizabeth Shown. “Fundamentals of Evidence Analysis” and “Fundamentals of Citation.” In Evidence Explained: Citing History Sources from Artifacts to Cyberspace, 3rd ed. rev., edited by Elizabeth Shown Mills. Baltimore, Md.: Genealogical Publishing Co., 2017.
Peters, Nancy. “Research Reports.” In Professional Genealogy: Preparation, Practice, and Standards, edited by Elizabeth Shown Mills. Baltimore, Md.: Genealogical Publishing Co., 2018.
Golden Nuggets
The class will collaborate on a “Golden Nuggets Quicksheet” of handy tips and strategies learned throughout the week.
Certificate of Completion
Students must attend all class sessions and submit all homework in order to be eligible for a certificate of completion. When attendance conflicts arise, students may watch the recorded class sessions.
Course Schedule
Times
Class Title
Instructor
February 15th
8:00–8:30 am
Course Overview
Organizing framework, Small Wins, Golden Nuggets
McGhie, Stanbary
8:30–9:45 am
The Genealogical Proof Standard and Genealogy Standards
The class will be challenged with a pop quiz about the GPS and Genealogy Standards.
McGhie, Stanbary
10:00–11:15 am
The Five Elements of the Portfolio
This lecture will discuss the BCG Application Guide focusing on the requirements of each portfolio element. The lecture will help students understand which specific skills each element tests.
McGhie, Stanbary
12:15–1:30 pm
Evaluating Sources
Using the Research Process Map, students will engage in hands-on activities to practice evaluating sources.
McGhie, Stanbary
1:45–3:00 pm
Analyzing Information
Students will practice crafting a focused research question and then analyzing information to answer that question. The class will engage in questions to assess the reliability and relevance of the information mined from the source.
McGhie, Stanbary
3:00–3:30 pm
Homework: Source and Information Analysis
Students will practice writing about source and information analysis in jargon-free, reader-friendly language.
McGhie, Stanbary
February 22nd
8:00–8:30 am
Small Wins
Each week students will collect tokens representing small wins on the path to submission of a successful portfolio. This session celebrates those small wins.
McGhie, Stanbary
8:30–9:45 am
Conducting Reasonably Exhaustive Research
This session introduces the reasoning behind the beloved genealogy tenant— Reasonably Exhaustive Research. Hands-on exercises will encourage students to broaden the sources typically used to solve genealogical problems. Students will create a life timeline for cases from the 18th, 19th, and 20th centuries to help identify relevant sources.
McGhie, Stanbary
10:00–11:15 am
Developing and Refining Efficient and Dynamic Research Plans
The class will collectively create a research plan in phases.
McGhie, Stanbary
12:15–1:30 pm
Documenting Sources
Hands-on activities provide practice in crafting source citations to meet Standards 1—8.
McGhie, Stanbary
1:45–3:00 pm
Abstracting and Transcriptions
Students will study the principles of abstracting and transcribing using Mary McCampbell Bell’s chapter, “Transcripts and Abstracts,” published in Professional Genealogy (2001). Hands-on activities tease out challenging issues.
McGhie, Stanbary
3:00–3:30 pm
Homework: Document Work
Students apply skills to their own research, accumulating “Small Wins” tokens. Transcribe and abstract a will or a deed. Students may choose from a provided document or work on a document of their choice.
McGhie, Stanbary
March 7th
8:00–8:30 am
Small Wins
Each week students will collect tokens representing small wins on the path to submission of a successful portfolio. This session celebrates those small wins.
McGhie, Stanbary
8:30–9:45 am
Mining and Reporting Information
This session will present strategies to mine and report on information drawn from various records. Hands-on activities teach recognition of seemingly unimportant details.
McGhie, Stanbary
10:00–11:15 am
Correlating Evidence
Hands-on exercises present opportunities to correlate evidence from the simple to the complex.
McGhie, Stanbary
12:15–1:30 pm
Reasonably Exhaustive Research in Action
How much is enough? When do I stop?
McGhie, Stanbary
1:45–3:00 pm
Structuring the Research Report
The students will evaluate and discover strategies to meet Standard 74 in a Research Report. Various strategies and styles will be explored.
McGhie, Stanbary
3:00–3:30 pm
Homework: Research Report
Students apply skills to their own research, accumulating "Small Wins" tokens.
McGhie, Stanbary
March 14th
8:00–8:30 am
Small Wins
Each week students will collect tokens representing small wins on the path to submission of a successful portfolio. This session celebrates those small wins.
McGhie, Stanbary
8:30–9:45 am
(MDT)
Structuring and Formatting a Narrative Lineage
This session shows an example of a narrative lineage and identifies the required elements. Hands-on activities include writing the introductory paragraph and the child list with appropriate numbering system. Students will be challenged with a quiz.
McGhie, Stanbary
10:00–11:15 am
Writing about Proof of Parentage
Students will learn to select the best sources prove a parent-child relationship. They then will practice writing a proof summary and outlining a proof argument.
McGhie, Stanbary
12:15–1:30 pm
Incorporating DNA to Prove Parentage
This session will provide examples of using genetic evidence as part of the assemblage to prove a biological parent-child relationship. The focus will be on meeting Standards 51‒56. Examples of permission forms for DNA test takers will be provided.
McGhie, Stanbary
1:45–3:00 pm
Reasonably Exhaustive Research in Action: Writing the Life Story
The class will collaboratively generate a list of possible sources to mine for information that places couples in unique historical, community, religious, and economic contexts. Students will then choose a set of records to practice writing a paragraph describing one part of a couple’s life story.
McGhie, Stanbary
3:00–3:30 pm
Homework: One Generation KDP with a Relationship Proof
Students apply skills to their own research, accumulating “Small Wins” tokens. Students will read two sample case studies in preparation for the next week’s activities.
McGhie, Stanbary
March 21st
8:00–8:30 am
Small Wins
Each week students will collect tokens representing small wins on the path to submission of a successful portfolio. This session celebrates those small wins.
McGhie, Stanbary
8:30–9:45 am
Meeting the GPS in Action
Students will study the structure of successful case studies and identify the author’s choices to meet the GPS.
McGhie, Stanbary
10:00–11:15 am
Resolving Conflicting Evidence
This session will teach how to distinguish between minor and major conflicts. Students will learn the three strategies to resolve conflicting evidence consistent with Standard 48 and practice writing that resolution.
McGhie, Stanbary
12:15–1:30 pm
Building an Indirect Evidence Case
Students will practice writing genealogical syllogisms useful in a case study.
McGhie, Stanbary
1:45–3:00 pm
Writing a Proof Argument
Students will study the structure of successful case studies. Hands-on activities will teach selecting the best evidence to assemble for the answer.
McGhie, Stanbary
3:00–3:30 pm
Homework: The Case Study
Students apply skills to their own research, accumulating "Small Wins" tokens.
McGhie, Stanbary
March 28th
8:00–8:30 am
Small Wins
Each week students will collect tokens representing small wins on the path to submission of a successful portfolio. This session celebrates those small wins.
McGhie, Stanbary
8:30–9:45 am
Rubrics in Action: The Document Work
McGhie, Stanbary
10:00–11:15 am
Rubrics in Action: The Research Report
McGhie, Stanbary
12:15–1:30 pm
Rubrics in Action: The Kinship Determination Project
McGhie, Stanbary
1:45–3:00 pm
Rubrics in Action: The Case Study
McGhie, Stanbary
3:00–4:00 pm
Golden Nuggets
Students create a collaborative list of key takeaway points accumulated over the course.
McGhie, Stanbary
Course 5: DNA Dreamers in Action: Writing Proof Arguments
Karen Stanbary, MA, LCSW, CG
This course’s objective is for students to craft a genealogical proof argument demonstrating that a conclusion about a genetic relationship meets the Genealogical Proof Standard. Genealogical proof arguments are complex source-cited narratives that explain the evidence and reasoning that support a conclusion. When the conclusion addresses a genetic relationship, the proof argument discusses and integrates DNA evidence with evidence from documentary research. A convincing proof argument details the evidence in a meaningful and organized sequence. Proof arguments incorporating DNA evidence include reader-friendly tables and figures showing how numerical DNA data do—or do not—help support hypotheses about genetic relationships.
This hands-on course is designed for those students who have completed research about a biological relationship and now wish to “write it up” into a polished complex proof argument. We will study examples and principles in the morning. Students will have the opportunity to incorporate the morning’s learning into their own proof arguments during private writing time in the afternoon and as homework. Faculty will be available during afternoon private writing time for consultation. Each day concludes with a paired peer review experience.
Fridays, 8:00 am–4:30 pm MT, 1 through 29 March 2024
Tuition
Regular Price: $595.00
UGA Member Price: $545.00
[Read More & View Course Schedule]
Prerequisites
This is an advanced course and assumes the student is well-versed in beginning and intermediate DNA topics including inheritance paths, interpretation of markers and mutations, genetic relationship predictions, endogamy, pedigree collapse, clustering, chromosome mapping, targeted testing plans, and DNA-related Genealogy Standards.
Required Pre-Reading
Jones, Thomas W. “Proof Arguments and Case Studies.” In Elizabeth Shown Mills, ed. Professional Genealogy: Preparation Practice and Standards, 2018. Pages 475‒500.
Jones, Thomas W. “Reasoning from the Evidence.” In Elizabeth Shown Mills, ed. Professional Genealogy: Preparation Practice and Standards, 2018. Pages 265‒292.
Jones, Thomas W. “Writing about, Documenting and Publishing DNA Test Results.” In Debbie Parker Wayne, ed. Advanced Genetic Genealogy: Techniques and Case Studies, 2019. Pages 277‒302.
Stanbary, Karen. “Drowning in DNA? The Genealogical Proof Standard Tosses a Lifeline.” In Debbie Parker Wayne, ed. Advanced Genetic Genealogy: Techniques and Case Studies. Pages 215‒242.
Stanbary, Karen and the BCG DNA Commitee. "The Truth About Pedigree Evaluation." Onboard 28 (September 2022): 17–18.
Optional Pre-Reading
Jones, Thomas W. “Getting the Most from NGSQ Case Studies.” NGS Magazine 41 (October–December 2015): 47–53.
Ross-Larson, Bruce. Edit Yourself: A Manual for Everyone Who Works with Words.
Strunk, William Jr., and E.B. White. The Elements of Style.
Zinsser, William. On Writing Well: The Classic Guide to Writing Nonfiction.
Required References
Board for Certification of Genealogists, “Standards for Writing.” In Genealogy Standards, 2nd ed., rev., Nashville, Tenn.: Ancestry.com. 2021. Pages 33–43.
The Chicago Manual of Style, 17th ed. (or 18th ed if released prior to course) University of Chicago Press, 2017.
Optional Essential References
Jones, Thomas W. Mastering Genealogical Documentation. Arlington, Va.: National Genealogical Society, 2017.
Jones, Thomas W. Mastering Genealogical Proof. Arlington, Va.: National Genealogical Society, 2013.
Mills, Elizabeth Shown. Evidence Explained: Citing History Sources from Artifacts to Cyberspace, 3rd. ed. rev. Baltimore: Genealogical Publishing Company, 2017.
Mills, Elizabeth Shown. QuickSheet Citing Genetic Sources for History Research Evidence Style, 2nd ed. Baltimore: Genealogical Publishing Co. 2019. Jones, Thomas W. Mastering Genealogical Documentation. Arlington, Va.: National Genealogical Society. 2017.
Wayne, Debbie Parker, ed. Advanced Genetic Genealogy: Techniques and Case Studies. Cushing, Texas: Wayne Research, 2019.
Thesaurus
Dictionary
Electronic Editions of Essential References
The Chicago Manual of Style Online. This is a subscription-based website. The one-year subscription is $43. A free trial subscription is available for 30 days.
DNA Dreamers Peer Review
Students may self-select a peer review partner or opt to be assigned a partner. Each day, partners meet to provide peer review feedback.
Golden Nuggets
The class will collaborate on a “Golden Nuggets Quicksheet” of handy tips and strategies learned throughout the week.
Outline
Material presented as standard 75-minute lectures and as 25-minute “Topic Talks” (similar to TED talks). Hands-on activities practice the concepts using faculty-provided data and writing samples. Students write about their own problem in the writing lab, often with specific assigned tasks and objectives. Stanbary and Jones are available for 25-minute private consultations during Writing Labs. Lectures and Topic Talks highlight specific Standards.
Course Schedule
Times
Class Title
Instructor
March 1st Blast the Block & Organize the Evidence
8:00–8:30 am
Course Overview and Golden Nuggets
Brief introductions, lecture categories, DNA Dreamers Peer Review, Golden Nuggets
Stanbary
8:30–9:00 am
From Intimidation to Empowerment
Experiential writing exercise. Students address their fears and anxieties. Write for 20 minutes about obstacles that impede writing progress. Then blast them. Choose from “Prompts for Empowerment” to reframe the obstacles.
Stanbary
9:00–9:45 am
The Beginning: Defining the Problem
Standards 11, 50, 59
Writing Lab: Students write the purpose of the proof argument. Define the problem. Describe the starting point. Describe the forgotten ancestor.
Stanbary
10:15–10:45 am
The Evidence: Summarizing the Methodology and the Answer
Standards 59, 68
Writing Lab: Students summarize the methodology and the answer.
Jones
10:45–11:30 am
The Evidence: Premises, Propositions, and Logic
Standards 40–42, 45, 47, 50, 52, 55, 65
Writing Lab: Students list key points to defend the answer. Students describe premises and propositions for each point.
Jones
1:00–1:45 pm
The Structure of the Middle, Including Conflicting Evidence
Standards 48, 50, 52, 55, 61, 65
Provides examples of proof argument structures. Discusses minor conflicts and major conflicts requiring resolution. Justifications to set aside one side of the conflicting evidence.
Writing Lab: Students order key points. Students identify any conflicts and craft justification for setting aside one group of conflicting evidentiary items.
Jones
1:45–2:15 pm
Writing About DNA Test Takers
Standards 2, 46, 50–53
Selection of test takers. Control for assumptions and confirmation bias. Pedigree evaluation and mitigation
Writing Lab: Students describe the base test takers and the focal study group including mitigation of pedigree problems.
Stanbary
2:45–4:00 pm
Examples of Derived Meaning from DNA Test Results
Standards 52, 53, 65
Provides examples of derived meaning from DNA test results. Includes a discussion of Shared cM Project and histograms.
Writing Lab: Students craft a paragraph to confirm a traced relationship is consistent with genetic evidence.
Stanbary
4:00–4:30 pm
Homework and Peer Review
Peer Review: Meet with your partner and describe your case.
Homework: Study the article assigned to your small group.
Stanbary
March 8th Organize the Evidence & Craft the Argument
8:00–8:30 am
Descendant Charts
Standards 50, 65
Demonstration of Word SmartArt
Stanbary
8:30–9:45 am
Case Study Examples
Students break into small groups to discuss the assigned article. Each small group summarizes the structure and choices to meet genealogy standards to the large group. The syllabus includes a list of questions designed to analyze structural details and GPS of the article.
Stanbary, Jones
10:15–11:30 am
Writing Lab: Write Rough
Writing Lab: Write rough. No source citations other than URLs or brief description allowed.
(Stanbary, Jones in consultation)
1:00–2:15 pm
Writing Lab: Write Rough (continued)
(Stanbary, Jones in consultation)
2:45–4:00 pm
Tables & Figures, Documentation, Discursive Notes
Standards 6, 17, 58, 65
Examples of tables and figures depicting DNA data. Demonstrating research scope.
Writing Lab: Organize faculty-provided data into a table.
Jones
4:00–4:30 pm
Peer Review
Stanbary
March 15th Strive for Clear Writing
8:00–9:45 am
(MDT)
Organize a Paragraph
Standard 69
Writing Lab: Hands-on activities with faculty-provided examples. Students are provided with
a bunch of phrases and asked to organize them into paragraphs
beheaded paragraphs and asked to craft a topic sentence
a writing sample of multiple paragraphs and asked to craft transition sentences
Jones
10:15–11:30 am
Avoiding Writing Pitfalls
Standards 42, 61, 69, 70
Maintain focus. Avoid digression. Avoid repetition. Transform passive voice. Verb choice.
Writing Lab: Students are provided with samples to edit.
Writing with a Word Template
Standard 67
Page layouts. Headings.
Writing Lab: Students craft headings for faculty-provided material.
Jones
4:00–4:30 pm
Peer Review
Peer Review: Meet with your partner to listen to and provide feedback. You pick the fragment.
Homework: Answer one introspection question.
Stanbary
March 22nd The Genealogical Proof Standard
8:00–8:30 am
Introspection Discussion
Stanbary
8:30–9:45 am
Meeting Genealogy Standards Genealogy Standards, 2nd ed., rev.
Discussion includes use of BCG-provided rubrics for the Case Study.
Stanbary
10:15–11:30 am
Who, What, When, Whereis, Wherein?
Standards 2, 3, 5–7
Documenting parent-child relationships in a match line of descent.
Writing Lab: Craft source citations for a variety of statements using DNA test results. Craft a source-cited line of descent.
Jones
1:00–2:15 pm
Creating the Compiled Genealogy
Standard 72
Elements, format, numbering systems
Writing Lab: Craft the genealogy summary introductory paragraph for the relevant ancestor.
Jones
2:45–4:00 pm
Writing Lab: Polish
Writing Lab: Continue to edit and refine.
(Stanbary in consultation)
4:00–4:30 pm
Peer Review
Peer Review: Meet with your partner and begin editing his or her work.
Homework: Continue editing your peer’s work. Measure your partner’s work against the rubrics. Provide written comments.
Stanbary
March 29th Polish & Submit
8:00–8:30 am
Why Should You Publish? Where Should You Publish?
Jones
8:30–9:45 am
DNA Test Taker Permissions
Standards 54, 57
Balancing privacy with verifiability and scholarship. Syllabus includes sample forms.
Writing Lab: Write a letter or email to a DNA match seeking permission. Obtain feedback from your peer.
Stanbary
10:15–11:30 am
An Editor's Eye—Cut the Fat!
Standards 42, 69
Converting a case study into a published article.
Jones
11:30 am–1:00 pm
An Optional Working Lunch
Stanbary
1:00–2:15 pm
Submitting a Case Study to the NGSQ
An NGSQ editor presents an overview of the process from submission to publication. Provides a sample contract. Includes ample time for student questions and discussion.
TBD
2:45–4:00 pm
Submitting a Case Study to BCG
A representative of BCG discusses common pitfalls in case studies. Overview of Application Guide for Case Study. Provides examples of judge comments.
Wilds
4:00–4:30 pm
Golden Nuggets
Class participates in creation of Golden Nuggets Quicksheet.
Stanbary
Course 6: Editing Genealogical Writing
Karen Mauer Jones, CG, FGBS, FUGA
Editors are not born editors. They become skilled at their craft by editing their own writing. They play with words, massaging their thoughts, turning sentences and paragraphs on end, reducing paragraphs to sentences, ripping out irrelevant thoughts, and experimenting with organization. This course—meeting for a few hours one day a week for up to ten weeks—will provide opportunities to hone your editorial skills. By editing your own writing and that of your peers, not only will you improve your writing, you will increase your ability to improve that of others. Homework exercises will include numerous writing samples to polish. Whether your goal is just to improve your writing or to edit a scholarly journal, this course will take you in the right direction.
Tuesdays, 11:00 am–3:30 pm MT, 5 March through 7 May 2024
Tuition
Regular Price: $595.00
UGA Member Price: $545.00
[Read More & View Course Schedule]
Level of Instruction
Intermediate to advanced
Prerequisite:
SLIG Course: Writing and Documenting for Peer Review.
This new course is a continuation of the Peer Review course. It will provide more opportunities for hands-on work and peer-to-peer collaboration, and expand on topics introduced in the Peer Review course.
Pre-course Homework:
Each student should bring to class a proof argument in the formative stage. In other words, most of the research is completed (there will always be more you can do), you’re sure you’ve solved the problem, but you haven’t started writing it up or you’ve just started. This can be an indirect evidence case, a case resolving conflicting evidence, or a case establishing identity. You will write the proof argument throughout the class, then do peer-to-peer editing at the end.
Technical Requirements
This course will meet online using Zoom Meetings. Sessions will be recorded for personal review and available for up to 30 days following the end of the course. Students are responsible to provide their own equipment and adequate bandwidth to participate actively in the course. Webcams and noise-cancelling headphones are strongly advised.
Times
Class Title
Instructor
March 5th
11:00 am–12:30 pm
Introduction to Editing Genealogical Writing
Self-editing and editing; editorial skill sets; class organization, etc.
K. Jones
1:00–2:15 pm
The Introductory Paragraph
A strong introductory paragraph is essential! It sets the tone for the rest of the article, it avoids many of the common mistakes writers make, and it gives the writer and reader a focus point. We will review how to create a strong introductory paragraph and analyze some less-than-perfect intros. Homework will be assigned.
K. Jones
2:30–3:00 pm
Homework Assignment
K. Jones
3:00–3:30 pm
Breakout Session (Peer-to-peer group assignments)
Assignment of first peer-to-peer group and breakout to get acquainted.
K. Jones
March 12th
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to edit each other’s homework (about 10 mins. each).
K. Jones
12:15–1:30 pm
Discussion Session
Groups will share selected versions of the homework for class discussion.
K. Jones
1:45–3:00 pm
Copyediting Genealogical Writing I Copyediting a.k.a. line editing focuses on the mechanics of writing. Copyeditors work mostly at the sentence level. Students will learn to question every word’s necessity and suitability, every capitalization and hyphenation decision, every punctuation mark, and every font change or other design change. They will learn to find and correct awkward wording, inconsistencies, repetition, and wording that confuses rather than clarifies. They will learn to note and to remove unnecessary words. They also will learn to notice and repair errors of capitalization, grammar, punctuation, word choice, verb tense and voice, and much, much more.
T. Jones
March 19th
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to discuss the homework.
T. Jones
12:15–1:30 pm
Discussion Session: Copyediting Genealogical Writing I
Homework will be discussed.
T. Jones
1:45–3:00 pm
Copyediting Genealogical Writing II
T. Jones
March 26th
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to edit each other’s homework.
T. Jones
12:15–1:30 pm
Discussion Session: Copyediting Genealogical Writing II
Homework will be discussed.
T. Jones
1:45–3:00 pm
Arrange the Dots: Shaping an Argument
We will discuss organization from an editing viewpoint. Learn to effectively communicate to readers through the introduction, conclusion, sections, and paragraph topics. Also consider the utility of visual aids like tables, charts, and maps.
P. Graham
April 2nd
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to discuss each other’s work.
P. Graham
12:15–1:30 pm
Discussion Session: Arranging the Dots
Homework will be discussed.
P. Graham
1:45–3:00 pm
Connect the Dots: The Language of Correlation
Learn to lead the reader using effective transitions between topics, and utilize internal references to connect key details and avoid repetition.
P. Graham
April 9th
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to discuss each other’s work.
P. Graham
12:15–1:30 pm
Discussion Session: Connecting the Dots
Homework will be discussed.
P. Graham
1:45–3:00 pm
Peer-to-Peer Editing I
Discussion of best practices for providing peer-to-peer editing to colleagues on their work in both formal and informal settings, as well as graciously receiving the edits of your own written work.
McGhie
April 16th
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to discuss each other’s work.
McGhie
12:15–1:30 pm
Discussion Session: Peer-to-Peer Editing I
Homework will be discussed.
McGhie
1:45–3:00 pm
Polishing the Appearance of Your Final Product
This session addresses typesetting and layout issues including coordinating footnote placement with in-text footnote numbers, font selection, lists, margins, paragraph separation, and design and placement of tables and figures.
T. Jones
April 23rd
11:00 am–12:00 pm
Break-out Session
Students will meet in their groups to discuss each other’s work.
T. Jones
12:15–1:30 pm
Discussion Session: Polishing the Appearance of Your Final Product
Homework will be discussed.
T. Jones
1:45–3:00 pm
Peer-to-Peer Editing II
Continuation of Peer-to-Peer Editing I
McGhie
April 30th
11:00 am–12:00 pm
Break-out Session
Partners will meet in their groups to discuss each other’s work.
McGhie
12:15–1:30 pm
Discussion Session: Peer-to-Peer Editing II
Homework will be discussed.
McGhie
1:45–3:00 pm
Live Editing I
Students should submit (the day before) 500-word selections (can be less than 500 words, but no more than) out of their own proof arguments for Tom to live edit.
T. Jones
May 7th
11:00 am–12:30 pm
Live Editing II
Students should submit (the day before) 500-word selections (can be less than 500 words, but no more than) out of their own proof arguments for Tom to live edit.
T. Jones
12:45–2:00 pm
Live Editing III
Students should submit (the day before) 500-word selections (can be less than 500 words, but no more than) out of their own proof arguments for Tom to live edit.
T. Jones
2:00–2:30 pm
Course Overview and Wrap-up
K. Jones
2:30–3:00 pm
Break-out Session
K. Jones
Course 7: Gothic Script and Fraktur Workshop: Reading Records of Germany, Austria, Switzerland, Poland, and the Czech Republic, plus German-American Church Books and Newspapers
F. Warren Bittner
German handwriting is troublesome with seven forms of the letter s, h’s that look like f’s, e’s that look like n’s, p’s that look like nothing ever seen before, and r’s that are just plain upside down. Students in Reading German Records will learn to read Gothic Script and Fraktur Typeface and have fun in the process. This course will include German genealogical vocabulary and Latin terms. By the end of the course students will have the tools needed to read basic German genealogical records.
The goal of this course is to help researchers understand how to tell the stories of their ancestors, to equip them with skills and techniques that will give them confidence as writers, to help them avoid pitfalls, and to help them understand how best to share their stories, depending on their goals. Writing these stories can seem like a daunting task, but with instruction and coaching, researchers can learn to be not just guardians of the family history, but tellers of those family stories. Our hands-on learning approach, along with homework on their own writing projects, will allow students to immediately practice the concepts being taught in the course. They will also end up with a completed writing project and a plan for how best to share it. The course will finish with a lecture on how to get help and support for their writing projects going forward.
The ability to transform an initial concept to a full-fledged presentation delivered in front of an audience might seem like a daunting adventure for many professionals. This interactive course is ideal for existing speakers seeking to brush up on their skills and expand their portfolios and anyone seeking to explore how public speaking might align with their aspirations.
Want to effectively capture your research whether writing for yourself or a client? Writing effective research reports can be a challenge. This course will provide instruction and hands-on experience creating an efficient and effective report. A team of professional genealogists will share their expertise in technical writing, evidence analysis, incorporating visual elements, organizing material, time-saving strategies, and documentation. Examples of a variety of reporting formats covering simple to complex research problems from a variety of professional perspectives will be shared and available to review during the course. Participants will learn both by evaluating provided reports and writing a research report during the week. Students should have a laptop to work on practice exercises in class and complete writing assignments.
In this hands-on course, students review and practice the Board for Certification of Genealogists’ requirements for credentialing. They study the Genealogical Proof Standard and Genealogy Standards to create and evaluate genealogical work using established rubrics.
Editors are not born editors. They become skilled at their craft by editing their own writing. They play with words, massaging their thoughts, turning sentences and paragraphs on end, reducing paragraphs to sentences, ripping out irrelevant thoughts, and experimenting with organization. This course—meeting for a few hours one day a week for up to ten weeks—will provide opportunities to hone your editorial skills. By editing your own writing and that of your peers, not only will you improve your writing, you will increase your ability to improve that of others. Homework exercises will include numerous writing samples to polish. Whether your goal is just to improve your writing or to edit a scholarly journal, this course will take you in the right direction.
German handwriting is troublesome with seven forms of the letter s, h’s that look like f’s, e’s that look like n’s, p’s that look like nothing ever seen before, and r’s that are just plain upside down. Students in Reading German Records will learn to read Gothic Script and Fraktur Typeface and have fun in the process. This course will include German genealogical vocabulary and Latin terms. By the end of the course students will have the tools needed to read basic German genealogical records.