VERY IMPORTANT: WRITING FOR A HISTORY CLASS
IS DIFFERENT THAN WRITING FOR ENGLISH CLASS!!!
In English class, most emphasis is placed on the use of language itself. You are supposed to be descriptive and elaborative, and sometimes redundancy is OK if it enhances the syntax of the piece. Writing can be personal and based on feelings and emotion in some situations.
In History class, emphasis is on using specificfactual evidence to prove your thesis. You must organize your argument in a concise and logically ordered way, and redundancy is discouraged due to time constraints. Writing is never personal and always based on facts, with attention paid to the sources of the evidence.
Specific Factual Evidence
You must prove your thesis using specific factual evidence. Imagine that you are on a jury for a murder trial, & you hear the following statements:
Lawyer 1: In my opinion, he didn’t do it.
Lawyer 2: He’s innocent ‘cause he wasn’t there.
Lawyer 3: My client is innocent because he had a valid alibi—he was out of state during the time of the murder.
Lawyer 4: My client is innocent & should be exculpated because he had a valid alibi—at the exact time of the murder, he was in another state, Ohio. These receipts, dated October 4, the date on which the murder occurred, provide incontrovertible evidence that he was not at the scene of the crime. Furthermore, these three eyewitnesses—Mr. Python, Mr. Blackadder, & Mr. Gilliam— can testify to the fact that my client was indeed in Ohio on October 4, & not in Texas where the murder occurred.
Discussion Question: which lawyer would you be most likely to believe, and why?
Writing for History – Guidelines for Writing an Essay
You will frequently be asked to respond to writing prompts in this history. These exercises in writing are intended to prepare you for success on essays.
Your essay should contain an opening paragraph, which includes the following sentences: a hook, overview, thesis, and themes. The opening should be followed by, at least two supporting paragraphs and a concluding paragraph, which restates the thesis. Never introduce a new thought/idea in the concluding paragraph. Never use first or second person in an academic response. If you use “I”, your grade on the essay will be 50, or if the essay is part of a test you will only be awarded a maximum of half the point value of the essay.
Sample Essay Question and Response Outline
Topic: How did the French Revolution embody the ideas of the Enlightenment?
Opening Paragraph
Hook: Despite its being the most powerful nation in continental Europe, France in the 18th century was still a medieval country, politically, socially, and economically.
Overview: Ironically, France became the center of the Enlightenment in Europe. Enlightenment thinkers promoted ideas of progress and natural law in all aspects of society.
Thesis: Enlightenment writers deeply influenced proponents of the French Revolution who, in turn, incorporated their ideas into the various governments of the Revolution.
Themes: These ideas, and their influence, can be seen in the writings of Montesquieu, Rousseau, and Voltaire.
Paragraph Two: Theme One -- Montesquieu and the National Assembly
In the Spirit of the Laws, Montesquieu argued for a constitutional monarchy and a liberal government. He argued that division of powers among the nobles, the monarchy, and the representatives of the cities should replace the Old Regime. The National Assembly, dominated by the bourgeoisie of the Third Estate agreed with the idea of a separation of powers between the king and the legislature, although the bourgeoisie disagreed with the idea of power being returned to the nobles. To this end the National Assembly framed the Constitution of 1791, which created a constitutional monarchy which shared powers with a unicameral legislature composed of men of wealth, but not necessarily of noble birth. The king’s powers were severely limited; the king only having the power to delay the enactment of a law passed by the Legislative Assembly.
Paragraph Three: Theme Two -- Rousseau and the Republic
In his Social Contract, Rousseau expressed several republican views. He suggested that to have freedom, people must control their own government, that to avoid religious persecution Christianity should be replaced by a civil religion, and that force might be legitimately be used to bring about freedom – a strong government might be needed to express the “general will.” These ideas were adopted by the FirstRepublic and carried out by their instrument of terror the Committee of Public Safety. To insure the freedom of all, male citizens could vote and were eligible to serve in the National Convention. Churches were closed and Notre Dame became the Temple of Reason. The Committee of Public Safety sent thousands to the guillotine in their belief that they were protecting the revolution and enforcing the will of the people.
Paragraph Four: Theme Three – Voltaire and Napoleon
Voltaire in his many works argued for “enlightened absolutism.” He suggested that an efficient, organized state was the best format to bring about “progress,” a key idea of the enlightenment. He believed that a centralized state was not necessarily a threat to freedom. Quite the contrary, Voltaire suggested an enlightened ruler might increase freedom by reducing the power of the Church and the Parlements, the independent French courts. Napoleon was attracted to Voltaire’s updating of Plato’s philosopher-king concept. Napoleon believed he was bringing “scientific” government to France and to Europe. Napoleon’s use of the plebiscite had not been contemplated by Voltaire, nor would Napoleon’s military campaigns have been approved of by Voltaire.
Paragraph Five: Conclusion
The Revolution cannot be considered simply as the playing out of different philosophies; however the ideas and the discourses of the Revolution can be found in the thoughts Montesquieu, Rousseau, and Voltaire. By examining the various governments of the Revolution, it is clear that the ideas of these philosophers influence the actions taken by these governments.
Writing tips
TRANSITIONAL PHRASES
The use of transitional phrases helps to clarify the meaning and guide the reader from point to point throughout the essay. Additionally they provide the appearance of organization.
Some helpful phrases follow:
To clarify a sequence of events: first, second, third, next, finally, last
To show a similar relationship: similarly, in like manner, likewise
To point out a dissimilarity: in opposition to, in contrast to, on the other hand
To emphasize a point: indeed, in fact, surely, certainly
To show or point out a result: consequently, as a result, therefore, hence
To summarize a position: in summation, finally, in conclusion, in short
To illustrate a point: for example, by way of illustration, for instance
To contrast a position: on the otherhand, however, but, yet, despite, although, nevertheless
To record time: now, gradually, later, eventually, immediately, at once, at this point, next, afterward, soon, then
Use of these words can strengthen your essay and can be very helpful either in recognizing “Point of View in a DBQ or in showing POV when writing a response to a DBQ.
1
A
accused
acknowledged
added
addressed
admitted
advised
advocated
alleged
amplified
announced
answered
apologized
argued
asked
asserted
avowed
B
babbled
badgered
bantered
bawled
beamed
begged
bellowed
bewailed
blamed
blurted
boasted
bullied
C
cackled
cajoled
ceded
charged
chattered
chided
cited
claimed
coaxed
commanded
commented
complained
complimented
concluded
confided
confirmed
contended
continued
contradicted
countered
cried
croaked
crooned
crowed
D
declared
decreed
decried
demanded
denied
denounced
directed
disclosed
drawled
droned
E
elaborated
enunciated
estimated
exaggerated
exclaimed
expanded
expounded
F
fantasized
forecast
fretted
fumed
fussed
G
gasped
gibed
gossiped
granted
greeted
groused
growled
grumbled
H
harangued
hazarded
hedged
hinted
howled
I
implied
implored
informed
inquired
insinuated
insisted
interjected
interrupted
intimated
introduced
J
jabbered
jeered
joked
jollied
joshed
jubilated
judged
K
kibitzed
kidded
L
lamented
lampooned
lashed (out)
lectured
listed
M
maintained
mimicked
mocked
mumbled
murmured
muttered
N
nagged narrated
nattered
negotiated
noted
O
objected
observed
offered
opined
ordered
P
panted
pestered
pledged
posed
postulated
pouted
proclaimed
promised
protested
puzzled
Q
quarreled
queried
questioned
quibbled
quoted
R
raged
raved
recited
reckoned
recollected
remarked
remembered
reminisced
repeated
replied
reported
reproved
requested
resolved
responded
retorted
revealed
rhapsodized
roared
S
schemed
scoffed
scolded
screamed
screeched
seconded
shouted
shrieked
sighed
sizzled
snapped
snarled
sneered
sniffled
sobbed
spat
speculated
squawked
squeaked
squelched
stammered
stated
stuttered
submitted
suggested
summarized
summoned
supported
supposed
sympathized
synopsized
synthesized
T
taunted
teased
testified
threatened
trembled
twanged
U
upheld
urged
uttered
V
vituperated
volunteered
vouched
vowed
W
waived
wailed
warbled
warned
whimpered
whispered
Y
yawned
yearned
yelled
yielded
yodeled
yowled
Z
zinged
1
1