1. A good essay does more than "rattle off" facts. It reveals an understanding of the general principles of the "big picture" of history. The best essays "weave" an understanding of content with some critical analysis.

2. Plan your essay! Brainstorm and list facts pertaining to the question. Then, write a working outline before you begin the writing process. An essay will be judged on the strength of the thesis, the quality of historical argument, and the evidence used (correctly) to support the thesis. Take some time to "pre-write", to plan your strategy. Follow the steps listed below.

3. Generally, the five paragraph essay is expected; however, some questions do not lend themselves to that format. Look for key words in the question, and the directive verbs found in the question.

1. Analyze the Question

a. Without a clear understanding of the question, you cannot write an adequate answer. Be sure to you address all "tasks" in the question. Pay attention to every word in the question.

b. Understand the directive terms: discuss, explain, evaluate, analyze, etc. (See Reverse)

c. All questions have one thing in common: they demand judgment about the historical evidence. A question is never satisfactorily answered by simply reporting information. If you think that you can write an essay without making some judgment on the issue, you have not understood the question.

d. Be sure to include all aspects of the question.

2. Collect and Sort Information

a. Once you understand the question, "brainstorm" what you know about the topic. List

everything; then categorize it in some meaningful way (PERSIA, PDESCI, etc.).

b. Notetaking/Outlining is important in the pre-writing stage. It focuses attention on possible ways to organize material.

c. Make a "working thesis", a general answer to the question.

d. Also, anticipate counterarguments. Consider arguments that are against your thesis, not to prove them, but to show you are award of opposing viewpoints. The strongest essays confront conflicting evidence. Include this in your essay somewhere.

3. Develop a Thesis

a. Thesis: Your brief answer to the question given. It generally explains why or how something happened. Your thesis should take a stand on an issue or historical problem.

b. A thesis makes an assertion that a reasonable person could disagree with. It is your "claim" statement, what you claim to be true.

c. A thesis requires some judgment and interpretation of evidence. Everything that comes after your thesis should support the thesis. Develop your thesis throughout your essay. However, include it in your introductory paragraph: tell the reader so he/she can evaluate your arguments as they read your essay.

d. For a thesis to be "well-developed", it should have some power to explain the issues in question. It should be "focused" on the way you plan to answer the question. Try to make your thesis "measurable". You can, then, show analytical ability.

e. Here is a somewhat formulaic approach to constructing a thesis:

-A "concessive" clause: "although such and such"…if you do not concede something, you will appear unreasonable, or unaware of another side of the issue.

-The "main" clause: the thing you will attempt to prove in your essay.

-The "because" clause: this will force you to summarize supporting arguments (categories).

4. Write the Introduction

a. Include relevant background information, i.e., time and place (setting) are usually important to establish.

b. DEFINE your key terms, those that are vague or controversial (effective, liberal,

revolutionary, etc.)

c. Include your THESIS statement. It is best to "weave" your arguments into the thesis (use PES, PERSIA if categories are not given).

d. Good essays get to the point quickly. Avoid broad statements such as "from the earliest times....". Don't waste time getting to the point!

e. Organize your attack: arrange your arguments in some logical order: chronological,

least-to-most important, or some such way.

5. Write the Body/Supporting Paragraphs (Prove one "big picture" idea/argument per par.)

a. Begin each paragraph with a topic sentence. Every sentence should relate to and support the main idea.

b. Prove your arguments. Demonstrate "analysis", tell how, why the thing happened.

c. Provide factual information to prove your thesis. Each set of facts (to support a category) should be in a separate paragraph. Use specific support ("capital letters").

d. Evidence should be used, such as data (facts and figures) or authority (what historians know, or think they know).

e. Evidence is detailed information that gives the reader reason to believe what you tell them. All generalizations and assertions should be supported by facts.

f. Use "structural indicators" (first, in the second place, etc.) and use transitional devices

between body para- graphs. Show where you are going with your essay.

6. Write the Conclusion

a. Good essays should end simply and cleanly.

b. The conclusion should focus on the thesis. Restate the thesis in a fresh and interesting

manner or explain its significance.

c. Attempt to use "foreshadowing", connecting to future events, etc. But, do not introduce new evidence.

7. Proof the Essay

a. Check your work

b. Reread your entire essay; begin with the conclusion, then the intro; see if they agree.

c. Be familiar with the reminders listed below as you proof your work.

1. Keep it simple. Do not use "flowery language", or overly complex sentences. Do, though, use a few big words (relevant words)…do use them correctly! Don't use many words when one or two will do.

2. Write about the past in the past tense.

3. However, write in the active voice, it is livelier and more interesting to read. Active voice is when the subject acts through the verb (Columbus discovered America, Napoleon made the decision to invade Russia).

4. Write clearly and neatly. At least, do your very best! Readers are prejudiced against sloppiness!

5. Misspellings may be inevitable, nevertheless, a student should learn to spell terms associated with each unit of study as well as other frequently occurring terms, such as "affected" and "occurred", words like "which", "their/there".

6. Things to avoid in writing historical essays:

a. Lengthy quotations. In fact, try to avoid using any quotations in your essay unless they are absolutely necessary. Remember that the reader does not want to see that your can quote the documents, instead they want to see that you understand and can interpret, analyze, and access them properly.

b. Rhetorical questions and rhetoric in general. The essay is not to get on a soapbox and espouse personal opinions not relevant to the question.

c. Do not use personal pronouns ("they" said, e.g.) or vague references.

d. Writing in the first person, such as "I think", "in my opinion" should be avoided.

Look for directive verbs or phrases that are intended to direct the focus of the essay. Examples:

1. Analyze: Determine the nature and relationship of the component parts of; explain; break down. Tell "how", "why" something happened. It is like "cause and effect".

2. Assess: Judge the value of character of something; appraise; evaluate. How true or false it is.

3. Compare: Examine for the purpose of noting similarities and differences. When the question call for comparisons, they expect you to include differences as well.

4. Describe: Give an account of; tell about; give a word picture of.

5. Discuss: Talk over; write about; consider or examine by argument or from various points of view; debate; present the different sides of.

6. Evaluate: Give the positive points and the negative ones; appraise; give an opinion regarding the value of; discuss the advantages and disadvantages of.

7. Examine: Make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of.

8. To What Extent and In What Ways: How much? In what ways did an event or condition relate to another? Understand both what was done and what was still left to be done. Anticipate counterarguments.