Essay Writing

How to write an essay for history class

Make a plan of action.

Count backwards from your deadline to allow time to read, think, write and revise.

Reading and Note-taking

	Use complete sentences in your reading notes, because they will be clear even after some time has passed.
	Use quotation marks religiously, to avoid accidentally plagiarizing when you incorporate notes into your manuscript.

Thinking and Writing

Let the ideas flow first; write fragments if you have a good idea; don't worry about grammar, etc. Use this material and the finished sentences from your reading notes to begin to shape the final manuscript.

Look for a rational organization of your material.

Remember your composition classes: the essay has three parts:

	introduction (thesis) -- states the topic of the essay, its central idea.
	body -- evidence to support your thesis
	conclusion -- points out the accuracy of the thesis. In a history essay you might also place the thesis in a historical context or briefly mention long-term consequences.

If your essay is a review of a book or video, include the main idea of the work in your thesis and your final verdict on its value in your conclusion. The body should discuss the strengths and weaknesses of the work.

Use your own thoughts and words. Simply paraphrasing your source won't do. Read the plagiarism warning on the main Syllabus: all page. [Use the back button on your browser.]

Plan to rewrite several times

Age it! fine wine, cheese and writing all take time. Read it aloud. Ask a friend to read it.

Footnotes--will be needed if you cite a source other than your textbook. A "Sources Cited" list at the end of you essay may also be needed, if it is more than three pages long.

Be certain that the paper you have prepared fits the guidelines of the assignment for topic, length, formant, etc.

Grammar and Style

Your essay will probably be of the descriptive or explanatory type, rather than argumentative.

Write about your topic, not about your feelings and experiences, your previous opinions on the subject, how much you have learned, or about the assignment per se.

Use the simplest sentence structure and the most familiar words that will convey your meaning. Use the active voice, "The vampire bit the maiden," rather than the passive voice, "The maiden was bitten by the vampire."

Plain language is best. Use concrete language in the active voice.

Use that and which correctly: which phrases are set off by commas and are not essential to the meaning of the sentence.

	Example 1: "The garlic that was supposed to ward off vampires didn't work." [That particular bunch of garlic was a big disappointment, although some garlic that had another use was ok.]
	Example 2: "A ray of sunshine, which came through the window, killed the vampire." [Other happy little rays had no such fatal effect.]

Use the apostrophe in the contraction of "it is" [it's] but not in the possessive pronoun its.

Learn the correct use of the comma and semicolon. Punctuation is not parsley -- it should be used when needed but not tossed around for decorative effect.

Do not begin a sentence with "although" followed by a comma when you mean "however."

Proper names: In the first instance, use a full name and special titles (but not Mr., Mrs., Miss, or Ms). In subsequent references, use the last name only. Exception: children. Exception: to avoid confusion between adults with the same last name.

	Example: Captain John Smith; Smith.
	Tad Lincoln; Tad.
	John and Robert Kennedy; John or Robert; Jack or Bobby (only because these are well-known and in common use.

Refer to Strunk and White, The Elements of Style, for further guidance. It is short, inexpensive, and the most helpful book of its kind.

Other help

The Department of Humanities web site has links to helpful lists of criteria for written and oral presentations. Click here to visit their site. Use the menu at the side of the screen to select the item that interests you.