A2 History

Learning Journey
Contact - Mr D Roberts and Mr P Devlin Humanities Faculty
Welcome
Or rather Welcome Back
Congratulations on making it through to Year 13. Now we can let you into
the real secret of A Level history. Having passed your initiation, you are
now well on your way to becoming a member of the most secretive and
important society in the world: historians.
Hopefully you will have now found out just how rewarding the hard work
and effort you put in last year is. What you have accomplished in making
it through to A2 is no mean feat. You have worked hard and have done
better than many other students. You should now prepare yourself for
even harder work but even greater reward.
What is going on?
This year is similar to your first year and you will have two units to
complete. One of them is your controlled assessment and one is a
traditional examined unit. Your controlled assessment will be about
German History and the examined unit will be about International
Relations in the C20th with particular reference to the Cold War.
In this document you will find important pieces of information to help you
understand what we are studying and the ways in which it will be
assessed.
Any questions you have can be addressed to Mr Roberts or Mr Devlin in
the Humanities Faculty
The supreme purpose of history is a better world - Herbert Hoover
Unit 3 - Depth Studies and Historical Associated Controversies
The past is always a rebuke to the present - Robert Penn Warren
A Specication at a glance
Section A Pearson Education Limited 2012 Edexcel GCE in History 6
A2
Unit 3: Depth Studies and Associated Historical
Controversies
*Unit code 6HI03
Externally assessed
Availability: June
First assessment: June 2010
60%
of the
total A2
marks
30% of
the total
GCE
marks
Content summary:
Students undertake a study in some depth at a more demanding level than that
required in Unit 2. Students gain a hrm understanding both of the selected chronology
and of key issues, problems and debates associated with it. Each of these studies in
depth enables students to explore the nature of challenges and confict both within the
period and relating to the societies and/or political systems studied.
Students demonstrate their understanding by answering an essay question requiring
them to reach a developed and substantiated judgement. The unit also enables
students to work with secondary sources selected to provide evidence of differing
views about dehned associated historical controversies. Making use of evidence skills
developed in Unit 2 and elsewhere, students reach judgements grounded in knowledge
of the relevant historical issues and overall context by use of analysis, cross-referencing
and evaluation of historical claims.
There are ve option papers, A-E, in this unit. Each option includes two topics.
Students are required to study one topic from one option paper.
Option A: Revolution and Confict in England
Option B: Politics, Protest and Revolution
Option C: The United States: Challenged and Transformed
Option D: The Challenge of Fascism
Option E: War and Peace: 20th Century International Relations
Assessment:
Written examination: 2 hours.
Each option paper will be divided into Sections A and B. Candidates will be required to
answer the following from their chosen topic:
one question in Section A out of a choice of two (30 marks). The essay questions
will have an analytical focus that will require candidates to reach a substantiated
judgement on a historical issue or problem
one question in Section B out of a choice of two (40 marks). The question will require
candidates to compare the provided source material while exploring an issue of
historical debate, and to reach substantiated judgements in the light of their own
knowledge and understanding of the issues of interpretation and controversy.
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Unit 3 - Depth Studies and Historical Associated Controversies
The past is always a rebuke to the present - Robert Penn Warren
2
*N35151A0224*
6HI03/E War and Peace: Twentieth Century International Relations
SECTION A
Answer ONE question in Section A on the topic for which you have been prepared.
You should start the answer to your chosen question in Section A on page 3.
Section B begins on page 11.
E1 The World in Crisis, 18791941
Answer EITHER Question 1 OR Question 2.
EITHER
1 To what extent was the accelerating European arms race after 1900 responsible for
the outbreak of the First World War?
(Total for Question 1 = 30 marks)
OR
2 The disarmament policies pursued by the major powers in the years 192133 had
little success. How far do you agree with this view?
(Total for Question 2 = 30 marks)
E2 A World Divided: Superpower Relations, 194490
Answer EITHER Question 3 OR Question 4.
EITHER
3 How far did peaceful coexistence ease Cold War tensions between the Soviet Union
and the USA in the years 195361?
(Total for Question 3 = 30 marks)
OR
4 To what extent was the deterioration in Sino-Soviet relations in the years 195869 due
to personal rivalries?
(Total for Question 4 = 30 marks)
TOTAL FOR SECTION A = 30 MARKS
12
*N35151A01224*
E2 A World Divided: Superpower Relations, 194490
Study the relevant sources in the Sources Insert.
Answer EITHER Question 7 OR Question 8.
EITHER
7 Use Sources 7, 8 and 9 and your own knowledge.
How far do you agree with the view that the development of the Cold War in the
years 194548 owed more to Soviet expansionism than to the USAs economic
interests?
Explain your answer, using Sources 7, 8 and 9 and your own knowledge of the issues
related to this controversy.
(Total for Question 7 = 40 marks)
OR
8 Use Sources 10, 11 and 12 and your own knowledge.
How far do you agree with the view that the Cold War came to an end because of
mounting economic pressure on the Soviet Union during the 1980s?
Explain your answer, using Sources 10, 11 and 12 and your own knowledge of the
issues related to this controversy.
(Total for Question 8 = 40 marks)
TOTAL FOR SECTION B = 40 MARKS
Unit 3 - Depth Studies and Historical Associated Controversies
The past is always a rebuke to the present - Robert Penn Warren
Specication at a glance A
Edexcel GCE in History Pearson Education Limited 2012 Section A 7
A2 Unit 4: Historical Enquiry *Unit code 6HI04
Internally assessed
Availability: January and June
First assessment: January 2010
40%
of the
total A2
marks
20% of
the total
GCE
marks
Content summary:
Students address key aspects of a chosen theme over a period of at least 100 years in
order to develop their understanding of the process of change over a long period. They
will investigate issues relating to their causes and consequences, both long- and short-
term, and will demonstrate an understanding of factors that may accelerate, consolidate
or retard the process of change. Students will follow a short introductory course which
provides an overview of the key strands of development in the chosen topic over a
period of at least 100 years. The course will provide the context for students enquiries.
Students will complete an assignment in two parts. Each part is equally weighted
within the marks allocated. Part A will comprise an enquiry in depth into the short-term
signihcance of a key event or individual within the period of study. In Part B, students
will set their chosen event or individual in a broader context, exploring the process of
change within the wider timeframe. The maximum permitted word length of the total
assignment is 4000 words. While a precise word limit is not attached to its constituent
parts, students are advised to devote approximately 2000 words to each part. Centres
may choose from the 45 coursework programmes designed by Edexcel. Coursework
programmes are provided in the following areas:
Ancient and Medieval History
Early Modern British and European History
Modern British History
Modern European and World History.
Alternatively, centres may design their own coursework programmes, which will be
subject to approval.
Assessment:
Part A: An extended essay which addresses the question that was posed as the focus of
the enquiry. The enquiry must provide evidence of students ability to:
assess the signihcance of the chosen individual or event in the short term
use secondary sources of information, and use and evaluate source material
contemporary to the period.
Part B: An extended essay which addresses the question which was posed as the focus
of the enquiry. The enquiry must provide evidence of students ability to:
identify relevant issues and make use of relevant reading and other data as
appropriate in pursuit of the enquiry
assess the signihcance of the chosen factor or event in the long term (at least 100
years) by linking the chosen factor, individual or event with other events and forces
for change in the period.
Unit 4 Historical Enquiry
History must be written of, by and for the survivors. - Anonymous
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Edexcel GCE in History Pearson Education Limited 2012 Section C 65
Historical Enquiry Unit 4
4.3 Part A and Part B
Part A
Students will complete an in-depth enquiry into the short-term
signihcance of a key event or individual within the period of study.
Part A will consist of an exploration of sources contemporary to
the period (AO2) and relevant secondary sources (AO1) in order
to assess the immediate signihcance of an event, individual,
development or movement taken from within the 100-year context.
It is important to note that, in Part A, AO2 relates to the use and
evaluation of contemporary sources and is assesed using the AO2a
criteria; the use of secondary material is assessed using the AO1
criteria.
All such assignments must be approved by the teacher and should
follow the question formulations exemplihed in the Getting Started
guide.
In approving the Part A enquiry for the student, the teacher should
be satished that:
the chosen focus of the enquiry is posed as a valid historical
question relating to the short-term signihcance of the event,
individual, development or movement
the student has identihed sources, including sources
contemporary to the period, of sufhcient range and depth to
indicate that the enquiry is practicable
if the centre is following an extended coursework programme, the
students enquiry does not focus on content studied at AS level.
Students may select additional areas for investigation in Part A
and other examples of events, individuals, developments or
movements to those suggested either by Edexcel or the teacher in
the coursework programme.
Unit 4 Historical Enquiry
History must be written of, by and for the survivors. - Anonymous
Section C Pearson Education Limited 2012 Edexcel GCE in History 66
Unit 4 Historical Enquiry
Part B
Students will set their chosen event, individual, development or
movement in a broader context, exploring the process of change
within the wider timeframe of the chosen period.
Part B will consist of the signihcance of the chosen event or
individual within an exploration of the process of change over the
whole period of at least 100 years. The enquiry element of this task
will be demonstrated in the independent use of relevant reading of
secondary source material as appropriate.
All such assignments must be approved by the teacher and should
follow the question formulations exemplihed in the Getting Started
guide.
In approving the Part B enquiry for the student, the teacher should
be satished that:
the chosen focus of the enquiry is posed as a valid historical
question relating to the process of change over a period of not
less than 100 years
the student has identihed secondary source material on which to
base the enquiry which is of sufhcient range and depth to indicate
that the enquiry is practicable.
Students may also choose to focus on a different areas of enquiry
in Parts A and B provided they come from the same coursework
programme.
Edexcel GCE in History Pearson Education Limited 2012 Section C 67
Historical Enquiry Unit 4
4.4 Assessment information
What the student
will need to
produce
: An extended essay which addresses the question which
was posed as the focus of the enquiry. The enquiry must provide
evidence of students ability to:
assess the signihcance of their chosen individual or event in the
short term
use secondary sources of information, and use and evaluate
source material contemporary to the period.
: An extended essay which addresses the question which
was posed as the focus of the enquiry.
The enquiry must provide evidence of students ability to:
identify relevant issues and make use of relevant reading of
secondary sources as appropriate in pursuit of the enquiry
assess the signihcance of the chosen factor or event in the long
term by linking the chosen factor, individual or event with other
events and forces for change in the period.
Students are encouraged to make use of ICT in the production of
both Parts A and B of the assignment.
Resource record
During the enquiry process the student will be responsible for
completing a record of the resources used, a template for which is
included in the Getting Started guide.
The students resource record must:
show the issues identihed in pursuing the enquiry
record the contemporary sources used
record the secondary reading completed and the use of other
data as appropriate.
The resource record will not be separately assessed but will validate
the enquiry process and will provide evidence to support teacher
judgements of the quality of the work. No word limit is attached to
the to the resource record.
Unit 4 Historical Enquiry
History must be written of, by and for the survivors. - Anonymous
Edexcel GCE in History Pearson Education Limited 2012 Section C 67
Historical Enquiry Unit 4
4.4 Assessment information
What the student
will need to
produce
: An extended essay which addresses the question which
was posed as the focus of the enquiry. The enquiry must provide
evidence of students ability to:
assess the signihcance of their chosen individual or event in the
short term
use secondary sources of information, and use and evaluate
source material contemporary to the period.
: An extended essay which addresses the question which
was posed as the focus of the enquiry.
The enquiry must provide evidence of students ability to:
identify relevant issues and make use of relevant reading of
secondary sources as appropriate in pursuit of the enquiry
assess the signihcance of the chosen factor or event in the long
term by linking the chosen factor, individual or event with other
events and forces for change in the period.
Students are encouraged to make use of ICT in the production of
both Parts A and B of the assignment.
Resource record
During the enquiry process the student will be responsible for
completing a record of the resources used, a template for which is
included in the Getting Started guide.
The students resource record must:
show the issues identihed in pursuing the enquiry
record the contemporary sources used
record the secondary reading completed and the use of other
data as appropriate.
The resource record will not be separately assessed but will validate
the enquiry process and will provide evidence to support teacher
judgements of the quality of the work. No word limit is attached to
the to the resource record.
Section C Pearson Education Limited 2012 Edexcel GCE in History 68
Unit 4 Historical Enquiry
Word limits
The maximum word length of the total assignment is 4000 words.
While a precise total limit is not attached to its constituent parts,
students are advised to devote approximately 2000 words to each
part.
It is the centres responsibility to inform students that there is
no tolerance on the prescribed word limit. Students are required
to include a cumulative word count at the bottom of each page.
Teacher-assessors and moderators will discontinue marking once
the prescribed word limit is reached.
The role of the
teacher
Teachers need to be able to sign the authentication statement
(available on the Edexcel website and in the Getting Started guide
for each and every student. `Acceptable assistance means that
while it is legitimate, for example, to draw out the meaning of
a question or to elucidate qualities required in the general level
descriptors, it is not legitimate to:
supply specihc wording or phases for students to include in their
answer
supply detailed question-specihc writing frames or other
structures to support an answer
give detailed guidance on how to structure introductions or
conclusions
tell students in precise detail how to improve their assignment.
This means that it is not permissible for drafts of work to
be taken in, commented on, marked and then returned to
students for revision. The ability to redraft work after advice is
not one of the skills being tested in the specihcation.
Validation
All completed coursework assignments must be accompanied by
a statement that the completed assignment is the students own
unaided work, signed by the student and the supervising teacher.
This should be included on the authentication sheet which can be
found on the Edexcel website and in the Getting Started guide.
Edexcel reserves the right to call in the coursework of all students.
Unit 4 Historical Enquiry
History must be written of, by and for the survivors. - Anonymous
A-level history is all about writing essays. No matter how much you know,
if you can't: write a good essay you will not do well. Unfortunately, a good
essay does not just consist of writing all you know about a given topic; at
A-level examiners tend to insist on tricky things like answering the
question, analysis rather than narrative and including information to
support your point of view. Unless you are particularly gifted, these skills
take time to learn and poor marks are common early on. Fortunately,
however, these skills can be learnt. Although every essay will demand a
unique answer, there are techniques common to all essays which will
ensure that you don't go too far wrong. First some general points.
Read the question
This sounds too obvious to mention. But every year some students see a
word or phrase in the title and proceed to reel off an a prepared answer
without considering whether what they are writing actually addresses the
question asked. This will be immediately obvious to anyone reading the
essay and gain you a few marks. Read the question several times to make
sure you understand what it is asking.
Analyse the question
When you have read the question should then analyse it. This is vital
many people do not make the distinction between what the question is
asking and what the question is about. By breaking down the title into key
words (the issue to be considered) and topic words (the subject matter),
you can ensure that you actually answer the question rather than provide
a simple narrative of events. A look at a couple of examples will show
what I mean:
Examine the motives that influenced the Stalins Foreign Policies
Main topic foreign policies of Stalin
Key word motives
How far were Wittes Economic Reforms successful?
Main topic economic policies of Sergei Witte
Key word successful?
Planning
This is without doubt the most vital part of writing an essay. It is your
plan that determines what approach you take to answering the question.
If you have written your plan properly, you will know exactly what your
answer is going to be this is not something that should be decided while
you are writing your essay. More importantly, your plan will ensure that
you actually answer the question. Everything you write must be related to
the question, and without a plan it is all too easy to lose focus and write
irrelevant nonsense. Not answering the question is the most common
failing in A-level essays, and there is nothing a teacher likes doing more
than crossing out huge chunks of an essay with the word 'irrelevant'!
Write a good plan and this won't happen to you.
Essay Guide
God alone knows the future, but only an historian can alter the past -
Ambrose Bierce
Once you have made your plan, you are ready to begin. How do you start
an essay? Unfortunately there is no hard and fast rule it will depend
very much on each individual title. However, one thing is certain: your
introduction must make a good impression. It is the first thing anyone will
read: if it fails to grip, the rest of the essay will have to be very good to
retrieve the situation. Ideally your introduction should sparkle, leaving
the impression 'Wow, this girl knows what she's talking about: I want to
read more'. At the very least it must be competent. Preferably, it should
also be short if your introduction lasts much more than a third of a
page, you have missed the point. So, faced with a blank piece of paper,
what do you actually write?
Let's consider the title 'In 1680 Louis XIV was awarded the title 'Great'.
Considering his reign as a whole, did he merit it?' The safe way to begin is
simply to state what you are going to do: sum up in a few sentences what
the question is asking and say how you are going to answer it. This
approach will not excite an examiner, but as long as you have identified
the key areas for investigation (which you will have worked out in your
plan), you will have made a satisfactory start.
Another approach is actually to state your answer in the introduction and
then go on to prove your case in the essay. This approach is far mare
exciting because it shows that you have a definite point of view, and are
prepared to argue it. It shows an examiner that you have planned your
essay, know what you are going to say and in all probability will support it
with good evidence.
The final type of introduction is far more individual You might use an
interesting quote, describe a significant event, take issue with the
question or otherwise set the scene It is hard to define, but the effect
will be to show that you have complete mastery of the subject,
understand the issues at stake and will be dealing with them thoroughly.
This kind of introduction will grip readers, impress them and make them
want to know more. Its also very difficult to write! Not everyone can do
this but, as long as you follow some of the guidelines above, you will avoid
shooting yourself in the foot before you have even begun.
The Middle
The main body of the essay is where you prove your case. Once you have
planned your essay, this section will almost write itself It is just a
question of filling in the gaps. You will know what paragraphs you are
going to write and what information you are going to use. However,
remember that you are making an argument, not narrating a story. You
have already identified the key words in the question now is the time to
use them. Every paragraph must refer in some way to the key words or it
will be irrelevant. Be ruthless you will have far more information than
you need and must select carefully only that which you need to support
your argument.
Essay Guide
God alone knows the future, but only an historian can alter the past -
Ambrose Bierce
However, you must equally avoid an essay consisting only of argument
you must not make unsubstantiated claims. For everything you say you
must have a supporting fact or example otherwise your essay will be
just so much hot air. This balance between analysis and supporting detail
is what makes up the skill of' essay writing, and takes time to learn. Once
you have done so, success will be yours.
Quotes
After all your efforts making notes, you will naturally want to use some of
them in your essay that is why you made them. However, you must be
very careful how you use quotes. They can only be used in a discussion of
various historians' paints of view, i.e. 'Wilkinson says..., but Shennan
says...', or to sum up an argument you have already proved. What they
absolutely 100% can never be used for is to prove a point. The most
common use of quotes is 'Wilkinson says that...', with no further
information. This does not prove your point. A quote from an historian,
however well respected, is not proof. Saying that Wilkinson has said
something does not prove that what he has said is true. If you are going
to use a quote you must support it with the relevant facts or examples,
just as if' it was your own words, or you will gain no marks for your
carefully memorised notes.
Conclusions
The conclusion is where you sum up what you have said in your essay. It
is absolutely vital never fail to write one. This is the last thing an
examiner reads and counts for a great deal: a good conclusion can rescue
an indifferent essay and set the seal on a good one. It is here that you
draw together the threads of your argument and hammer home your
points, leaving the reader in no doubt as to your answer. You should refer
explicitly to the key words of the question and reinforce the points you
made in the main body. Above all it should contain nothing new it is
simply a restatement of your argument. If there is anything you have not
already said it is too late now!
Essay Guide
God alone knows the future, but only an historian can alter the past -
Ambrose Bierce
We will now look at the construction of a good essay, how exactly should
you go about writing it?
(a) Writing an Introduction. An introduction should show how you intend to
answer the question, by (1) indicating the line of argument you intend to
take, by (2) giving an overview of the organisation of what follows, and by
(3) indicating the sort of material or evidence you will be using. It is an
effective strategy, especially when writing a short essay, to begin with a
bold, attention-grabbing, first sentence which shows the marker that you
know what you are doing: that is, answer the question as briefly as
possible with your first sentence. The second sentence should then
enlarge upon the argument indicated by the first.
(b) The body of the essay. Intelligent use of paragraphing is crucial to
the success of an essay. Often, it is best to organise the paragraphs so
that each makes and defends a point or premise essential to the
argument of the essay. (By 'premise' is meant a point which is part of and
essential to the argument of the essay.) It must be entirely clear how
your points fit into the argument: essays which meander around the topic
leaving the marker to join the dots to comprise an answer are not
acceptable, since they fail to demonstrate understanding.
It is a good idea to use 'topic sentences' to signal the subject and make
explicit the point of each paragraph. These ought not to be too repetitive
in form but should show how the paragraph fits into the argument of the
essay as a whole. The following topic sentences (here marked in red for
clarity) would, for example, be appropriate as a way of introducing
paragraphs that comprised a series of 'tests' in a 'to-what-extent' essay
that called for an assessment of the effects of the Hydrogen Bomb on
the Cold War.
It is possible to argue that the Hydrogen Bomb made the world a much
more dangerous place. This was because, whilst the bombs were merely
atom bombs maybe slightly bigger than the Hiroshima bomb, a nuclear
war could be won by one side if they were decisive and able to deliver the
bombs. This would have left a defeated but not destroyed enemy. Now,
with the advent of the hydrogen bomb it would be possible that
destruction would be total and that is not actually a desirable outcome of
war.
One could also possibly argue that it was the impact of Soviet espionage
that really made the world a dangerous place. They Soviets were able to
spy on the Americans and learn their secrets thus enabling a much earlier
development of their own Hydrogen Bomb. This prompted further
development from the American which, coupled with fear and an inability
to penetrate Soviet research made the Americans far more likely to react
badly to any development.
Essay Guide
God alone knows the future, but only an historian can alter the past -
Ambrose Bierce
Notice how the point briefly introduced in the topic sentence is developed
naturally by the second sentence of the paragraph. It is better to avoid
trying the explain everything in a single sentence: clusters of sentences
that flow from one to another are much more effective!
Signposting your evidence will give the essay that all important sense of
critical depth and originality:
The development of effective and capable delivery systems also made
the world more dangerous. For instance, whilst the Americans had
Hydrogen bombs and the Russians didnt, the delivery systems were poor
enough that the Russians could have shot down the bombers on their way
to Russia. Once ICBMs had been developed the world faced the
possibility of a surprise attack and an inability to prevent destruction
once the button had been pushed
You need to give the marker a sense of where your opinions end and of
where the supporting evidence begins. But remember to vary your
signposts: using the same phrase over and over again will distract and
bore the reader. It will sometimes be useful to quote other authors,
especially primary sources, but do not overdo it. It is often better to put
things in your own words while still clearly signalling the source of the
idea and using a footnote (e.g. 'According to Mayer the first crusade.'),
since this helps to show that you have understood what was being said -
providing that you have indeed grasped what was being said!
(c) The Conclusion. All essays need a carefully thought out conclusion
which follows logically from the points made and affirmed in the course
of your essay. It need not rehearse the points you have rejected. Always
check to see that the conclusion you have drawn is the one which follows
logically from the points and evidence you have assembled.
There are several different types of question that you may be asked
when it comes to essays. Each of them is fairly simple to understand once
you can grasp the fundamental points that should always be included in an
essay of that type.
Explain' and 'why' questions demand a list of reasons or one big reason;
each reason will have to be explained - that is, clarified, expounded, and
illustrated.
'Assess', 'evaluate' and 'define-the-significance-of' questions require
judgements supported by reasons, explanation and evidence. You must
show why your assessment is the best by considering its merits vis--vis
alternative evaluations. It might be useful to define and defend the
criteria on which your judgement depends. That is, to explain why they
are the best criteria for judging the historical phenomenon at issue.
'What-role-did-X-play-in-Y' questions imply a functionalist approach -
that is, they require that you identify the function of some phenomenon,
Essay Guide
God alone knows the future, but only an historian can alter the past -
Ambrose Bierce
group or institution within some specific system. Thus, the subject of the
question is the 'Y' rather than the 'X' element. That is, the question
requires a discussion of the system as a whole and the consideration of
alternative explanations of how 'X' worked within it.
'To-what-extent' questions involve a judgement of measure. One way of
answering the question would be set up a series of 'tests', as it were, that
can be investigated in turn.
'Quote-and-discuss' questions require you to identify the issue at stake
and to produce a reasoned response. You may respond, for example, by
agreeing with the quotation in which case you will need to explain why
agreement is the best response, why it would be wrong to disagree. You
should consider the merits of a variety of responses. If possible you
should always examine the book or article from which the quotation has
been taken in order to discover what its author meant by it, to discover
how the author has understood the issues.
'Compare-and-contrast' questions demand the identification of similarities
and differences. One method of tackling such an essay would be to
distinguish five or six areas of similarity and contrast, and to devote a
section of the essay to each area - a section in which you would assess
the degree of similarity and reach a sub-conclusion. The conclusion would
then require a summation of the various 'sub-conclusions'.
It needs to be stressed that none of these types of question calls for a
narrative approach. You will never be asked to produce a narrative of
what happened. In rare circumstances, a few sentences of narrative may
form part of the evidence cited in support of a point, but the essay as a
whole should be organised according to a logical structure in which each
paragraph functions as a premise in the argument. The analytical and
expository voice will always prove more effective than the narrative mode
of writing.
Here is a checklist to help with your essay writing
Point to include
Introduction
Points related to both sides of the argument
Link phrases/words between paragraphs
A reference to the question in every paragraph
Developed statements supported by factual material
Relevant facts
Conclusion - balanced and justified (it follows what you
have said in your essay)
Correct spelling and grammar
Essay Guide
God alone knows the future, but only an historian can alter the past -
Ambrose Bierce