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How to Write a History Essay at CCA

First lets talk about format and the meaning of some abbreviations.

In a LITERATURE essay you have:


MT Main thesis
BT Body thesis
CD Concrete detail
CM Commentary
CS Concluding sentence

The language changes for a HISTORY essay. And for good reasonwe dont want you writing a literature
essay for a history prompt.

Here are the abbreviations for HISTORY:


MT Main thesis
BT Body thesis
EE Events/Evidence
RS Results/Significance
CS Concluding sentence

Lets break down the meaning of the two new abbreviations:

EEs Events/Evidence:

EEs are similar to CDs in literature in that they are support for your theses. HOWEVER, an EE is not a
quote from your book. The evidence in an essay is the information and examples that you use from your
knowledge of the historical era about which you are addressing to prove to the reader that your argument is
convincing. Evidence can take the form of historical events, figures, concepts, images, or historical
documents or literature that are relevant to the argument that you are making. EEs ARE TYPICALLY NOT
QUOTES. Typically they are a paraphrase of some historical information. On rare occasion will you
actually quote a historical figure or document.

Some Mistakes Made with EEs:


Generalizing: Be specific with your examples. Dont say, The South was angry about
the North not supporting slavery. Say, Southern slave holders were furious with the
fact Northern states would refuse to return fugitive slaves, despite existing laws requiring
them to do so. Be precise. Always err on the side of adding too much detail.
Chronological Order: Your EEs MUST be in the order in which they occurred. Otherwise
your argument is confusing.
You have to provide context. Sticking a bunch of facts together without setting the stage
is confusing.

RSs Results/Significance:

RSs are similar to CMs. They are your analysis of the EEs you presented in support of your argument. RSs
are your opportunity to explain the connections between the various EEs youve chosen and to show how
those connections prove the position youve taken in your essay.

Some Mistakes Made with RSs:


Keep it era appropriate. You cant relate all historical concerns back to the present day.
Dont judge. Analyze. People of the past saw things differently from those of the present.
Analyze the era on its own terms.
Have enough support for your analysis. It is difficult to prove something is true off the
basis of one event. It could have been an accident. But two or more events suggest a
connection and is better support for an argument.

Basic Structure of a HISTORY Essay

Introduction

The introduction is one paragraph in length (typically 3-5 sentences).


Essays must begin with a clear introduction. The introduction sets up the historical question,
establishes the scope of the essaythe time period, places, and subjects discussed in the essay
and presents a clear, arguable thesis to the reader.

Body Paragraphs

Following the introduction, the essay contains body paragraphs. These paragraphs systematically,
and in a logical order, develop and prove the main thesis, while addressing the body paragraphs
individual thesis (BT). In the body paragraphs, you present and explain the evidence that supports
your thesis.

There are at least TWO body paragraphs for an essay, but sometimes you will write THREE (at
some point you will no longer write only four or five-paragraph essays. You will use as many
paragraphs as you need to develop the arguments within your thesis.) The goal is to be as thorough
as possible, and sometimes multiple body paragraphs are necessary.

Conclusion

The essay ends with a clear conclusion. The conclusion brings together the points made in the
essay and draws out their larger significance.

The conclusion is one paragraph in length (3-5 sentences).

Specific Format of a HISTORY Essay

Paragraph ONE: Introduction


Of all the different paragraphs, many people consider introductions the most difficult to write. This is
because the introduction must grab the readers attention and provide an absolutely clear, but sufficiently
concise explanation of the papers main point.
Structure of the Introduction
1. Grab the readers attention and introduce the historical question the paper will explore.
2. Clearly explain the scope of the essay - the time period, places, and subjects discussed in the
essay.
3. Give basic background if needed and explain the historical setting.
4. State thesis.
Good Ideas for the Introduction
You can emphasize the difference between your evidence or interpretation and the arguments of
other scholars
Always provide background information and establish the historical setting if necessary
Always clearly state your thesis
What to Avoid in the Introduction
Using dictionary definitions
Echoing the prompt exactly
Using inflated declaration or a clich (Throughout human history; The more things change,
the more they stay the same)
Quoting extensively the words and ideas should be your own

Paragraphs TWO and THREE (minimum): Body Paragraphs


The brilliance of history body paragraphs is you have options. YAY!
The catch is you MUST have AT LEAST ONE RS for each body paragraph. The goal is to
thoroughly and convincingly prove your argument by explaining your choice of EEs.
History essays have a MINIMUM of SIX sentences. I say MINIMUM because sometimes six
sentences are not enough to prove your position. Below are some possible minimum six-sentence
formats:

MT MT MT
EE EE EE
EE EE RS
EE RS EE
RS RS RS
CS CS CS

Paragraph FOUR: Conclusion


Like the introduction, the conclusion can be a challenging paragraph to write. This is because the
conclusion must review the main points without being repetitive or boring.
Structure of the Conclusion
1. Sum up and review your main points.
2. Re-examine your thesis in light of everything that you have proven
3. Point toward the larger significance of your ideas. If your readers now believe everything in your
thesis, what do they now know and why is it important? In other words, so what?
Good Ideas for Conclusions
Use a short, significant quotation or anecdote that summarizes the main intent of the essay
If your essay pointed out a problem, suggest solutions
Widen the perspective of what you have discussed; in light of your thesis, what does your reader
now know about a given time period?
What to Avoid in the Conclusion
The phrase, In conclusion, I have shown that
Recopying your topic sentences or introduction exactly
Putting in minor details or afterthoughts
Using inflated declarations or clich
Going off in an entirely new or unrelated direction

Additional HISTORY Essay Rules

Always write in PAST TENSE. (Nothing sounds sillier than saying, Hitler is planning to take
over Europe when hes been dead for over 70 years!) These things happened in the past, so keep
them in the past.
Write in an academic voice (this is true of literature essays, too). That means NO FIRST OR
SECOND PERSON (e.g. I and You, etc.). Theres no need for you to say I think or In my
opinion. The essay is YOUR work and therefore YOUR opinion. I already know that.
Transitions are words or phrases that connect ideas and/or show the relationship between them.
Use transitions to connect the sentences within your paragraphs. Examples of transitional words
and phrases include: Nevertheless However Therefore In addition As a result Equally
important. You can also use transitional statements at the beginning and/or end of paragraphs to
connect the paragraph to the paragraphs before or after as well as to your thesis.
HISTORY ESSAY RUBRIC

Score Comment
100-90 1. Contains a clear thesis that makes a historically defensible claim and responds to all parts
of the prompt
2. Supports thesis with relevant, focused examples that effectively substantiate the stated
thesis; multiple examples support all major assertions
3. Offers a persuasive and well-focused argument that explains the reasons for the causes
AND/OR effects of a historical event, development, or process; introduction and
conclusion are relevant to the argument; organization is clear and effective
4. Excellently written; may contain insignificant errors but generally demonstrates a strong
command of language, including appropriate grammar, punctuation, syntax, and spelling;
incorporates varied sentence structure; makes use of precise, vivid, and appropriate word
choices that show rather than tell

89-80 1. Contains a clear thesis that is adequately stated and responds to the prompt
2. Supports thesis with relevant examples, but less effectively substantiates the thesis; at least
two pieces of evidence support all major assertions
3. Offers a reasonable analysis with commentary that analyzes more than describes, although
the analysis is less thorough, less precise, and/or less convincing; organization may have
some imbalance
4. Well written over all but with occasional lapses in diction or syntax; may contain minor
errors; demonstrates a good command of language, including grammar, punctuation, and
spelling; generally speaking, the writer incorporates appropriate word choices that show
rather than tell

79-70 1. Contains a thesis, but thesis may be vague or imprecise


2. Supports thesis with examples, but evidence is more general; at least one piece of
evidence supports all major assertions
3. Offers a plausible reading, but essay tends to be superficial or limited in its analysis;
struggles to maintain the argument; argument lacks depth or may be vague in its focus;
organization may be unbalanced
4. Adequately written; passable but undistinguished in syntax; may have inconsistent diction
and/or mechanics, including grammar, punctuation, and spelling; generally appropriate
verbiage, but word choices are less precise, less visual; more telling than showing

1. Lacks a thesis, or may not address all parts of the prompt; may restate the prompt
2. Contains superficial support that relies on general references
69-60 3. Fails to offer an adequate analysis; essay mostly describes; analysis may be partial,
unconvincing, or irrelevant; evidence may be vague or misconstrued; tends to be
repetitive; organization unclear or inconsistent
4. Poorly written; may contain major errors in grammar, punctuation, spelling, diction, and
syntax; language is more general, less precise; tells instead of shows

59 or 1. Lacks a thesis or ignores the prompt


below 2. Although there may be some attempt to respond to the prompt, the evidence is presented
with little clarity or organization
3. Fails to offer any real analysis; essay may be off topic; may contain empty repetition
4. Contains significant errors in grammar, punctuation, spelling, diction, and syntax; tells
instead of shows

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