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How to Write a History Essay

Last Updated: December 27, 2022 Fact Checked

This article was co-authored by Emily Listmann, MA . Emily Listmann is a private tutor in San Carlos, California. She has worked as a Social Studies Teacher, Curriculum Coordinator, and an SAT Prep Teacher. She received her MA in Education from the Stanford Graduate School of Education in 2014. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 242,171 times.

Writing a history essay requires you to include a lot of details and historical information within a given number of words or required pages. It's important to provide all the needed information, but also to present it in a cohesive, intelligent way. Know how to write a history essay that demonstrates your writing skills and your understanding of the material.

Preparing to Write Your Essay

Step 1 Evaluate the essay question.

  • The key words will often need to be defined at the start of your essay, and will serve as its boundaries. [2] X Research source
  • For example, if the question was "To what extent was the First World War a Total War?", the key terms are "First World War", and "Total War".
  • Do this before you begin conducting your research to ensure that your reading is closely focussed to the question and you don't waste time.

Step 2 Consider what the question is asking you.

  • Explain: provide an explanation of why something happened or didn't happen.
  • Interpret: analyse information within a larger framework to contextualise it.
  • Evaluate: present and support a value-judgement.
  • Argue: take a clear position on a debate and justify it. [3] X Research source

Step 3 Try to summarise your key argument.

  • Your thesis statement should clearly address the essay prompt and provide supporting arguments. These supporting arguments will become body paragraphs in your essay, where you’ll elaborate and provide concrete evidence. [4] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source
  • Your argument may change or become more nuanced as your write your essay, but having a clear thesis statement which you can refer back to is very helpful.
  • For example, your summary could be something like "The First World War was a 'total war' because civilian populations were mobilized both in the battlefield and on the home front".

Step 4 Make an essay...

  • Pick out some key quotes that make your argument precisely and persuasively. [5] X Research source
  • When writing your plan, you should already be thinking about how your essay will flow, and how each point will connect together.

Doing Your Research

Step 1 Distinguish between primary and secondary sources.

  • Primary source material refers to any texts, films, pictures, or any other kind of evidence that was produced in the historical period, or by someone who participated in the events of the period, that you are writing about.
  • Secondary material is the work by historians or other writers analysing events in the past. The body of historical work on a period or event is known as the historiography.
  • It is not unusual to write a literature review or historiographical essay which does not directly draw on primary material.
  • Typically a research essay would need significant primary material.

Step 2 Find your sources.

  • Start with the core texts in your reading list or course bibliography. Your teacher will have carefully selected these so you should start there.
  • Look in footnotes and bibliographies. When you are reading be sure to pay attention to the footnotes and bibliographies which can guide you to further sources a give you a clear picture of the important texts.
  • Use the library. If you have access to a library at your school or college, be sure to make the most of it. Search online catalogues and speak to librarians.
  • Access online journal databases. If you are in college it is likely that you will have access to academic journals online. These are an excellent and easy to navigate resources.
  • Use online sources with discretion. Try using free scholarly databases, like Google Scholar, which offer quality academic sources, but avoid using the non-trustworthy websites that come up when you simply search your topic online.
  • Avoid using crowd-sourced sites like Wikipedia as sources. However, you can look at the sources cited on a Wikipedia page and use them instead, if they seem credible.

Step 3 Evaluate your secondary sources.

  • Who is the author? Is it written by an academic with a position at a University? Search for the author online.
  • Who is the publisher? Is the book published by an established academic press? Look in the cover to check the publisher, if it is published by a University Press that is a good sign.
  • If it's an article, where is published? If you are using an article check that it has been published in an academic journal. [8] X Research source
  • If the article is online, what is the URL? Government sources with .gov addresses are good sources, as are .edu sites.

Step 4 Read critically.

  • Ask yourself why the author is making this argument. Evaluate the text by placing it into a broader intellectual context. Is it part of a certain tradition in historiography? Is it a response to a particular idea?
  • Consider where there are weaknesses and limitations to the argument. Always keep a critical mindset and try to identify areas where you think the argument is overly stretched or the evidence doesn't match the author's claims. [9] X Research source

Step 5 Take thorough notes.

  • Label all your notes with the page numbers and precise bibliographic information on the source.
  • If you have a quote but can't remember where you found it, imagine trying to skip back through everything you have read to find that one line.
  • If you use something and don't reference it fully you risk plagiarism. [10] X Research source

Writing the Introduction

Step 1 Start with a strong first sentence.

  • For example you could start by saying "In the First World War new technologies and the mass mobilization of populations meant that the war was not fought solely by standing armies".
  • This first sentences introduces the topic of your essay in a broad way which you can start focus to in on more.

Step 2 Outline what you are going to argue.

  • This will lead to an outline of the structure of your essay and your argument.
  • Here you will explain the particular approach you have taken to the essay.
  • For example, if you are using case studies you should explain this and give a brief overview of which case studies you will be using and why.

Step 3 Provide some brief context for your work.

Writing the Essay

Step 1 Have a clear structure.

  • Try to include a sentence that concludes each paragraph and links it to the next paragraph.
  • When you are organising your essay think of each paragraph as addressing one element of the essay question.
  • Keeping a close focus like this will also help you avoid drifting away from the topic of the essay and will encourage you to write in precise and concise prose.
  • Don't forget to write in the past tense when referring to something that has already happened.

Step 3 Use source material as evidence to back up your thesis.

  • Don't drop a quote from a primary source into your prose without introducing it and discussing it, and try to avoid long quotations. Use only the quotes that best illustrate your point.
  • If you are referring to a secondary source, you can usually summarise in your own words rather than quoting directly.
  • Be sure to fully cite anything you refer to, including if you do not quote it directly.

Step 4 Make your essay flow.

  • Think about the first and last sentence in every paragraph and how they connect to the previous and next paragraph.
  • Try to avoid beginning paragraphs with simple phrases that make your essay appear more like a list. For example, limit your use of words like: "Additionally", "Moreover", "Furthermore".
  • Give an indication of where your essay is going and how you are building on what you have already said. [15] X Research source

Step 5 Conclude succinctly.

  • Briefly outline the implications of your argument and it's significance in relation to the historiography, but avoid grand sweeping statements. [16] X Research source
  • A conclusion also provides the opportunity to point to areas beyond the scope of your essay where the research could be developed in the future.

Proofreading and Evaluating Your Essay

Step 1 Proofread your essay.

  • Try to cut down any overly long sentences or run-on sentences. Instead, try to write clear and accurate prose and avoid unnecessary words.
  • Concentrate on developing a clear, simple and highly readable prose style first before you think about developing your writing further. [17] X Research source
  • Reading your essay out load can help you get a clearer picture of awkward phrasing and overly long sentences. [18] X Research source

Step 2 Analyse don't describe.

  • When you read through your essay look at each paragraph and ask yourself, "what point this paragraph is making".
  • You might have produced a nice piece of narrative writing, but if you are not directly answering the question it is not going to help your grade.

Step 3 Check your references and bibliography.

  • A bibliography will typically have primary sources first, followed by secondary sources. [19] X Research source
  • Double and triple check that you have included all the necessary references in the text. If you forgot to include a reference you risk being reported for plagiarism.

Sample Essay

how do you write an history essay

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Write an Essay

  • ↑ http://www.historytoday.com/robert-pearce/how-write-good-history-essay
  • ↑ https://www.hamilton.edu/academics/centers/writing/writing-resources/writing-a-good-history-paper
  • ↑ https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html
  • ↑ http://history.rutgers.edu/component/content/article?id=106:writing-historical-essays-a-guide-for-undergraduates
  • ↑ https://guides.lib.uw.edu/c.php?g=344285&p=2580599
  • ↑ http://www.hamilton.edu/documents/writing-center/WritingGoodHistoryPaper.pdf
  • ↑ http://www.bowdoin.edu/writing-guides/
  • ↑ https://www.wgtn.ac.nz/hppi/publications/Writing-History-Essays.pdf

About This Article

Emily Listmann, MA

To write a history essay, read the essay question carefully and use source materials to research the topic, taking thorough notes as you go. Next, formulate a thesis statement that summarizes your key argument in 1-2 concise sentences and create a structured outline to help you stay on topic. Open with a strong introduction that introduces your thesis, present your argument, and back it up with sourced material. Then, end with a succinct conclusion that restates and summarizes your position! For more tips on creating a thesis statement, read on! Did this summary help you? Yes No

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How to Write a History Essay?

04 August, 2020

10 minutes read

Author:  Tomas White

There are so many types of essays. It can be hard to know where to start. History papers aren’t just limited to history classes. These tasks can be assigned to examine any important historical event or a person. While they’re more common in history classes, you can find this type of assignment in sociology or political science course syllabus, or just get a history essay task for your scholarship. This is Handmadewriting History Essay Guide - let's start!

History Essay

Purpose  of a History Essay

Wondering how to write a history essay? First of all, it helps to understand its purpose. Secondly, this essay aims to examine the influences that lead to a historical event. Thirdly, it can explore the importance of an individual’s impact on history.

However, the goal isn’t to stay in the past. Specifically, a well-written history essay should discuss the relevance of the event or person to the “now”. After finishing this essay, a reader should have a fuller understanding of the lasting impact of an event or individual.

Need basic essay guidance? Find out what is an essay with this 101 essay guide: What is an Essay?

Elements for Success

Indeed, understanding how to write a history essay is crucial in creating a successful paper. Notably, these essays should never only outline successful historic events or list an individual’s achievements. Instead, they should focus on examining questions beginning with what , how , and why . Here’s a pro tip in how to write a history essay: brainstorm questions. Once you’ve got questions, you have an excellent starting point.

Preparing to Write

What? Who? Why?

Evidently, a typical history essay format requires the writer to provide background on the event or person, examine major influences, and discuss the importance of the forces both then and now. In addition, when preparing to write, it’s helpful to organize the information you need to research into questions. For example:

  • Who were the major contributors to this event?
  • Who opposed or fought against this event?
  • Who gained or lost from this event?
  • Who benefits from this event today?
  • What factors led up to this event?
  • What changes occurred because of this event?
  • What lasting impacts occurred locally, nationally, globally due to this event?
  • What lessons (if any) were learned?
  • Why did this event occur?
  • Why did certain populations support it?
  • Why did certain populations oppose it?

These questions exist as samples. Therefore, generate questions specific to your topic. Once you have a list of questions, it’s time to evaluate them.

Evaluating the Question

Assess the impact

Seasoned writers approach writing history by examining the historic event or individual. Specifically, the goal is to assess the impact then and now. Accordingly, the writer needs to evaluate the importance of the main essay guiding the paper. For example, if the essay’s topic is the rise of American prohibition, a proper question may be “How did societal factors influence the rise of American prohibition during the 1920s? ”

This question is open-ended since it allows for insightful analysis, and limits the research to societal factors. Additionally, work to identify key terms in the question. In the example, key terms would be “societal factors” and “prohibition”.

Summarizing the Argument

The argument should answer the question. Use the thesis statement to clarify the argument and outline how you plan to make your case. In other words. the thesis should be sharp, clear, and multi-faceted. Consider the following tips when summarizing the case:

  • The thesis should be a single sentence
  • It should include a concise argument and a roadmap
  • It’s always okay to revise the thesis as the paper develops
  • Conduct a bit of research to ensure you have enough support for the ideas within the paper

Outlining a History Essay Plan

Outlining a Plan

Once you’ve refined your argument, it’s time to outline. Notably, many skip this step to regret it then. Nonetheless, the outline is a map that shows where you need to arrive historically and when. Specifically, taking the time to plan, placing the strongest argument last, and identifying your sources of research is a good use of time. When you’re ready to outline, do the following:

  • Consider the necessary background the reader should know in the introduction paragraph
  • Define any important terms and vocabulary
  • Determine which ideas will need the cited support
  • Identify how each idea supports the main argument
  • Brainstorm key points to review in the conclusion

Gathering Sources

As a rule, history essays require both primary and secondary sources . Primary resources are those that were created during the historical period being analyzed. Secondary resources are those created by historians and scholars about the topic. It’s a good idea to know if the professor requires a specific number of sources, and what kind he or she prefers. Specifically, most tutors prefer primary over secondary sources.

Where to find sources? Great question! Check out bibliographies included in required class readings. In addition, ask a campus Librarian. Peruse online journal databases; In addition, most colleges provide students with free access. When in doubt, make an appointment and ask the professor for guidance.

Writing the Essay

Writing the Essay

Now that you have prepared your questions, ideas, and arguments; composed the outline ; and gathered sources – it’s time to write your first draft. In particular, each section of your history essay must serve its purpose. Here is what you should include in essay paragraphs.

Introduction Paragraph

Unsure of how to start a history essay? Well, like most essays, the introduction should include an attention-getter (or hook):

  • Relevant fact or statistic
  • Rhetorical Question
  • Interesting quotation
  • Application anecdote if appropriate

Once you’ve captured the reader’s interest, introduce the topic. Similarly, present critical historic context. Namely, it is necessary to introduce any key individuals or events that will be discussed later in the essay. At last, end with a strong thesis which acts as a transition to the first argument.

Body Paragraphs

Indeed, each body paragraph should offer a single idea to support the argument. Then, after writing a strong topic sentence, the topic should be supported with correctly cited research. Consequently, a typical body paragraph is arranged as follows:

  • Topic sentence linking to the thesis
  • Background of the topic
  • Research quotation or paraphrase #1
  • Explanation and analysis of research
  • Research quotation or paraphrase #2
  • Transition to the next paragraph

Equally, the point of body paragraphs is to build the argument. Hence, present the weakest support first and end with the strongest. Admittedly, doing so leaves the reader with the best possible evidence.

Conclusion Paragraph

You’re almost there! Eventually, conclusion paragraphs should review the most important points in the paper. In them, you should prove that you’ve supported the argument proposed in the thesis. When writing a conclusion paragraph keep these tips in mind:

  • Keep it simple
  • Avoid introducing new information
  • Review major points
  • Discuss the relevance to today
Problems with writing Your History essay ? Try our Essay Writer Service!

history essay

Proofreading Your Essay

Once the draft is ready and polished, it’s time to proceed to final editing. What does this process imply? Specifically, it’s about removing impurities and making the essay look just perfect. Here’s what you need to do to improve the quality of your paper:

  • Double check the content. In the first place, it’s recommended to get rid of long sentences, correct vague words. Also, make sure that all your paragrahps contain accurate sentences with transparent meaning. 
  • Pay attention to style. To make the process of digesting your essay easier, focus on crafting a paper with readable style, the one that is known to readers. Above all, the main mission here is to facilitate the perception of your essay. So, don’t forget about style accuracy.
  • Practice reading the essay. Of course, the best practice before passing the paper is to read it out loud. Hence, this exercise will help you notice fragments that require rewriting or a complete removal.  

History Essay Example

Did you want a history essay example? Take a look at one of our history essay papers. 

Make it Shine

An A-level essay takes planning and revision, but it’s achievable. Firstly, avoid procrastination and start early. Secondly, leave yourself plenty of time to brainstorm, outline, research and write. Finally, follow these five tips to make your history essay shine:

  • Write a substantial introduction. Particularly, it’s the first impression the professor will have of the paper.
  • State a clear thesis. A strong thesis is easier to support.
  • Incorporate evidence critically. If while researching you find opposing arguments, include them and discuss their flaws.
  • Cite all the research. Whether direct quotations or paraphrases, citing evidence is crucial to avoiding plagiarism, which can have serious academic consequences.
  • Include primary and secondary resources. While primary resources may be harder to find, the professor will expect them—this is, after all, a history essay.

History Essay Sample

Ready to tackle the history essay format? Great! Check out this history essay sample from an upper-level history class. While the essay isn’t perfect, the professor points out its many strengths.

Remember: start early and revise, revise, revise . We can’t revise history, but you can revise your ideas until they’re perfect.

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UCLA History Department

Steps for Writing a History Paper

Writing a history paper is a process.  Successful papers are not completed in a single moment of genius or inspiration, but are developed over a series of steps.  When you first read a paper prompt, you might feel overwhelmed or intimidated.  If you think of writing as a process and break it down into smaller steps, you will find that paper-writing is manageable, less daunting, and even enjoyable.  Writing a history paper is your opportunity to do the real work of historians, to roll up your sleeves and dig deep into the past.

What is a History paper?

History papers are driven by arguments.  In a history class, even if you are not writing a paper based on outside research, you are still writing a paper that requires some form of argument.  For example, suppose your professor has asked you to write a paper discussing the differences between colonial New England and colonial Virginia.  It might seem like this paper is straightforward and does not require an argument, that it is simply a matter of finding the “right answer.”  However, even here you need to construct a paper guided by a larger argument.  You might argue that the main differences between colonial New England and Virginia were grounded in contrasting visions of colonization.  Or you might argue that the differences resulted from accidents of geography or from extant alliances between regional Indian groups.  Or you might make an argument that draws on all of these factors.  Regardless, when you make these types of assertions, you are making an argument that requires historical evidence.  Any history paper you write will be driven by an argument demanding evidence from sources.

History writing assignments can vary widely–and you should always follow your professor’s specific instructions–but the following steps are designed to help no matter what kind of history paper you are writing.  Remember that the staff of the History Writing Center is here to assist you at any stage of the writing process.

  • Sometimes professors distribute prompts with several sub-questions surrounding the main question they want you to write about.  The sub-questions are designed to help you think about the topic.  They offer ideas you might consider, but they are not, usually, the key question or questions you need to answer in your paper.  Make sure you distinguish the key questions from the sub-questions.  Otherwise, your paper may sound like a laundry list of short-answer essays rather than a cohesive argument. A helpful way to hone in on the key question is to look for action verbs, such as “analyze” or “investigate” or “formulate.”  Find such words in the paper prompt and circle them.  Then, carefully consider what you are being asked to do.  Write out the key question at the top of your draft and return to it often, using it to guide you in the writing process.  Also, be sure that you are responding to every part of the prompt.  Prompts will often have several questions you need to address in your paper.  If you do not cover all aspects, then you are not responding fully to the assignment.  For more information, visit our section, “Understanding Paper Prompts.”
  • Before you even start researching or drafting, take a few minutes to consider what you already know about the topic.  Make a list of ideas or draw a cluster diagram, using circles and arrows to connect ideas–whatever method works for you.  At this point in the process, it is helpful to write down all of your ideas without stopping to judge or analyze each one in depth.  You want to think big and bring in everything you know or suspect about the topic.  After you have finished, read over what you have created.  Look for patterns or trends or questions that keep coming up.  Based on what you have brainstormed, what do you still need to learn about the topic?  Do you have a tentative argument or response to the paper prompt?  Use this information to guide you as you start your research and develop a thesis.
  • Depending on the paper prompt, you may be required to do outside research or you may be using only the readings you have done in class.  Either way, start by rereading the relevant materials from class.  Find the parts from the textbook, from the primary source readings, and from your notes that relate to the prompt. If you need to do outside research, the UCLA library system offers plenty of resources.  You can begin by plugging key words into the online library catalog.  This process will likely involve some trial and error.  You will want to use search terms that are specific enough to address your topic without being so narrow that you get no results.  If your keywords are too general, you may receive thousands of results and feel overwhelmed.  To help you narrow your search, go back to the key questions in the essay prompt that you wrote down in Step 1.  Think about which terms would help you respond to the prompt.  Also, look at the language your professor used in the prompt.  You might be able to use some of those same words as search terms. Notice that the library website has different databases you can search depending on what type of material you need (such as scholarly articles, newspapers, books) and what subject and time period you are researching (such as eighteenth-century England or ancient Rome).  Searching the database most relevant to your topic will yield the best results.  Visit the library’s History Research Guide for tips on the research process and on using library resources.  You can also schedule an appointment with a librarian to talk specifically about your research project.  Or, make an appointment with staff at the History Writing Center for research help.  Visit our section about using electronic resources as well.
  • By this point, you know what the prompt is asking, you have brainstormed possible responses, and you have done some research.  Now you need to step back, look at the material you have, and develop your argument.  Based on the reading and research you have done, how might you answer the question(s) in the prompt?  What arguments do your sources allow you to make?  Draft a thesis statement in which you clearly and succinctly make an argument that addresses the prompt. If you find writing a thesis daunting, remember that whatever you draft now is not set in stone.  Your thesis will change.  As you do more research, reread your sources, and write your paper, you will learn more about the topic and your argument.  For now, produce a “working thesis,” meaning, a thesis that represents your thinking up to this point.  Remember it will almost certainly change as you move through the writing process.  For more information, visit our section about thesis statements.  Once you have a thesis, you may find that you need to do more research targeted to your specific argument.  Revisit some of the tips from Step 3.
  • Now that you have a working thesis, look back over your sources and identify which ones are most critical to you–the ones you will be grappling with most directly in order to make your argument.  Then, annotate them.  Annotating sources means writing a paragraph that summarizes the main idea of the source as well as shows how you will use the source in your paper.  Think about what the source does for you.  Does it provide evidence in support of your argument?  Does it offer a counterpoint that you can then refute, based on your research?  Does it provide critical historical background that you need in order to make a point?  For more information about annotating sources, visit our section on annotated bibliographies. While it might seem like this step creates more work for you by having to do more writing, it in fact serves two critical purposes: it helps you refine your working thesis by distilling exactly what your sources are saying, and it helps smooth your writing process.  Having dissected your sources and articulated your ideas about them, you can more easily draw upon them when constructing your paper.  Even if you do not have to do outside research and are limited to working with the readings you have done in class, annotating sources is still very useful.  Write down exactly how a particular section in the textbook or in a primary source reader will contribute to your paper.
  • An outline is helpful in giving you a sense of the overall structure of your paper and how best to organize your ideas.  You need to decide how to arrange your argument in a way that will make the most sense to your reader.  Perhaps you decide that your argument is most clear when presented chronologically, or perhaps you find that it works best with a thematic approach.  There is no one right way to organize a history paper; it depends entirely on the prompt, on your sources, and on what you think would be most clear to someone reading it. An effective outline includes the following components: the research question from the prompt (that you wrote down in Step 1), your working thesis, the main idea of each body paragraph, and the evidence (from both primary and secondary sources) you will use to support each body paragraph.  Be as detailed as you can when putting together your outline.

If you have trouble getting started or are feeling overwhelmed, try free writing.  Free writing is a low-stakes writing exercise to help you get past the blank page.  Set a timer for five or ten minutes and write down everything you know about your paper: your argument, your sources, counterarguments, everything.  Do not edit or judge what you are writing as you write; just keep writing until the timer goes off.  You may be surprised to find out how much you knew about your topic.  Of course, this writing will not be polished, so do not be tempted to leave it as it is.  Remember that this draft is your first one, and you will be revising it.

A particularly helpful exercise for global-level revision is to make a reverse outline, which will help you look at your paper as a whole and strengthen the way you have organized and substantiated your argument.  Print out your draft and number each of the paragraphs.  Then, on a separate piece of paper, write down each paragraph number and, next to it, summarize in a phrase or a sentence the main idea of that paragraph.  As you produce this list, notice if any paragraphs attempt to make more than one point: mark those for revision.  Once you have compiled the list, read it over carefully.  Study the order in which you have sequenced your ideas.  Notice if there are ideas that seem out of order or repetitive.  Look for any gaps in your logic.  Does the argument flow and make sense?

When revising at the local level, check that you are using strong topic sentences and transitions, that you have adequately integrated and analyzed quotations, and that your paper is free from grammar and spelling errors that might distract the reader or even impede your ability to communicate your point.  One helpful exercise for revising on the local level is to read your paper out loud.  Hearing your paper will help you catch grammatical errors and awkward sentences.

Here is a checklist of questions to ask yourself while revising on both the global and local levels:

– Does my thesis clearly state my argument and its significance?

– Does the main argument in each body paragraph support my thesis?

– Do I have enough evidence within each body paragraph to make my point?

– Have I properly introduced, analyzed, and cited every quotation I use?

– Do my topic sentences effectively introduce the main point of each paragraph?

– Do I have transitions between paragraphs?

– Is my paper free of grammar and spelling errors?

  • Congratulate yourself. You have written a history paper!

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how do you write an history essay

How To Write a Good History Essay

The former editor of History Review Robert Pearce gives his personal view.

First of all we ought to ask, What constitutes a good history essay? Probably no two people will completely agree, if only for the very good reason that quality is in the eye – and reflects the intellectual state – of the reader. What follows, therefore, skips philosophical issues and instead offers practical advice on how to write an essay that will get top marks.

Witnesses in court promise to tell the truth, the whole truth and nothing but the truth. All history students should swear a similar oath: to answer the question, the whole question and nothing but the question. This is the number one rule. You can write brilliantly and argue a case with a wealth of convincing evidence, but if you are not being relevant then you might as well be tinkling a cymbal. In other words, you have to think very carefully about the question you are asked to answer. Be certain to avoid the besetting sin of those weaker students who, fatally, answer the question the examiners should have set – but unfortunately didn’t. Take your time, look carefully at the wording of the question, and be certain in your own mind that you have thoroughly understood all its terms.

If, for instance, you are asked why Hitler came to power, you must define what this process of coming to power consisted of. Is there any specific event that marks his achievement of power? If you immediately seize on his appointment as Chancellor, think carefully and ask yourself what actual powers this position conferred on him. Was the passing of the Enabling Act more important? And when did the rise to power actually start? Will you need to mention Hitler’s birth and childhood or the hyperinflation of the early 1920s? If you can establish which years are relevant – and consequently which are irrelevant – you will have made a very good start. Then you can decide on the different factors that explain his rise.

Or if you are asked to explain the successes of a particular individual, again avoid writing the first thing that comes into your head. Think about possible successes. In so doing, you will automatically be presented with the problem of defining ‘success’. What does it really mean? Is it the achievement of one’s aims? Is it objective (a matter of fact) or subjective (a matter of opinion)? Do we have to consider short-term and long-term successes? If the person benefits from extraordinary good luck, is that still a success? This grappling with the problem of definition will help you compile an annotated list of successes, and you can then proceed to explain them, tracing their origins and pinpointing how and why they occurred. Is there a key common factor in the successes? If so, this could constitute the central thrust of your answer.

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The key word in the above paragraphs is think . This should be distinguished from remembering, daydreaming and idly speculating. Thinking is rarely a pleasant undertaking, and most of us contrive to avoid it most of the time. But unfortunately there’s no substitute if you want to get the top grade. So think as hard as you can about the meaning of the question, about the issues it raises and the ways you can answer it. You have to think and think hard – and then you should think again, trying to find loopholes in your reasoning. Eventually you will almost certainly become confused. Don’t worry: confusion is often a necessary stage in the achievement of clarity. If you get totally confused, take a break. When you return to the question, it may be that the problems have resolved themselves. If not, give yourself more time. You may well find that decent ideas simply pop into your conscious mind at unexpected times.

You need to think for yourself and come up with a ‘bright idea’ to write a good history essay. You can of course follow the herd and repeat the interpretation given in your textbook. But there are problems here. First, what is to distinguish your work from that of everybody else? Second, it’s very unlikely that your school text has grappled with the precise question you have been set.

The advice above is relevant to coursework essays. It’s different in exams, where time is limited. But even here, you should take time out to do some thinking. Examiners look for quality rather than quantity, and brevity makes relevance doubly important. If you get into the habit of thinking about the key issues in your course, rather than just absorbing whatever you are told or read, you will probably find you’ve already considered whatever issues examiners pinpoint in exams.

The Vital First Paragraph

Every part of an essay is important, but the first paragraph is vital. This is the first chance you have to impress – or depress – an examiner, and first impressions are often decisive. You might therefore try to write an eye-catching first sentence. (‘Start with an earthquake and work up to a climax,’ counselled the film-maker Cecil B. De Mille.) More important is that you demonstrate your understanding of the question set. Here you give your carefully thought out definitions of the key terms, and here you establish the relevant time-frame and issues – in other words, the parameters of the question. Also, you divide the overall question into more manageable sub-divisions, or smaller questions, on each of which you will subsequently write a paragraph. You formulate an argument, or perhaps voice alternative lines of argument, that you will substantiate later in the essay. Hence the first paragraph – or perhaps you might spread this opening section over two paragraphs – is the key to a good essay.

On reading a good first paragraph, examiners will be profoundly reassured that its author is on the right lines, being relevant, analytical and rigorous. They will probably breathe a sign of relief that here is one student at least who is avoiding the two common pitfalls. The first is to ignore the question altogether. The second is to write a narrative of events – often beginning with the birth of an individual – with a half-hearted attempt at answering the question in the final paragraph.

Middle Paragraphs

Philip Larkin once said that the modern novel consists of a beginning, a muddle and an end. The same is, alas, all too true of many history essays. But if you’ve written a good opening section, in which you’ve divided the overall question into separate and manageable areas, your essay will not be muddled; it will be coherent.

It should be obvious, from your middle paragraphs, what question you are answering. Indeed it’s a good test of an essay that the reader should be able to guess the question even if the title is covered up. So consider starting each middle paragraph will a generalisation relevant to the question. Then you can develop this idea and substantiate it with evidence. You must give a judicious selection of evidence (i.e. facts and quotations) to support the argument you are making. You only have a limited amount of space or time, so think about how much detail to give. Relatively unimportant background issues can be summarised with a broad brush; your most important areas need greater embellishment. (Do not be one of those misguided candidates who, unaccountably, ‘go to town’ on peripheral areas and gloss over crucial ones.)

The regulations often specify that, in the A2 year, students should be familiar with the main interpretations of historians. Do not ignore this advice. On the other hand, do not take historiography to extremes, so that the past itself is virtually ignored. In particular, never fall into the trap of thinking that all you need are sets of historians’ opinions. Quite often in essays students give a generalisation and back it up with the opinion of an historian – and since they have formulated the generalisation from the opinion, the argument is entirely circular, and therefore meaningless and unconvincing. It also fatuously presupposes that historians are infallible and omniscient gods. Unless you give real evidence to back up your view – as historians do – a generalisation is simply an assertion. Middle paragraphs are the place for the real substance of an essay, and you neglect this at your peril.

Final Paragraph

If you’ve been arguing a case in the body of an essay, you should hammer home that case in the final paragraph. If you’ve been examining several alternative propositions, now is the time to say which one is correct. In the middle paragraph you are akin to a barrister arguing a case. Now, in the final paragraph, you are the judge summing up and pronouncing the verdict.

It’s as well to keep in mind what you should not be doing. Do not introduce lots of fresh evidence at this stage, though you can certainly introduce the odd extra fact that clinches your case. Nor should you go on to the ‘next’ issue. If your question is about Hitler coming to power, you should not end by giving a summary of what he did once in power. Such an irrelevant ending will fail to win marks. Remember the point about answering ‘nothing but the question’? On the other hand, it may be that some of the things Hitler did after coming to power shed valuable light on why he came to power in the first place. If you can argue this convincingly, all well and good; but don’t expect the examiner to puzzle out relevance. Examiners are not expected to think; you must make your material explicitly relevant.

Final Thoughts

A good essay, especially one that seems to have been effortlessly composed, has often been revised several times; and the best students are those who are most selfcritical. Get into the habit of criticising your own first drafts, and never be satisfied with second-best efforts. Also, take account of the feedback you get from teachers. Don’t just look at the mark your essay gets; read the comments carefully. If teachers don’t advise how to do even better next time, they are not doing their job properly.

Relevance is vital in a good essay, and so is evidence marshalled in such a way that it produces a convincing argument. But nothing else really matters. The paragraph structure recommended above is just a guide, nothing more, and you can write a fine essay using a very different arrangement of material. Similarly, though it would be excellent if you wrote in expressive, witty and sparklingly provocative prose, you can still get top marks even if your essay is serious, ponderous and even downright dull.

There are an infinite number of ways to write an essay because any form of writing is a means of self-expression. Your essay will be unique because you are unique: it’s up to you to ensure that it’s uniquely good, not uniquely mediocre.

Robert Pearce is the editor of History Review .

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How to Write a Good History Essay. A Sequence of Actions and Useful Tips

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Before you start writing your history essay, there is quite a lot of work that has to be done in order to gain success.

You may ask: what is history essay? What is the difference between it and other kinds of essays? Well, the main goal of a history essay is to measure your progress in learning history and test your range of skills (such as analysis, logic, planning, research, and writing), it is necessary to prepare yourself very well.

Your plan of action may look like this. First of all, you will have to explore the topic. If you are going to write about a certain historical event, think of its causes and premises, and analyze what its impact on history was. In case you are writing about a person, find out why and how he or she came to power and how they influenced society and historical situations.

The next step is to make research and collect all the available information about the person or event, and also find evidence.

Finally, you will have to compose a well-organized response.

During the research, make notes and excerpts of the most notable data, write out the important dates and personalities. And of course, write down all your thoughts and findings.

It all may seem complicated at first sight, but in fact, it is not so scary! To complete this task successfully and compose a good history essay, simply follow several easy steps provided below.

Detailed Writing Instruction for Students to Follow

If you want to successfully complete your essay, it would be better to organize the writing process. You will complete the assignment faster and more efficient if you divide the whole work into several sections or steps.

  • Introduction

Writing a good and strong introduction part is important because this is the first thing your reader will see. It gives the first impression of your essay and induces people to reading (or not reading) it.

To make the introduction catchy and interesting, express the contention and address the main question of the essay. Be confident and clear as this is the moment when you define the direction your whole essay will take. And remember that introduction is not the right place for rambling! The best of all is, to begin with, a brief context summary, then go to addressing the question and express the content. Finally, mark the direction your essay about history will take.

Its quality depends on how clear you divided the whole essay into sections in the previous part. As long as you have provided a readable and understandable scheme, your readers will know exactly what to expect.

The body of your essay must give a clear vision of what question you are considering. In this section, you can develop your idea and support it with the evidence you have found. Use certain facts and quotations for that. When being judicial and analytical, they will help you to easily support your point of view and argument.

As long as your essay has a limited size, don’t be too precise. It is allowed to summarize the most essential background information, for example, instead of giving a precise list of all the issues that matter.

It is also good to keep in mind that each paragraph of your essay’s body must tell about only one issue. Don’t make a mess out of your paper!

It is not only essential to start your essay well. How you will end it also matters. A properly-written conclusion is the one that restates the whole paper’s content and gives a logical completion of the issue or question discussed above. Your conclusion must leave to chance for further discussion or arguments on the case. It’s time, to sum up, give a verdict.

That is why it is strongly forbidden to provide any new evidence or information here, as well as start a new discussion, etc.

After you finish writing, give yourself some time and put the paper away for a while. When you turn back to it will be easier to take a fresh look at it and find any mistakes or things to improve. Of course, remember to proofread your writing and check it for any grammar, spelling and punctuation errors. All these tips will help you to learn how to write a history essay.

how do you write an history essay

How to Write a History Essay with Outline, Tips, Examples and More

History Essay

Before we get into how to write a history essay, let's first understand what makes one good. Different people might have different ideas, but there are some basic rules that can help you do well in your studies. In this guide, we won't get into any fancy theories. Instead, we'll give you straightforward tips to help you with historical writing. So, if you're ready to sharpen your writing skills, let our history essay writing service explore how to craft an exceptional paper.

What is a History Essay?

A history essay is an academic assignment where we explore and analyze historical events from the past. We dig into historical stories, figures, and ideas to understand their importance and how they've shaped our world today. History essay writing involves researching, thinking critically, and presenting arguments based on evidence.

Moreover, history papers foster the development of writing proficiency and the ability to communicate complex ideas effectively. They also encourage students to engage with primary and secondary sources, enhancing their research skills and deepening their understanding of historical methodology.

History Essay Outline

History Essay Outline

The outline is there to guide you in organizing your thoughts and arguments in your essay about history. With a clear outline, you can explore and explain historical events better. Here's how to make one:

Introduction

  • Hook: Start with an attention-grabbing opening sentence or anecdote related to your topic.
  • Background Information: Provide context on the historical period, event, or theme you'll be discussing.
  • Thesis Statement: Present your main argument or viewpoint, outlining the scope and purpose of your history essay.

Body paragraph 1: Introduction to the Historical Context

  • Provide background information on the historical context of your topic.
  • Highlight key events, figures, or developments leading up to the main focus of your history essay.

Body paragraphs 2-4 (or more): Main Arguments and Supporting Evidence

  • Each paragraph should focus on a specific argument or aspect of your thesis.
  • Present evidence from primary and secondary sources to support each argument.
  • Analyze the significance of the evidence and its relevance to your history paper thesis.

Counterarguments (optional)

  • Address potential counterarguments or alternative perspectives on your topic.
  • Refute opposing viewpoints with evidence and logical reasoning.
  • Summary of Main Points: Recap the main arguments presented in the body paragraphs.
  • Restate Thesis: Reinforce your thesis statement, emphasizing its significance in light of the evidence presented.
  • Reflection: Reflect on the broader implications of your arguments for understanding history.
  • Closing Thought: End your history paper with a thought-provoking statement that leaves a lasting impression on the reader.

References/bibliography

  • List all sources used in your research, formatted according to the citation style required by your instructor (e.g., MLA, APA, Chicago).
  • Include both primary and secondary sources, arranged alphabetically by the author's last name.

Notes (if applicable)

  • Include footnotes or endnotes to provide additional explanations, citations, or commentary on specific points within your history essay.

History Essay Format

Adhering to a specific format is crucial for clarity, coherence, and academic integrity. Here are the key components of a typical history essay format:

Font and Size

  • Use a legible font such as Times New Roman, Arial, or Calibri.
  • The recommended font size is usually 12 points. However, check your instructor's guidelines, as they may specify a different size.
  • Set 1-inch margins on all sides of the page.
  • Double-space the entire essay, including the title, headings, body paragraphs, and references.
  • Avoid extra spacing between paragraphs unless specified otherwise.
  • Align text to the left margin; avoid justifying the text or using a centered alignment.

Title Page (if required):

  • If your instructor requires a title page, include the essay title, your name, the course title, the instructor's name, and the date.
  • Center-align this information vertically and horizontally on the page.
  • Include a header on each page (excluding the title page if applicable) with your last name and the page number, flush right.
  • Some instructors may require a shortened title in the header, usually in all capital letters.
  • Center-align the essay title at the top of the first page (if a title page is not required).
  • Use standard capitalization (capitalize the first letter of each major word).
  • Avoid underlining, italicizing, or bolding the title unless necessary for emphasis.

Paragraph Indentation:

  • Indent the first line of each paragraph by 0.5 inches or use the tab key.
  • Do not insert extra spaces between paragraphs unless instructed otherwise.

Citations and References:

  • Follow the citation style specified by your instructor (e.g., MLA, APA, Chicago).
  • Include in-text citations whenever you use information or ideas from external sources.
  • Provide a bibliography or list of references at the end of your history essay, formatted according to the citation style guidelines.
  • Typically, history essays range from 1000 to 2500 words, but this can vary depending on the assignment.

how do you write an history essay

How to Write a History Essay?

Historical writing can be an exciting journey through time, but it requires careful planning and organization. In this section, we'll break down the process into simple steps to help you craft a compelling and well-structured history paper.

Analyze the Question

Before diving headfirst into writing, take a moment to dissect the essay question. Read it carefully, and then read it again. You want to get to the core of what it's asking. Look out for keywords that indicate what aspects of the topic you need to focus on. If you're unsure about anything, don't hesitate to ask your instructor for clarification. Remember, understanding how to start a history essay is half the battle won!

Now, let's break this step down:

  • Read the question carefully and identify keywords or phrases.
  • Consider what the question is asking you to do – are you being asked to analyze, compare, contrast, or evaluate?
  • Pay attention to any specific instructions or requirements provided in the question.
  • Take note of the time period or historical events mentioned in the question – this will give you a clue about the scope of your history essay.

Develop a Strategy

With a clear understanding of the essay question, it's time to map out your approach. Here's how to develop your historical writing strategy:

  • Brainstorm ideas : Take a moment to jot down any initial thoughts or ideas that come to mind in response to the history paper question. This can help you generate a list of potential arguments, themes, or points you want to explore in your history essay.
  • Create an outline : Once you have a list of ideas, organize them into a logical structure. Start with a clear introduction that introduces your topic and presents your thesis statement – the main argument or point you'll be making in your history essay. Then, outline the key points or arguments you'll be discussing in each paragraph of the body, making sure they relate back to your thesis. Finally, plan a conclusion that summarizes your main points and reinforces your history paper thesis.
  • Research : Before diving into writing, gather evidence to support your arguments. Use reputable sources such as books, academic journals, and primary documents to gather historical evidence and examples. Take notes as you research, making sure to record the source of each piece of information for proper citation later on.
  • Consider counterarguments : Anticipate potential counterarguments to your history paper thesis and think about how you'll address them in your essay. Acknowledging opposing viewpoints and refuting them strengthens your argument and demonstrates critical thinking.
  • Set realistic goals : Be realistic about the scope of your history essay and the time you have available to complete it. Break down your writing process into manageable tasks, such as researching, drafting, and revising, and set deadlines for each stage to stay on track.

How to Write a History Essay

Start Your Research

Now that you've grasped the history essay topic and outlined your approach, it's time to dive into research. Here's how to start:

  • Ask questions : What do you need to know? What are the key points to explore further? Write down your inquiries to guide your research.
  • Explore diverse sources : Look beyond textbooks. Check academic journals, reliable websites, and primary sources like documents or artifacts.
  • Consider perspectives : Think about different viewpoints on your topic. How have historians analyzed it? Are there controversies or differing interpretations?
  • Take organized notes : Summarize key points, jot down quotes, and record your thoughts and questions. Stay organized using spreadsheets or note-taking apps.
  • Evaluate sources : Consider the credibility and bias of each source. Are they peer-reviewed? Do they represent a particular viewpoint?

Establish a Viewpoint

By establishing a clear viewpoint and supporting arguments, you'll lay the foundation for your compelling historical writing:

  • Review your research : Reflect on the information gathered. What patterns or themes emerge? Which perspectives resonate with you?
  • Formulate a thesis statement : Based on your research, develop a clear and concise thesis that states your argument or interpretation of the topic.
  • Consider counterarguments : Anticipate objections to your history paper thesis. Are there alternative viewpoints or evidence that you need to address?
  • Craft supporting arguments : Outline the main points that support your thesis. Use evidence from your research to strengthen your arguments.
  • Stay flexible : Be open to adjusting your viewpoint as you continue writing and researching. New information may challenge or refine your initial ideas.

Structure Your Essay

Now that you've delved into the depths of researching historical events and established your viewpoint, it's time to craft the skeleton of your essay: its structure. Think of your history essay outline as constructing a sturdy bridge between your ideas and your reader's understanding. How will you lead them from point A to point Z? Will you follow a chronological path through history or perhaps dissect themes that span across time periods?

And don't forget about the importance of your introduction and conclusion—are they framing your narrative effectively, enticing your audience to read your paper, and leaving them with lingering thoughts long after they've turned the final page? So, as you lay the bricks of your history essay's architecture, ask yourself: How can I best lead my audience through the maze of time and thought, leaving them enlightened and enriched on the other side?

Create an Engaging Introduction

Creating an engaging introduction is crucial for capturing your reader's interest right from the start. But how do you do it? Think about what makes your topic fascinating. Is there a surprising fact or a compelling story you can share? Maybe you could ask a thought-provoking question that gets people thinking. Consider why your topic matters—what lessons can we learn from history?

Also, remember to explain what your history essay will be about and why it's worth reading. What will grab your reader's attention and make them want to learn more? How can you make your essay relevant and intriguing right from the beginning?

Develop Coherent Paragraphs

Once you've established your introduction, the next step is to develop coherent paragraphs that effectively communicate your ideas. Each paragraph should focus on one main point or argument, supported by evidence or examples from your research. Start by introducing the main idea in a topic sentence, then provide supporting details or evidence to reinforce your point.

Make sure to use transition words and phrases to guide your reader smoothly from one idea to the next, creating a logical flow throughout your history essay. Additionally, consider the organization of your paragraphs—is there a clear progression of ideas that builds upon each other? Are your paragraphs unified around a central theme or argument?

Conclude Effectively

Concluding your history essay effectively is just as important as starting it off strong. In your conclusion, you want to wrap up your main points while leaving a lasting impression on your reader. Begin by summarizing the key points you've made throughout your history essay, reminding your reader of the main arguments and insights you've presented.

Then, consider the broader significance of your topic—what implications does it have for our understanding of history or for the world today? You might also want to reflect on any unanswered questions or areas for further exploration. Finally, end with a thought-provoking statement or a call to action that encourages your reader to continue thinking about the topic long after they've finished reading.

Reference Your Sources

Referencing your sources is essential for maintaining the integrity of your history essay and giving credit to the scholars and researchers who have contributed to your understanding of the topic. Depending on the citation style required (such as MLA, APA, or Chicago), you'll need to format your references accordingly. Start by compiling a list of all the sources you've consulted, including books, articles, websites, and any other materials used in your research.

Then, as you write your history essay, make sure to properly cite each source whenever you use information or ideas that are not your own. This includes direct quotations, paraphrases, and summaries. Remember to include all necessary information for each source, such as author names, publication dates, and page numbers, as required by your chosen citation style.

Review and Ask for Advice

As you near the completion of your history essay writing, it's crucial to take a step back and review your work with a critical eye. Reflect on the clarity and coherence of your arguments—are they logically organized and effectively supported by evidence? Consider the strength of your introduction and conclusion—do they effectively capture the reader's attention and leave a lasting impression? Take the time to carefully proofread your history essay for any grammatical errors or typos that may detract from your overall message.

Furthermore, seeking advice from peers, mentors, or instructors can provide valuable insights and help identify areas for improvement. Consider sharing your essay with someone whose feedback you trust and respect, and be open to constructive criticism. Ask specific questions about areas you're unsure about or where you feel your history essay may be lacking.

History Essay Example

In this section, we offer an example of a history essay examining the impact of the Industrial Revolution on society. This essay demonstrates how historical analysis and critical thinking are applied in academic writing. By exploring this specific event, you can observe how historical evidence is used to build a cohesive argument and draw meaningful conclusions.

how do you write an history essay

FAQs about History Essay Writing

How to write a history essay introduction, how to write a conclusion for a history essay, how to write a good history essay.

how do you write an history essay

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19 Standards of Historical Writing

In this chapter, you will learn the basic expectations for writing an undergrad history research paper. At this point in your college career, you’ve likely had a great deal of instruction about writing and you may be wondering why this chapter is here. There are at least three reasons:

  • For some of you, those lessons about writing came before you were ready to appreciate or implement them. If you know your writing skills are weak, you should not only pay close attention to this chapter, but also submit early drafts of your work to the History Tutoring Center (at UTA) or another writing coach. Only practice and multiple drafts will improve those skills.
  • Those of you who were paying attention in composition courses know the basics, but may lack a good understanding of the format and approach of scholarly writing in history. Other disciplines permit more generalities and relaxed associations than history, which is oriented toward specific contexts and (often, but not always) linear narratives. Moreover, because historians work in a subject often read by non-academics, they place a greater emphasis on clearing up jargon and avoiding convoluted sentence structure. In other words, the standards of historical writing are high and the guidelines that follow will help you reach them.
  • Every writer, no matter how confident or experienced, faces writing blocks. Going back to the fundamental structures and explanations may help you get past the blank screen by supplying prompts to help you get started.

As you read the following guide, keep in mind that it represents only our perspective on the basic standards. In all writing, even history research papers, there is room for stylistic variation and elements of a personal style. But one of the standards of historical writing is that only those who fully understand the rules can break them successfully. If you regularly violate the rule against passive voice verb construction or the need for full subject-predicate sentences, you cannot claim the use of sentence fragments or passive voice verbs is “just your style.” Those who normally observe those grammatical rules, in contrast, might on occasion violate them for effect. The best approach is first to demonstrate to your instructor that you can follow rules of grammar and essay structure before you experiment or stray too far from the advice below.

Introductions

Introductions are nearly impossible to get right the first time. Thus, one of the best strategies for writing an introduction to your history essay is to keep it “bare bones” in the first draft, initially working only toward a version that covers the basic requirements. After you’ve written the full paper (and realized what you’re really trying to say, which usually differs from your initial outline), you can come back to the intro and re-draft it accordingly. However, don’t use the likelihood of re-writing your first draft to avoid writing one. Introductions provide templates not only for your readers, but also for you, the writer. A decent “bare bones” introduction can minimize writer’s block as a well-written thesis statement provides a road map for each section of the paper.

So what are the basic requirements? In an introduction, you must:

  • Pose a worthwhile question or problem that engages your reader
  • Establish that your sources are appropriate for answering the question, and thus that you are a trustworthy guide without unfair biases
  • Convince your reader that they will be able to follow your explanation by laying out a clear thesis statement.

Engaging readers in an introduction

When you initiated your research, you asked questions as a part of the process of narrowing your topic (see the “Choosing and Narrowing a Topic” chapter for more info). If all went according to plan, the information you found as you evaluated your primary sources allowed you to narrow your question further, as well as arrive at a plausible answer, or explanation for the problem you posed. (If it didn’t, you’ll need to repeat the process, and either vary your questions or expand your sources. Consult your instructor, who can help identify what contribution your research into a set of primary sources can achieve.) The key task for your introduction is to frame your narrowed research question—or, in the words of some composition instructors, the previously assumed truth that your inquiries have destabilized—in a way that captures the attention of your readers. Common approaches to engaging readers include:

  • Telling a short story (or vignette) from your research that illustrates the tension between what readers might have assumed before reading your paper and what you have found to be plausible instead.
  • Stating directly what others believe to be true about your topic—perhaps using a quote from a scholar of the subject—and then pointing immediately to an aspect of your research that puts that earlier explanation into doubt.
  • Revealing your most unexpected finding, before moving to explain the source that leads you to make the claim, then turning to the ways in which this finding expands our understanding of your topic.

What you do NOT want to do is begin with a far-reaching transhistorical claim about human nature or an open-ended rhetorical question about the nature of history. Grand and thus unprovable claims about “what history tells us” do not inspire confidence in readers. Moreover, such broadly focused beginnings require too much “drilling down” to get to your specific area of inquiry, words that risk losing readers’ interest. Last, beginning with generic ideas is not common to the discipline. Typical essay structures in history do not start broadly and steadily narrow over the course of the essay, like a giant inverted triangle. If thinking in terms of a geometric shape helps you to conceptualize what a good introduction does, think of your introduction as the top tip of a diamond instead. In analytical essays based on research, many history scholars begin with the specific circumstances that need explaining, then broaden out into the larger implications of their findings, before returning to the specifics in their conclusions—following the shape of a diamond.

Clear Thesis Statements

Under the standards of good scholarly writing in the United States—and thus those that should guide your paper—your introduction contains the main argument you will make in your essay. Elsewhere—most commonly in European texts—scholars sometimes build to their argument and reveal it fully only in the conclusion. Do not follow this custom in your essay. Include a well-written thesis statement somewhere in your introduction; it can be the first sentence of your essay, toward the end of the first paragraph, or even a page or so in, should you begin by setting the stage with a vignette. Wherever you place it, make sure your thesis statement meets the following standards:

A good thesis statement :

  • Could be debated by informed scholars : Your claim should not be so obvious as to be logically impossible to argue against. Avoid the history equivalent of “the sky was blue.”
  • Can be proven with the evidence at hand : In the allotted number of pages, you will need to introduce and explain at least three ways in which you can support your claim, each built on its own pieces of evidence. Making an argument about the role of weather on the outcome of the Civil War might be intriguing, given that such a claim questions conventional explanations for the Union’s victory. But a great deal of weather occurred in four years and Civil War scholars have established many other arguments you would need to counter, making such an argument impossible to establish in the length of even a long research paper. But narrowing the claim—to a specific battle or from a single viewpoint—could make such an argument tenable. Often in student history papers, the thesis incorporates the main primary source into the argument. For example, “As his journal and published correspondence between 1861 and 1864 reveal, Colonel Mustard believed that a few timely shifts in Tennessee’s weather could have altered the outcome of the war.”
  • Is specific without being insignificant : Along with avoiding the obvious, stay away from the arcane. “Between 1861 and 1864, January proved to be the worst month for weather in Central Tennessee.” Though this statement about the past is debatable and possible to support with evidence about horrible weather in January and milder-by-comparison weather in other months, it lacks import because it’s not connected to knowledge that concerns historians. Thesis statements should either explicitly or implicitly speak to current historical knowledge—which they can do by refining, reinforcing, nuancing, or expanding what (an)other scholar(s) wrote about a critical event or person.
  • P rovide s a “roadmap” to readers : Rather than just state your main argument, considering outlining the key aspects of it, each of which will form a main section of the body of the paper. When you echo these points in transitions between sections, readers will realize they’ve completed one aspect of your argument and are beginning a new part of it. To demonstrate this practice by continuing the fictional Colonel Mustard example above: “As his journal and published correspondence between 1861 and 1864 reveals, Colonel Mustard believed that Tennessee’s weather was critical to the outcome of the Civil War. He linked both winter storms and spring floods in Tennessee to the outcome of key battles and highlighted the weather’s role in tardy supply transport in the critical year of 1863.” Such a thesis cues the reader that evidence and explanations about 1) winter storms; 2) spring floods; and 3) weather-slowed supply transport that will form the main elements of the essay.

Thesis Statement Practice

More Thesis Statement Practice

The Body of the Paper

What makes a good paragraph.

While an engaging introduction and solid conclusion are important, the key to drafting a good essay is to write good paragraphs. That probably seems obvious, but too many students treat paragraphs as just a collection of a few sentences without considering the logic and rules that make a good paragraph. In essence, in a research paper such as the type required in a history course, for each paragraph you should follow the same rules as the paper itself. That is, a good paragraph has a topic sentence, evidence that builds to make a point, and a conclusion that ties the point to the larger argument of the paper. On one hand, given that it has so much work to do, paragraphs are three sentences , at a minimum . On the other hand, because paragraphs should be focused to making a single point, they are seldom more than six to seven sentences . Though rules about number of sentences are not hard and fast, keeping the guidelines in mind can help you construct tightly focused paragraphs in which your evidence is fully explained.

Topic sentences

The first sentence of every paragraph in a research paper (or very occasionally the second) should state a claim that you will defend in the paragraph . Every sentence in the paragraph should contribute to that topic. If you read back over your paragraph and find that you have included several different ideas, the paragraph lacks focus. Go back, figure out the job that this paragraph needs to do—showing why an individual is important, establishing that many accept an argument that you plan on countering, explaining why a particular primary source can help answer your research question, etc. Then rework your topic sentence until it correctly frames the point you need to make. Next, cut out (and likely move) the sentences that don’t contribute to that outcome. The sentences you removed may well help you construct the next paragraph, as they could be important ideas, just not ones that fit with the topic of the current paragraph. Every sentence needs to be located in a paragraph with a topic sentence that alerts the reader about what’s to come.

Transitions/Bridges/Conclusion sentences in paragraphs

All good writers help their readers by including transition sentences or phrases in their paragraphs, often either at the paragraph’s end or as an initial phrase in the topic sentence. A transition sentence can either connect two sections of the paper or provide a bridge from one paragraph to the next. These sentences clarify how the evidence discussed in the paragraph ties into the thesis of the paper and help readers follow the argument. Such a sentence is characterized by a clause that summarizes the info above, and points toward the agenda of the next paragraph. For example, if the current section of your paper focused on the negative aspects of your subject’s early career, but your thesis maintains he was a late-developing military genius, a transition between part one (on the negative early career) and part two (discussing your first piece of evidence revealing genius) might note that “These initial disastrous strategies were not a good predictor of General Smith’s mature years, however, as his 1841 experience reveals.” Such a sentence underscores for the reader what has just been argued (General Smith had a rough start) and sets up what’s to come (1841 was a critical turning point).

Explaining Evidence

Just as transitional sentences re-state points already made for clarity’s sake, “stitching” phrases or sentences that set-up and/or follow quotations from sources provide a certain amount of repetition. Re-stating significant points of analysis using different terms is one way you explain your evidence. Another way is by never allowing a quote from a source to stand on its own, as though its meaning was self-evident. It isn’t and indeed, what you, the writer, believes to be obvious seldom is. When in doubt, explain more.

For more about when to use a quotation and how to set it up see “How to quote” in the next section on Notes and Quotation.”

Conclusio ns

There exists one basic rule for conclusions: Summarize the paper you have written . Do not introduce new ideas, launch briefly into a second essay based on a different thesis, or claim a larger implication based on research not yet completed. This final paragraph is NOT a chance to comment on “what history tells us” or other lessons for humankind. Your conclusion should rest, more or less, on your thesis, albeit using different language from the introduction and evolved, or enriched, by examples discussed throughout the paper. Keep your conclusion relevant and short, and you’ll be fine.

For a checklist of things you need before you write or a rubric to evaluate your writing click here

How History is Made: A Student’s Guide to Reading, Writing, and Thinking in the Discipline Copyright © 2022 by Stephanie Cole; Kimberly Breuer; Scott W. Palmer; and Brandon Blakeslee is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Tips from my first year - essay writing

This is the third of a three part series giving advice on the essay writing process, focusing in this case on essay writing.

Daniel is a first year BA History and Politics student at Magdalen College . He is a disabled student and the first in his immediate family to go to university. Daniel is also a Trustee of Potential Plus UK , a Founding Ambassador and Expert Panel Member for Zero Gravity , and a History Faculty Ambassador. Before coming to university, Daniel studied at a non-selective state school, and was a participant on the UNIQ , Sutton Trust , and Social Mobility Foundation APP Reach programmes, as well as being part of the inaugural Opportunity Oxford cohort. Daniel is passionate about outreach and social mobility and ensuring all students have the best opportunity to succeed.

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History and its related disciplines mainly rely on essay writing with most term-time work centring on this, so it’s a good idea to be prepared. The blessing of the Oxford system though is you get plenty of opportunity to practice, and your tutors usually provide lots of feedback (both through comments on essays and in tutorials) to help you improve. Here are my tips from my first year as an Oxford Undergraduate:

  • Plan for success – a good plan really sets your essay in a positive direction, so try to collect your thoughts if you can. I find a great way to start my planning process is to go outside for a walk as it helps to clear my head of the detail, it allows me to focus on the key themes, and it allows me to explore ideas without having to commit anything to paper. Do keep in mind your question throughout the reading and notetaking process, though equally look to the wider themes covered so that when you get to planning you are in the right frame of mind.
  • Use what works for you – if you try to use a method you aren’t happy with, it won’t work. That doesn’t mean you shouldn’t experiment; to the contrary I highly encourage it as it can be good to change up methods and see what really helps you deliver a strong essay. However, don’t feel pressured into using one set method, as long as it is time-efficient and it gets you ready for the next stage of the essay process it is fine!
  • Focus on the general ideas – summarise in a sentence what each author argues, see what links there are between authors and subject areas, and possibly group your ideas into core themes or paragraph headers. Choose the single piece of evidence you believe supports each point best.
  • Make something revision-ready – try to make something which you can come back to in a few months’ time which makes sense and will really get your head back to when you were preparing for your essay.
  • Consider what is most important – no doubt if you spoke about everything covered on the reading list you would have far more words than the average essay word count (which is usually advised around 1,500-2,000 words - it does depend on your tutor.) You have a limited amount of time, focus, and words, so choose what stands out to you as the most important issues for discussion. Focus on the important issues well rather than covering several points in a less-focused manner.
  • Make it your voice – your tutors want to hear from you about what you think and what your argument is, not lots of quotes of what others have said. Therefore, when planning and writing consider what your opinion is and make sure to state it. Use authors to support your viewpoint, or to challenge it, but make sure you are doing the talking and driving the analysis. At the same time, avoid slang, and ensure the language you use is easy to digest.
  • Make sure you can understand it - don’t feel you have to use big fancy words you don’t understand unless they happen to be relevant subject-specific terminology, and don’t swallow the Thesaurus. If you use a technical term, make sure to provide a definition. You most probably won’t have time to go into it fully, but if it is an important concept hint at the wider historical debate. State where you stand and why briefly you believe what you are stating before focusing on your main points. You need to treat the reader as both an alien from another planet, and a very intelligent person at the same time – make sure your sentences make sense, but equally make sure to pitch it right. As you can possibly tell, it is a fine balancing act so my advice is to read through your essay and ask yourself ‘why’ about every statement or argument you make. If you haven’t answered why, you likely require a little more explanation. Simple writing doesn’t mean a boring or basic argument, it just means every point you make lands and has impact on the reader, supporting them every step of the way.
  • Keep introductions and conclusions short – there is no need for massive amounts of setting the scene in the introduction, or an exact repeat of every single thing you have said in the essay appearing in the conclusion. Instead, in the first sentence of your introduction provide a direct answer to the question. If the question is suitable, it is perfectly fine to say yes, no, or it is a little more complicated. Whatever the answer is, it should be simple enough to fit in one reasonable length sentence. The next three sentences should state what each of your three main body paragraphs are going to argue, and then dive straight into it. With your conclusion, pick up what you said about the key points. Suggest how they possibly link, maybe do some comparison between factors and see if you can leave us with a lasting thought which links to the question in your final sentence.
  • Say what you are going to say, say it, say it again – this is a general essay structure; an introduction which clearly states your argument; a main body which explains why you believe that argument; and a conclusion which summarises the key points to be drawn from your essay. Keep your messaging clear as it is so important the reader can grasp everything you are trying to say to have maximum impact. This applies in paragraphs as well – each paragraph should in one sentence outline what is to be said, it should then be said, and in the final sentence summarise what you have just argued. Somebody should be able to quickly glance over your essay using the first and last sentences and be able to put together the core points.
  • Make sure your main body paragraphs are focused – if you have come across PEE (Point, Evidence, Explain – in my case the acronym I could not avoid at secondary school!) before, then nothing has changed. Make your point in around a sentence, clearly stating your argument. Then use the best single piece of evidence available to support your point, trying to keep that to a sentence or two if you can. The vast majority of your words should be explaining why this is important, and how it supports your argument, or how it links to something else. You don’t need to ‘stack’ examples where you provide multiple instances of the same thing – if you have used one piece of evidence that is enough, you can move on and make a new point. Try to keep everything as short as possible while communicating your core messages, directly responding to the question. You also don’t need to cover every article or book you read, rather pick out the most convincing examples.
  • It works, it doesn’t work, it is a little more complicated – this is a structure I developed for writing main body paragraphs, though it is worth noting it may not work for every question. It works; start your paragraph with a piece of evidence that supports your argument fully. It doesn’t work; see if there is an example which seems to contradict your argument, but suggest why you still believe your argument is correct. Then, and only if you can, see if there is an example which possibly doesn’t quite work fully with your argument, and suggest why possibly your argument cannot wholly explain this point or why your argument is incomplete but still has the most explanatory power. See each paragraph as a mini-debate, and ensure different viewpoints have an opportunity to be heard.
  • Take your opponents at their best – essays are a form of rational dialogue, interacting with writing on this topic from the past, so if you are going to ‘win’ (or more likely just make a convincing argument as you don’t need to demolish all opposition in sight) then you need to treat your opponents fairly by choosing challenging examples, and by fairly characterising their arguments. It should not be a slinging match of personal insults or using incredibly weak examples, as this will undermine your argument. While I have never attacked historians personally (though you may find in a few readings they do attack each other!), I have sometimes chosen the easier arguments to try to tackle, and it is definitely better to try to include some arguments which are themselves convincing and contradictory to your view.
  • Don’t stress about referencing – yes referencing is important, but it shouldn’t take too long. Unless your tutor specifies a method, choose a method which you find simple to use as well as being an efficient method. For example, when referencing books I usually only include the author, book title, and year of publication – the test I always use for referencing is to ask myself if I have enough information to buy the book from a retailer. While this wouldn’t suffice if you were writing for a journal, you aren’t writing for a journal so focus on your argument instead and ensure you are really developing your writing skills.
  • Don’t be afraid of the first person – in my Sixth Form I was told not to use ‘I’ as it weakened my argument, however that isn’t the advice I have received at Oxford; in fact I have been encouraged to use it as it forces me to take a side. So if you struggle with making your argument clear, use phrases like ‘I believe’ and ‘I argue’.

I hope this will help as a toolkit to get you started, but my last piece of advice is don’t worry! As you get so much practice at Oxford you get plenty of opportunity to perfect your essay writing skills, so don’t think you need to be amazing at everything straight away. Take your first term to try new methods out and see what works for you – don’t put too much pressure on yourself. Good luck!

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Writing History: An Introductory Guide to How History Is Produced

What is history.

Most people believe that history is a "collection of facts about the past." This is reinforced through the use of textbooks used in teaching history. They are written as though they are collections of information. In fact, history is NOT a "collection of facts about the past." History consists of making arguments about what happened in the past on the basis of what people recorded (in written documents, cultural artifacts, or oral traditions) at the time. Historians often disagree over what "the facts" are as well as over how they should be interpreted. The problem is complicated for major events that produce "winners" and "losers," since we are more likely to have sources written by the "winners," designed to show why they were heroic in their victories.

History in Your Textbook

Many textbooks acknowledge this in lots of places. For example, in one book, the authors write, "The stories of the conquests of Mexico and Peru are epic tales told by the victors. Glorified by the chronicles of their companions, the conquistadors, or conquerors, especially Hernán Cortés (1485-1547), emerged as heroes larger than life." The authors then continue to describe Cortés ’s actions that ultimately led to the capture of Cuauhtómoc, who ruled the Mexicas after Moctezuma died. From the authors’ perspective, there is no question that Moctezuma died when he was hit by a rock thrown by one of his own subjects. When you read accounts of the incident, however, the situation was so unstable, that it is not clear how Moctezuma died. Note: there is little analysis in this passage. The authors are simply telling the story based upon Spanish versions of what happened. There is no interpretation. There is no explanation of why the Mexicas lost.   Many individuals believe that history is about telling stories, but most historians also want answers to questions like why did the Mexicas lose?

What Are Primary Sources?

To answer these questions, historians turn to primary sources, sources that were written at the time of the event, in this case written from 1519-1521 in Mexico. These would be firsthand accounts. Unfortunately, in the case of the conquest of Mexico, there is only one genuine primary source written from 1519-1521. This primary source consists of the letters Cortés wrote and sent to Spain. Other sources are conventionally used as primary sources, although they were written long after the conquest. One example consists of the account written by Cortés ’s companion, Bernal Díaz del Castillo. Other accounts consist of Mexica and other Nahua stories and traditions about the conquest of Mexico from their point of view.

Making Arguments in the Textbook

Historians then use these sources to make arguments, which could possibly be refuted by different interpretations of the same evidence or the discovery of new sources.  For example, the Bentley and Ziegler textbook make several arguments on page 597 about why the Spaniards won:

"Steel swords, muskets, cannons, and horses offered Cortés and his men some advantage over the forces they met and help to account for the Spanish conquest of the Aztec empire".

"Quite apart from military technology, Cortés' expedition benefited from divisions among the indigenous peoples of Mexico."

"With the aid of Doña Marina, the conquistadors forged alliances with peoples who resented domination by the Mexicas, the leaders of the Aztec empire...."

Ideally, under each of these "thesis statements," that is, each of these arguments about why the Mexicas were defeated, the authors will give some examples of information that backs up their "thesis." To write effective history and history essays, in fact to write successfully in any area, you should begin your essay with the "thesis" or argument you want to prove with concrete examples that support your thesis.  Since the Bentley and Ziegler book does not provide any evidence to back up their main arguments, you can easily use the material available here to provide evidence to support your claim that any one of the above arguments is better than the others.  You could also use the evidence to introduce other possibilities:  Mocteuzuma's poor leadership, Cortés' craftiness, or disease.

Become a Critical Reader

To become a critical reader, to empower yourself to "own your own history," you should think carefully about whether the evidence the authors provide does in fact support their theses.  Since the Bentley and Ziegler book provides only conclusions and not much evidence to back up their main points, you may want to explore your class notes on the topic and then examine the primary sources included on the Conquest of Mexico on this web site.

Your Assignment for Writing History with Primary Sources

There are several ways to make this a successful assignment. First, you might take any of the theses presented in the book and use information from primary sources to disprove it—the "trash the book" approach. Or, if your professor has said something in class that you are not sure about, find material to disprove it—the "trash the prof" approach (and, yes, it is really okay if you have the evidence ). Another approach is to include new information that the authors ignored . For example, the authors say nothing about omens. If one analyzes omens in the conquest, will it change the theses or interpretations presented in the textbook? Or, can one really present a Spanish or Mexica perspective?  Another approach is to make your own thesis, i.e., one of the biggest reasons for the conquest was that Moctezuma fundamentally misunderstood Cortés.

When Sources Disagree

If you do work with the Mexican materials, you will encounter the harsh reality of historical research: the sources do not always agree on what happened in a given event. It is up to you, then, to decide who to believe. Most historians would probably believe Cortés’ letters were the most likely to be accurate, but is this statement justified? Cortés was in the heat of battle and while it looked like he might win easy victory in 1519, he did not complete his mission until 1521.  The Cuban Governor, Diego Velázquez wanted his men to capture Cortés and bring him back to Cuba on charges of insubordination.  Was he painting an unusually rosy picture of his situation so that the Spanish King would continue to support him? It is up to you to decide. Have the courage to own your own history! Díaz Del Castillo wrote his account later in his life, when the Spaniards were being attacked for the harsh policies they implemented in Mexico after the conquest.  He also was upset that Cortés' personal secretary published a book that made it appear that only Cortés was responsible for the conquest. There is no question that the idea of the heroic nature of the Spanish actions is clearest in his account. But does this mean he was wrong about what he said happened and why? It is up to you to decide. The Mexica accounts are the most complex since they were originally oral histories told in Nahuatl that were then written down in a newly rendered alphabetic Nahuatl. They include additional Mexica illustrations of their version of what happened, for painting was a traditional way in which the Mexicas wrote history. Think about what the pictures tell us. In fact, a good paper might support a thesis that uses a picture as evidence. Again, how reliable is this material? It is up to you to decide.

One way to think about the primary sources is to ask the questions: (1) when was the source written, (2) who is the intended audience of the source, (3) what are the similarities between the accounts, (4) what are the differences between the accounts, (5) what pieces of information in the accounts will support your thesis, and (6) what information in the sources are totally irrelevant to the thesis or argument you want to make.

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Essay Writing

Student Guides

how do you write an history essay

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History is not just about writing lots of essays! It is also about discussion, debate and evidence. However, there will be, as with many other subjects at A-Level, some essays to write - but it is not as tough as it looks. Essay writing is a skill that you will get better at over time, but you might find the guide below useful to help you along.

How to Write a History Essay

  • Are you new to the 6th form?
  • Are you already in the 6th form but worried about your essay writing skills?
  • Are you moving on to study history at university?

Then this could be just what you need! This guide will not help you to get outstanding grades - that is up to you, but it will prepare you with the skills that you need to produce that masterpiece!

Key Features: The Must Haves

A-Level/Undergraduate essays should contain the following features; although it depends on the type of essay you are writing as to how far you go; for example, a personal study or dissertation will require a great deal of historiography and referencing, whereas class essays may require less. If you are unsure as to how much your teacher will expect, it is best to ask! 

A well considered argument - This is VERY important to get right. It means that you will need to make sure that you clearly state your line of argument and do it convincingly. At the same time, you will also need to give full coverage to other factors/opinions/arguments that are at play - even if it is to rubbish them!

Reference to the question

An introduction

A middle -  the substantive part of the essay, where you present the evidence and arguments

A conclusion

Footnotes and bibliography

Before You Start...

The key to success in any history essay is preparation. This not only includes focussed and wide reading around the topic, but also your preparation of your thoughts and arguments. Richard Harris, experienced history teacher and now lecturer in education at Southampton University provides a very good starting point for essay writing. His plan is designed to get you thinking and planning your structure before you write. You can find a copy of this planning sheet at the end of the guide. 

1) Considered Argument

The key to providing a considered argument is to read widely! What is the historiography (views of different historians) surrounding the topic? What evidence is there to support different lines of argument? Your job is firstly to present these lines of argument.

Secondly, you should critically evaluate these views and evidence as you explain them. Is there evidence to counteract? By providing a considered argument - what we don't mean is that you sit on the fence! Every essay MUST have an argument, but by considered, we simply mean that you should be prepared to consider other arguments/factors, other than your own view, even if it is to critically evaluate them and dismiss their importance! But you must be convincing and be prepared to examine them fully.

At A level, the mark-schemes tend to be stepped into 5 different levels; you cannot progress beyond level 2/3 if you do not provide a well considered argument! The examiner wants to see what your opinion is, but they also want to know that you have not just "plucked" this opinion from nowhere - they want to see that you have considered the topic fully, taken account of all of the views and arguments before making your judgement. Therefore, you should stick to your line of argument throughout, but you should clearly evaluate other points of view, showing your reader how and why they are less valuable arguments than your own. 

2) Reference to the question

Where possible you should show how the evidence you are presenting links back to the question. You should refer back to the question wherever a link or piece of evidence provides some clues to help formulate an answer. This should help you to avoid going off track. Always think as you are writing "does this paragraph help to present the evidence to support my line of argument or help me to answer the question?" 

3) The Introduction

The introduction should set the scene. It should be short and snappy, no more than a few lines, but they are very important as you need to hook your reader in. There should be some very brief background detail to the question. You should also include some brief historiography - what is the main debate among historians about this issue? Who is saying what? You should also at this point wish to state what YOUR argument is going to be.

You should then refer back to the question by stating how you are going to measure/argue your case; a good way to do this is by referring back to the question itself. It should help you to get the question straight in your own mind too and give you some direction. For example, if you have a question asking you how significant an event was, you need to explain what is meant by significance and how you will measure this.

E.g. 'How significant was the Reichstag Fire in the Nazi revolution?'

When this question is analysed, bit by bit it helps us to explain to our reader what the essay intends to cover. 

4) The Middle

This is the substantive part of the essay. This is the bit where you have to present the evidence and arguments. It should predominantly contain your analysis/argument but you must also look at the counter-arguments and the views of historians.

  • Present evidence in a balanced way: You should present your argument/response to the question clearly and effectively, using the views of historians and other evidence to back up the points you make. On the other side, you should also consider the arguments against your own and critically evaluate them in order to show why they are less important/plausible than your own.
  • Present your evidence in a logical order : Try to avoid jumping around. Make a plan before you write that organizes your evidence logically. This could either be in themes or in chronological order.
  • Include analysis: You must make sure that you don't just fall into the trap of presenting evidence without analysis. This reads more like a list! When presenting a piece of evidence or the view of a historian, don't forget to critically analyse. Is the evidence reliable? Is the view of the historian reliable or are they writing from a specific viewpoint? Are there different interpretations? What do you think? Is it a valid point?
  • Refer often to the title: Don't forget to link your points back to the question where possible. It will help your essay and your reader stay focused on the answer to the question!

How to Structure Paragraphs:

It is important to structure your points within the scaffolding of the paragraph well. A good way to do this is to PEE all over your paragraphs!!!

Of course, don't take this literally and ruin your essay - what we mean is to use the PEE formula:

E - Example

E - Explanation.

This is a good habit to get into and a good way to provide structure. Simply make your point, give an example or piece of evidence to back it up, then explain it. What is the context? How or why is it significant/insignificant? How does it fit into the topic? How does it help to answer the question? 

Test yourself:

See if you can spot the PEE on this paragraph which forms part of an answer to the question "Was Edward IV a new monarch?"

"Edward's power did not increase at the expense of the nobility; a key criteria for new monarch status. Edward continued the tradition of letting powerful magnates rule the peripheral regions of the country, such as the North and Wales. This resulted in the creation of a number of large power bases including the Herberts in Wales, Gloucester in the North, the Percys in the eastern marshes and the Woodvilles in London. This was largely due to the small number of noble creations in his reign - he only made nine promotions to high nobility. On the one hand this shows that he was in form control as he had sufficient power and stability without having to make lots of noble creations to gain support, yet on the other hand he was creating a volatile situation as rivalries built up between powerful factions and Edward was cresting a potentially explosive situation which only he could control." 

5) Conclusion

This is the end of the essay. This is the bit where you are expected to answer the question! Here you should sum up in a couple of sentences what your argument is, and why it is the most plausible explanation, being careful to remind the reader of supportive evidence. Finally, you should put the essay in context. Explain the wider context to the question. It might be that there are longer-term or under the surface issues that need further exploration, or it may be that there is a bigger picture in play. By putting your answer in context, we don't mean just adding some extra facts about the period at the end - your setting in context should display your broader understanding of the period. A good example of this is when a student was writing about the Golden Age of Spain:

"In conclusion, the extent to whether this period can be deemed as a "Golden Age" ultimately rests on the context of the time. Although it is true to say that Spain was making advances in several areas, in terms of power, unity, wealth, economy, culture, empire and discovery. The extent of religious and racial persecution however, could be deemed as less golden in terms of morality, even if both policies were successful in terms of strengthening Spain's power base. In the wider context of the time, Spain's achievements seem less golden than they may at first appear. We have to remember that this period saw the Renaissance. The Renaissance affected practically every area of life at the time, and was a new dawn of discovery and thinking -  Leonardo Da Vinci, William Harvey, Martin Luther, Copernicus and Galileo were but a few of the characters that shaped the time;  therefore, if Spain had a golden age, so too did many other countries." 

  • Re-state your argument using the key words from the title
  • Be confident in your argument
  • Hint at a broader context
  • What other issues would you explore, given more time? 

6) Footnotes and Bibliography

At A-Level and undergraduate level, you will be expected to footnote your essays. Because you are not expected to do this at GCSE, this may be a new skill for you, but it is very easy! 

What are footnotes?

When you quote evidence or the views of a historian from a book or periodical, you are expected to let your reader know where you got this evidence from, so that if they wished (very few would) they could go and check your evidence. You can do this by including citations or footnotes.       

How to Footnote

The process of footnoting is slightly different on different computer programs and may differ again if you are using a MAC, but the process is the same, even if you are handwriting.

Footnotes should be numbered and should either appear at the bottom of the page on which they are cited or in a list at the end of the essay. They should include the following information:

1.) Author's name (surname first)

2.) Date and place of publication (found on the first page of the book usually)

3.) Title of book (in italics)

4.) Page reference. 

How to footnote on the computer

If you have Microsoft Office, the simplest way to insert a footnote is by going to the references section on the tool-bar and then following the instructions above. If you are using an earlier version of Office, you should click on insert and then select footnote from the list.

Below is an example to illustrate what a footnote should look like:

"Leo, the holy pope in Rome, passed away; and in this year there was a great pestilence among cattle than man could remember for many years..." [1]   

Footnote extras

  • If the book is a collection of articles or a reproduction of primary source material, it will not have an author, but an editor instead. If the main name on the book is an editor, you need to write the letters (ed.) next to the name.
  • If your next footnote in the sequence is from the same book, but a different page, you do not need to write out all of the information again, you can simply write the word "Ibid" which means same source and then cite the page number. However, you should only do this once in any given sequence. If you have 3 quotes in a row from the same book, the third time, you should write out the information again. 

What is a bibliography?

A bibliography is the list of books that you have used to help you write your essay. This may include books that you have quoted from or used as part of your reading.

You should always include a bibliography at the end of your essay which lists the books that you have used. You can use the same format as you would for footnotes. Below is a sample to show you how it should look.

1.) Campbell, J (ed) Cambridge 1982 - The Anglo-Saxons

2.) Swanton, M (ed) J.M Dent 1997 - The Anglo-Saxon Chronicle                                                  

The Harvard Footnote System

Another option to make sure you have referenced correctly is to use the simpler Harvard system. This may be a preferred method for the writing of normal class essays, although for a personal study, the use of traditional footnoting is still recommended. Harvard referencing uses the author and the date of the work in the main body of the text, and then has a reference list at the end of the essay which contains the references cited in alphabetical order by author. The reference list contains the full details of the book or journal cited. Because you only refer to a shortened form of works in the main essay (author, date) your essay doesn't get filled with too much reference material. The use of the author/date shorthand does make it easy to locate works in the reference list.

An example from the main body of a text:

Within the last ten years, teachers who have attended INSET courses have reported that the courses have helped to increase their competence and confidence in using IT (see, for example, Higham and Morris, 1993; ESRC 1990), yet despite the fact that the passing years have presented opportunities for more teachers to increase their skills in IT, weaknesses identified by McCoy (1992) seem to be still evident (Gillmon, 1998; Goldstein 1997). This suggests that we need to look for explanations other than attendance at INSET courses for the reasons for the apparently poor state of teachers' competence and confidence in IT.

In this text the author is citing entire works by other researchers to support her argument. Notice the use of brackets and the author/s and dates of all works.

Another example from the main body of a text:

One resource provided in the secondary speech genre is the "posited author" (Bakhtin, 1981, p. 312).

Here the quotation is a direct one so a page number has been added. Quotations of no more than two sentences can be incorporated into the main text and marked off with quotation marks, but if you quote a longer passage it must be placed in a separate paragraph and indented from the left and right margins of the main text.

_______________ 

[1] Swanton, Michael (ed), J.M Dent 1997, The Anglo-Saxon Chronicle, pg. 185

Attached files:

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  • How to write a synoptic essay
  • A-level 'how to' guides

How to Write a History Research Paper

  • How do I pick a topic?
  • But I can’t find any material…

Research Guide

Writing guide.

See also: How to Write a Good History Essay

1. How do I pick a topic?

Picking a topic is perhaps the most important step in writing a research paper. To do it well requires several steps of refinement. First you have to determine a general area in which you have an interest (if you aren’t interested, your readers won’t be either). You do not write a paper “about the Civil War,” however, for that is such a large and vague concept that the paper will be too shallow or you will be swamped with information. The next step is to narrow your topic. Are you interested in comparison? battles? social change? politics? causes? biography? Once you reach this stage try to formulate your research topic as a question. For example, suppose that you decide to write a paper on the use of the films of the 1930’s and what they can tell historians about the Great Depression. You might turn that into the following question: “What are the primary values expressed in films of the 1930’s?” Or you might ask a quite different question, “What is the standard of living portrayed in films of the 1930’s?” There are other questions, of course, which you could have asked, but these two clearly illustrate how different two papers on the same general subject might be. By asking yourself a question as a means of starting research on a topic you will help yourself find the answers. You also open the door to loading the evidence one way or another. It will help you decide what kinds of evidence might be pertinent to your question, and it can also twist perceptions of a topic. For example, if you ask a question about economics as motivation, you are not likely to learn much about ideals, and vice versa.

2. But I can’t find any material…

No one should pick a topic without trying to figure out how one could discover pertinent information, nor should anyone settle on a topic before getting some background information about the general area. These two checks should make sure your paper is in the realm of the possible. The trick of good research is detective work and imaginative thinking on how one can find information. First try to figure out what kinds of things you should know about a topic to answer your research question. Are there statistics? Do you need personal letters? What background information should be included? Then if you do not know how to find that particular kind of information, ASK . A reference librarian or professor is much more likely to be able to steer you to the right sources if you can ask a specific question such as “Where can I find statistics on the number of interracial marriages?” than if you say “What can you find on racial attitudes?”

Use the footnotes and bibliographies of general background books as well as reference aids to lead you to special studies. If Carleton does not have the books or sources you need, try ordering through the library minitex. Many sources are also available on-line.

As your research paper takes shape you will find that you need background on people, places, events, etc. Do not just rely on some general survey for all of your background. Check the several good dictionaries of biography for background on people, or see if there is a standard book-length biography. If you are dealing with a legal matter check into the background of the judges who make the court decision and the circumstances surrounding the original incident or law. Try looking for public opinions in newspapers of the time. In other words, each bit of information you find should open the possibility of other research paths.

Learn to use several research techniques. You cannot count on a good research paper coming from browsing on one shelf at the library. A really pertinent book may be hidden in another section of the library due to classification quirks. The Readers’ Guide (Ref. A13 .R4) is not the only source for magazine articles, nor the card catalog for books. There are whole books which are listings of other books on particular topics. There are specialized indexes of magazine articles. Modern History Journals are indexed in the Social Studies and Humanities Index (Ref. A13 .R282) before 1976 After 1976 use the Social Sciences Index (REF A13 .S62) and the Humanities Index (Ref. A13 .H85). See also Historical Abstracts (Ref. D1 .H5). Reference Librarians would love to help you learn to use these research tools. It pays to browse in the reference room at the library and poke into the guides which are on the shelves. It also pays to browse the Internet.

3. Help! How do I put this together?

A. preliminary research:.

If you do not already have a general background on your topic, get the most recent good general source on the topic and read it for general orientation. On the basis of that reading formulate as clearly focused question as you can. You should generally discuss with your professor at that point whether your question is a feasible one.

B. Building a Basic Bibliography:

Use the bibliography/notes in your first general source, MUSE, and especially Historical Abstracts on cd-rom in the Library Reading Room (the computer farthest to the left in the front row as you walk past the Reference Desk — or ask there). If there is a specialized bibliography on your topic, you will certainly want to consult that as well, but these are often a bit dated.

C. Building a Full Bibliography:

Read the recent articles or chapters that seem to focus on your topic best. This will allow you to focus your research question quite a bit. Use the sources cited and/or discussed in this reading to build a full bibliography. Use such tools as Historical Abstracts (or, depending on your topic, the abstracts from a different field) and a large, convenient computer-based national library catalog (e.g. the University of California system from the “Libs” command in your VAX account or the smaller University of Minnesota library through MUSE) to check out your sources fully. For specific article searches “Uncover” (press returns for the “open access”) or possibly (less likely for history) “First Search” through “Connect to Other Resources” in MUSE can also be useful.

D. Major Research:

Now do the bulk of your research. But do not overdo it. Do not fall into the trap of reading and reading to avoid getting started on the writing. After you have the bulk of information you might need, start writing. You can fill in the smaller gaps of your research more effectively later.

A. Outline:

Write a preliminary thesis statement, expressing what you believe your major argument(s) will be. Sketch out a broad outline that indicates the structure — main points and subpoints or your argument as it seems at this time. Do not get too detailed at this point.

B. The First Draft:

On the basis of this thesis statement and outline, start writing, even pieces, as soon as you have enough information to start. Do not wait until you have filled all the research gaps. Keep on writing. If you run into smaller research questions just mark the text with a searchable symbol. It is important that you try to get to the end point of this writing as soon as possible, even if you leave pieces still in outline form at first and then fill the gaps after you get to the end.

Critical advice for larger papers: It is often more effective not to start at the point where the beginning of your paper will be. Especially the introductory paragraph is often best left until later, when you feel ready and inspired.

C. The Second Draft:

The “second draft” is a fully re-thought and rewritten version of your paper. It is at the heart of the writing process.

First, lay your first draft aside for a day or so to gain distance from it. After that break, read it over with a critical eye as you would somebody else’s paper (well, almost!). You will probably find that your first draft is still quite descriptive, rather than argumentative. It is likely to wander; your perspective and usually even the thesis seemed to change/develop as you wrote. Don’t despair. That is perfectly normal even for experienced writers (even after 40 years and a good deal of published work!). You will be frustrated. But keep questioning your paper along the following lines: What precisely are my key questions? What parts of my evidence here are really pertinent to those questions (that is, does it help me answer them)? How or in what order can I structure my paper most effectively to answer those questions most clearly and efficiently for my reader?

At this point you must outline your paper freshly. Mark up your first draft, ask tough questions whether your argument is clear and whether the order in which you present your points is effective! You must write conceptually a new paper at this point, even if you can use paragraphs and especially quotes, factual data in the new draft.

It is critical that in your new draft your paragraphs start with topic sentences that identify the argument you will be making in the particular paragraph (sometimes this can be strings of two or three paragraphs). The individual steps in your argument must be clearly reflected in the topic sentences of your paragraphs (or a couple of them linked).

D. The Third or Final Draft:

You are now ready to check for basic rules of good writing. This is when you need to check the diction, that is, the accuracy and suitability of words. Eliminate unnecessary passive or awkward noun constructions (active-voice, verbal constructions are usually more effective); improve the flow of your transitions; avoid repetitions or split infinitives; correct apostrophes in possessives and such. Make the style clear and smooth. Check that the start of your paper is interesting for the reader. Last but not least, cut out unnecessary verbiage and wordiness. Spell-check and proof-read.

– Diethelm Prowe, 1998

how do you write an history essay

How to write body paragraphs for history essays

University student writing an essay for history class

Every History essay needs a series of paragraphs that provide a detailed explanation of the argument that appeared in your hypothesis .

For most History essays, three body paragraphs are enough.

What is a ‘body paragraph’?

A body paragraph presents one aspect of your hypothesis ’ argument, which is then explained and supported by evidence from historical sources .

By the time your marker has finished reading each body paragraph, they should understand the point you were attempting to prove and how it relates to the argument presented in your essay’s hypothesis.

Body paragraph structure

Body paragraphs are highly structured pieces of writing and each sentence of them has a specific purpose.

You should never write sentences to simply ‘fill space’ because your marker will quickly realise that you’re not following the correct structure.

A well-written body paragraph has the following six-part structure (summarised by the acronym TEEASC).

T – Topic Sentence

E – Explanation Sentences

E – Evidence from sources

A – Analysis of sources

S – Synthesis sentence

C – Concluding sentence

Each element of this structure is explained further, with examples, below:

1. Topic Sentence

Your very first sentence should clearly state what point from your hypothesis you are going to be arguing in this paragraph.

The more specific you are about your point, the better your topic sentence will be.

Not only does your topic sentence state your argument, it should also provide a specific reason for why your argument is true.

This reason will be proven during your body paragraph based upon the evidence you’re going to quote from your sources .

Your reason is usually preceded by words such as "because", "due to", or "as a result of". 

Example Topic Sentence:

Middle Ages (Year 8 Level)

Castles fell into disuse because the development of gunpowder artillery made medieval stone walls ineffective.

WWI (Year 9 Level)

The huge loss of life as a result of the Battle of Bullecourt confirmed the negative opinions that the Australian soldiers experienced during the First World War.

Civil Rights (Year 10 Level)

The most significant cause of the 1967 Referendum was the exclusion of Indigenous Peoples from recognition on the Australian constitution because it denied them access to resources such as education, employment and housing.

Ancient Rome (Year 11/12 Level)  

Marius' consulship in 107 BC led to the new enlistment of the lower-class citizens of Rome as soldiers, something that had never been done before, which resulted in major Roman victories.

2. Explanation sentences

After you’ve stated the point you’re going to prove in your topic sentence, you need to explain your point and your reason in detail.

This will often require two or three sentences.

In your explanation sentences, you need to provide specific historical information so that your marker understands what you meant in your topic sentence.

To do this, include the names, dates, people, places and terminology from either your background research or your own historical knowledge .

Example Explanation Sentences:

Gunpowder appeared in Europe during the late 13 th century and the creation of canons during the 14 th and 15 th was common. By the dawn of the early modern period in the 15 th centuries, most feudal lords began to realise the tactical advantages that the new technology offered on the battlefield.

  WWI (Year 9 Level)

The battle, which occurred in two stages between April and May of 1917, saw the loss of over 10,000, along with over 1000 captured officers. Despite the significant casualties suffered by the Australians, they failed to achieve their strategic objective, which was to finally break through the Hindenburg Line. The grinding attrition, along with the strategic failure, seemed to confirm, for many soldiers, the pointlessness of the conflict.

Ever since the arrival of the First Fleet in 1788, the native inhabitants of Australia were not considered citizens under the British constitution. Even though there had been attempts to seek civil recognition since the Day of Mourning in 1938, the government refused to recognise them.

Throughout most of the Roman Republic, only Roman citizens who possessed land were able to join the exercitus romanus (Roman army); however, this law was abolished by Gaius Marius in 107 BC and led to what would be a major part in the consul’s victories throughout the second century BC.

3. Evidence from sources

After you’ve stated your argument in your topic sentence and explained it further in your explanation sentences, you then need to prove your argument by incorporating a number of good pieces of evidence (usually 2-3) from your historical sources.

You should show this evidence through the use of direct and indirect quotes . Remember that you are trying to prove the argument that you stated in your topic sentence, so only provide information that helps show this.

When using direct quotes , they should be incorporated into your own sentences and should not be an entire sentence by themselves.

A typical evidence sentence has the following structure:

[Source Creator's name] says that [direct/indirect quote], which shows that [explanation] (in-text reference).

For example:

Smith argues that "Romans were cruel soldiers", which shows that Roman legionaries had a reputation for excessive violence (1977, 186). 

Example Evidence Sentences

Norris points out that modern artillery could destroy castles from a distance, without ever having to fight with the soldiers defending it (Norris, 2007, 249). Given the fact that, according to a British historian, "[c]astles took years to build” and that canons could destroy them “in a matter of days", this meant that lords were no longer to spend money on their construction (Alchin, 2017, n.p.).  

This can be seen in a diary entry written after the battle by Australian corporal Arthur Thomas, who said that he only saw “mass destruction” as he passed his fellow soldiers as they “laid on the ground with excruciating wounds (Thomas, 1918, 58). This futile brutality is confirmed by an Australian doctor who stated that the overwhelming number of killed and maimed soldiers after Bullecourt “was perhaps the most harrowing scene of the war" (Gammage, 1974, 78). The overwhelmingly negative view of the late war years was somewhat downplayed by Bean, who was acting as the Australian government’s official historian. Rather than focus on the loss of life, he stated that "many of the Western Australians were hit" during the battle (Bean, 1918, 13).

The absence of First Nations recognition can be seen in section 127 of the Australian constitution, where it states that "in reckoning the numbers of people of the Commonwealth or of a State, or other part of the Commonwealth, [Indigenous Peoples] shall not be counted" (Andrews, 1962, 1). This clear statement shows how actively the government sought to distant itself from providing rights to the indigenous Australians. The significance of this is highlighted by Behrendt, a professor of law and Director of Research at the Jumbunna Indigenous House of Learning, who states that by including First Nations Peoples in modern day things such as the census would provide equal access to privileges such as education, employment and the economy (Behrendt, 2007, 12).  The overall impact of consecutive government decisions is corroborated by an indigenous civil rights activist who argues that it was done “intentionally to deny services to the First Nations people” (Smith, 2018, 43).

According to Boatwright, Gargola and Talbert, all classics professors specialising in Roman culture and history, after Marius was elected as consul in 107 BC by the populus romanus, he initiated the new recruitment of any Roman citizen into the Roman army and made the eagle the legion's principal standard (2004, 171). This comment is supported by Connolly, a British historian specialising in Roman warfare, who says that "he threw the legions open to any volunteer who could claim Roman citizenship” (2012, 213). Both sources clearly state that it was Marius who instigated the new recruitment of Roman soldiers. Therefore, Marius was able to achieve “numerous successes that were of incredible magnitude" (Plutarch, Gaius Marius , 8). Plutarch’s Gaius Marius not only details the major events of the Roman consul’s life but also provides a valuable insight and is representative of the upper-class Greek people of the second century AD. This comment from Plutarch is reinforced by Cambridge University scholar, and British historian, Scullard: Marius' victories were due to his military reforms (2011, 47).

4. Analysis of sources

When you are providing evidence from your sources to prove your topic sentence, you should give your marker a reason to trust the sources you’re quoting from.

Therefore, include some analysis and evaluation of each source. The easiest way to do this is to include information about each source’s author that would encourage your reader to respect their opinion.

This can include details about the author’s perspective , intended audience , or reliability . 

For example: 

Smith is a reliable source because he is a professor of Modern History at Oxford University.

Great essays combine their analysis of sources in the same sentences where they provided their quotes.

This saves space and shows a level of sophistication that markers like.

A structure for combining evidence and analysis in a single sentence:

For primary sources:

[Source creator’s name] who [time of creation, perspective, audience, etc.] said that [quote] which shows that [explanation] (in-text reference).

Cicero, who was present at the meeting, claims that Caesar was driven by personal glory, which indicates that he didn’t believe that the dictator couldn’t be trusted ( Ad Atticus , III.12).

For secondary sources:

[Source creator’s name] who [perspective, purpose, etc.] said that [quote] which shows that [explanation] (in-text reference).

For example:  

Oxford professor of Modern History, Smith, argues that "Romans were cruel soldiers", which shows that Roman legionaries had a reputation for excessive violence (1977, 186). 

5. Synthesis sentence

After you have provided quotes to support your argument in your evidence and analysis sentences, you need to remind your marker how your evidence works together to prove your topic sentence.

To do this, provide a quick summary in one sentence about how all of your quotes proves what you said in your topic sentence.

The easiest way to do this might be to point out how one source corroborates the evidence of another source. 

Example Synthesis sentences:

As Norris and Alcuin both point out, the previous advantages of the stone castles benefited defenders were neutralised with the technological development of artillery.

However, despite the official account, the graphic details of the soldiers and doctors demonstrate that the overwhelming negative opinions the Australians had developed since the outbreak of the war were all but confirmed by 1917.

The denial of these rights became the primary motivating factor in the lead up to the federal referendum, as indigenous people sought legal channels to gain citizenship rights.

The evidence from both ancient and modern sources, confirms that Gaius Marius was responsible for the reforming of the Roman army and from this achieved many victories.

6. Concluding sentence

The final sentence of your body paragraph simply restates what you have proven in your paragraph.

In most cases, it will reword and restate what your argument was in your topic sentence.

Because it is summarising what you’ve already stated, a concluding sentence often begins with the phrases ‘Therefore’, ‘As a result’, or ‘Consequently’.

Example Concluding Sentence:

As a result, the construction of castles was discontinued in the early modern period as a direct result of the increased use of gunpowder artillery in sieges.

The Battle of Bullecourt is only one of many flashpoints during 1917 and 1918 that shows that the experience of Australian soldiers changed with the course of the war. 

Civil Rights (Year 10 Level)  

Therefore, it is clear that the exclusion of Indigenous Peoples from Australian government recognition was the primary motivating factor for the 1967 referendum.

As is clear, Marius' consulship opened up new recruiting options for Roman generals, which increased the frequency of military successes on the battlefield.  

Putting it all together

Once you have written all six parts of the TEEASC structure, you should have a completed body paragraph.

In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what a body paragraph should look like.

Example body paragraphs:   

Castles fell into disuse because the development of gunpowder artillery made medieval stone walls ineffective. Gunpowder appeared in Europe during the late 13th century and the creation of canons during the 14th and 15th was common. By the dawn of the early modern period in the 15th centuries, most feudal lords began to realise the tactical advantages that the new technology offered on the battlefield. Norris points out that modern artillery could destroy castles from a distance, without ever having to fight with the soldiers defending it (Norris, 2007, 249). Given the fact that, according to a British historian, "[c]astles took years to build” and that canons could destroy them “in a matter of days", this meant that lords were no longer to spend money on their construction (Alchin, 2017, n.p.). As Norris and Alcuin both point out, the previous advantages of the stone castles benefited defenders were neutralised with the technological development of artillery. As a result, the construction of castles was discontinued in the early modern period as a direct result of the increased use of gunpowder artillery in sieges.

The huge loss of life as a result of the Battle of Bullecourt confirmed the negative opinions that the Australian soldiers experienced during the First World War. The battle, which occurred in two stages between April and May of 1917, saw the loss of over 10,000, along with over 1000 captured officers. Despite the significant casualties suffered by the Australians, they failed to achieve their strategic objective, which was to finally break through the Hindenburg Line. The grinding attrition, along with the strategic failure, seemed to confirm, for many soldiers, the pointlessness of the conflict. This can be seen in a diary entry written after the battle by Australian corporal Arthur Thomas, who said that he only saw “mass destruction” as he passed his fellow soldiers as they “laid on the ground with excruciating wounds (Thomas, 1918, 58). This futile brutality is confirmed by an Australian doctor who stated that the overwhelming number of killed and maimed soldiers after Bullecourt “was perhaps the most harrowing scene of the war" (Gammage, 1974, 78). The overwhelmingly negative view of the late war years was somewhat downplayed by Bean, who was acting as the Australian government’s official historian. Rather than focus on the loss of life, he stated that "many of the Western Australians were hit" during the battle (Bean, 1918, 13). However, despite the official account, the graphic details of the soldiers and doctors demonstrate that the overwhelming negative opinions the Australians had developed since the outbreak of the war were all but confirmed by 1917. The Battle of Bullecourt is only one of many flashpoints during 1917 and 1918 that shows that the experience of Australian soldiers changed with the course of the war.

The most significant cause of the 1967 Referendum was the exclusion of Indigenous Peoples from recognition on the Australian constitution because it denied them access to resources such as education, employment and housing. Ever since the arrival of the First Fleet in 1788, the native inhabitants of Australia were not considered citizens under the British constitution. Even though there had been attempts to seek civil recognition since the Day of Mourning in 1938, the government refused to recognise them. The absence of First Nations recognition can be seen in section 127 of the Australian constitution, where it states that "in reckoning the numbers of people of the Commonwealth or of a State, or other part of the Commonwealth, indigenous natives shall not be counted" (Andrews, 1962, 1). This clear statement shows how actively the government sought to distant itself from providing rights to the First Nations Peoples. The significance of this is highlighted by Behrendt, a professor of law and Director of Research at the Jumbunna Indigenous House of Learning, who states that by including Indigenous Peoples in modern day things such as the census would provide equal access to privileges such as education, employment and the economy (Behrendt, 2007, 12).  The overall impact of consecutive government decisions is corroborated by an indigenous civil rights activist who argues that it was done “intentionally to deny services to the Indigenous Peoples” (Smith, 2018, 43).  The denial of these rights became the primary motivating factor in the lead up to the federal referendum, as indigenous people sought legal channels to gain citizenship rights. Therefore, it is clear that the exclusion of indigenous peoples from Australian government recognition was the primary motivating factor for the 1967 referendum.

Marius' consulship in 107 BC led to the new enlistment of the lower-class citizens of Rome as soldiers, something that had never been done before, which resulted in major Roman victories. Throughout most of the Roman Republic, only Roman citizens who possessed land were able to join the exercitus romanus (Roman army); however, this law was abolished by Gaius Marius in 107 BC and led to what would be a major part in the consul’s victories throughout the second century BC. According to Boatwright, Gargola and Talbert, all classics professors specialising in Roman culture and history, after Marius was elected as consul in 107 BC by the populus romanus, he initiated the new recruitment of any Roman citizen into the Roman army and made the eagle the legion's principal standard (2004, 171). This comment is supported by Connolly, a British historian specialising in Roman warfare, who says that "he threw the legions open to any volunteer who could claim Roman citizenship” (2012, 213). Both sources clearly state that it was Marius who instigated the new recruitment of Roman soldiers. Therefore, Marius was able to achieve “numerous successes that were of incredible magnitude" (Plutarch, Gaius Marius, 8). Plutarch’s Gaius Marius not only details the major events of the Roman consul’s life but also provides a valuable insight and is representative of the upper-class Greek people of the second century AD. This comment from Plutarch is reinforced by Cambridge University scholar, and British historian, Scullard: Marius' victories were due to his military reforms (2011, 47). The evidence from both ancient and modern sources, confirms that Gaius Marius was responsible for the reforming of the Roman army and from this achieved many victories. As is clear, Marius' consulship opened up new recruiting options for Roman generals, which increased the frequency of military successes on the battlefield.

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A Level History Essay Structure – A Guide

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  • Post date December 1, 2022
  • No Comments on A Level History Essay Structure – A Guide

Getting an A Level History essay structure right is by no means an easy task. In this post we will look at how we can build a structure from which our essay can develop.

A level History Essay Structure - Simple

Here you can see the most simplified essay structure for tackling A level History essays. All students should be familiar with this structure. We have broken the essay down into an introduction and conclusion as well as 3 separate parts of content. Running through the entire essay at the side is our line of argument. Whilst this may seem fairly simple, many students still fail to adequately follow this structure, when writing essay answers under exam conditions.

The reasons this structure works well is that it enables you to cover 3 different factors of content. These can be aligned 2-1 or 1-2 on either side of the argument. Your essay is now balanced (covering both sides of the argument), whilst at the same time being decisive in terms of your line of argument and judgement. It is also consistent with the amount you can write in the exam time given for (20-25) mark essay questions.

Expanded A level History Essay Structure

how do you write an history essay

Let’s look at an expanded essay structure. Again, we have our introduction and conclusion as well as 3 separate parts of content. Now we can see that we have added whether or not each of our parts of content agrees or disagrees with the question premise. In order to have a balanced essay we can see on this example that; Content 1 agrees, Content 2 disagrees, and Content 3 can go either way. This overall A Level History essay structure ensures a balanced essay that also reaches judgement.

Furthermore, we have now broken down each individual part of Content/Factor. This can be seen as a mini essay in its own right. The Content/Factor is introduced and linked to the question as well as being concluded and linked to the question. Then we write 2 to 3 separate points within the body of the Content/Factor. We have 2 points that agree with the overall argument of this section of content. This strongly backs up our argument.

Then we can also potentially (this doesn’t have to be done always, but when done right creates a more nuanced analysis) add a third point that balances that particular section of content. However, it doesn’t detract from the overall argument of this factor/content. E.g. In the short term ‘point 3’ occurred but of much greater significance was ‘point 1’ and ‘point 2.’

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

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IMAGES

  1. History Essay: A Complete Writing Guide for Students

    how do you write an history essay

  2. Writing a History Paper

    how do you write an history essay

  3. Introduction

    how do you write an history essay

  4. How to write a successful History essay

    how do you write an history essay

  5. How to Write a History Essay & Exam Practice

    how do you write an history essay

  6. History Essay Writing

    how do you write an history essay

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  1. Essay Writing

  2. Essay Formatting

  3. GUIDE TO WRITING AN ESSAY📝

  4. What do you write in a why Yale essay?

  5. Explaining the 4 types of essays

  6. How to write history essay correctly Grade 12 (Study tips)

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  1. PDF A Brief Guide to Writing the History Paper

    A Brief Guide to Writing the History Paper The Challenges of Writing About (a.k.a., Making) History At first glance, writing about history can seem like an overwhelming task. History's subject matter is immense, encompassing all of human affairs in the recorded past — up until the moment, that is, that you started reading this guide.

  2. How to Write a History Essay (with Pictures)

    1 Evaluate the essay question. The first thing to do if you have a history essay to write, is to really spend some time evaluating the question you are being asked. No matter how well-written, well-argued, or well-evidenced your essay is, if you don't answer the answer the question you have been asked, you cannot expect to receive a top mark.

  3. History Essay: Topics, Tips and the Outline

    How to Write a History Essay? There are so many types of essays. It can be hard to know where to start. History papers aren't just limited to history classes. These tasks can be assigned to examine any important historical event or a person.

  4. PDF HISTORY ESSAY GUIDE

    reading and taking notes, writing an outline, composing a draft, and revising your draft into a. polished essay. These stages often overlap. This guide addresses some of the most common questions related to researching, writing, and formatting a history research paper. It provides visual examples for the main stages of the.

  5. Steps for Writing a History Paper

    A helpful way to hone in on the key question is to look for action verbs, such as "analyze" or "investigate" or "formulate." Find such words in the paper prompt and circle them. Then, carefully consider what you are being asked to do.

  6. Writing Historical Essays

    The basic elements of academic essay writing are two: a thesis and evidence, divided into three parts: an introduction, the systematic development of an argument, and a conclusion. All scholarly writing, from the most concise paper to the longest book, follows these basic guidlines. Thesis Historical essay writing is based upon the thesis.

  7. PDF History Essay Guidelines

    History Essay Guidelines _____ 1 Planning and Writing a Successful History Essay Establish what you are being asked to argue about. Because an essay calls for an argument, you need to read the question carefully to determine what you are being asked, and what responses you can make - supporting, rejecting or offering qualified (dis)agreement.

  8. How To Write a Good History Essay

    All history students should swear a similar oath: to answer the question, the whole question and nothing but the question. This is the number one rule. You can write brilliantly and argue a case with a wealth of convincing evidence, but if you are not being relevant then you might as well be tinkling a cymbal.

  9. PDF Writing in the Disciplines How to write a History PaPer

    How to write a History PaPer The Challenges of WriTing abouT (a.k.a., Making) hisTory At first glance, writing about history can seem like an overwhelming task. history's subject matter is immense, encompassing all of human affairs in the recorded past - up until the moment, that is, that you started reading this guide.

  10. How to Write a History Essay

    Step 1: Understand the History Paper Format You may be assigned one of several types of history papers. The most common are persuasive essays and research papers. History professors might also ask you to write an analytical paper focused on a particular source or an essay that reviews secondary sources. Spend some time reading the assignment.

  11. History Essay: A Complete Writing Guide for Students

    The best of all is, to begin with, a brief context summary, then go to addressing the question and express the content. Finally, mark the direction your essay about history will take. Body part Its quality depends on how clear you divided the whole essay into sections in the previous part.

  12. Writing a history essay

    1. Study the question 2. Begin with a plan 3. Start researching 4. Develop a contention 5. Plan an essay structure 6. Write fully formed paragraphs 7. Finish with an effective conclusion 8. Reference and cite your sources 9. Proofread, edit and seek feedback 10. Some general tips on writing Study the question

  13. How to Write a History Essay: Examples, Tips & Tricks

    Highlight key events, figures, or developments leading up to the main focus of your history essay. Body paragraphs 2-4 (or more): Main Arguments and Supporting Evidence. Each paragraph should focus on a specific argument or aspect of your thesis. Present evidence from primary and secondary sources to support each argument.

  14. Standards of Historical Writing

    Thus, one of the best strategies for writing an introduction to your history essay is to keep it "bare bones" in the first draft, initially working only toward a version that covers the basic requirements. After you've written the full paper (and realized what you're really trying to say, which usually differs from your initial outline ...

  15. Tips from my first year

    Focus on the general ideas - summarise in a sentence what each author argues, see what links there are between authors and subject areas, and possibly group your ideas into core themes or paragraph headers. Choose the single piece of evidence you believe supports each point best. Make something revision-ready - try to make something which ...

  16. Writing History: An Introductory Guide to How History Is Produced

    To write effective history and history essays, in fact to write successfully in any area, you should begin your essay with the "thesis" or argument you want to prove with concrete examples that support your thesis.

  17. How to write source-based history essays

    How to write source-based history essays Source: https://pixabay.com/photos/carcassone-france-fortress-castle-4401569/ The biggest assessment task you will be required to complete is a written research essay which develops an argument and uses a range of sources.

  18. Essay Writing / Historical Association

    How to Write a History Essay Are you new to the 6th form? Are you already in the 6th form but worried about your essay writing skills? Are you moving on to study history at university? Then this could be just what you need!

  19. How to write an introduction for a history essay

    1. Background sentences The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis, your reader understands the specific point you are arguing about.

  20. How to Write a History Research Paper

    The "second draft" is a fully re-thought and rewritten version of your paper. It is at the heart of the writing process. First, lay your first draft aside for a day or so to gain distance from it. After that break, read it over with a critical eye as you would somebody else's paper (well, almost!).

  21. How to Start a History Essay Without Boring Your Reader to Death

    You still need to craft the perfect thesis statement. A thesis statement for a history paper is like a thesis statement for most essays. It needs to provide a clear direction for your paper. In other words, avoid those quick thesis statements that you write simply to say you have a thesis statement. You know the type.

  22. PDF Strategies for Essay Writing

    When you write an essay for a course you are taking, you are being asked not only to create a product (the essay) but, more importantly, to go through a process of thinking more deeply about a question or problem related to the course. By writing about a source or collection of sources, you will have the chance to wrestle with some of the

  23. How to write body paragraphs for history essays

    You should never write sentences to simply 'fill space' because your marker will quickly realise that you're not following the correct structure. A well-written body paragraph has the following six-part structure (summarised by the acronym TEEASC). T - Topic Sentence. E - Explanation Sentences. E - Evidence from sources.

  24. A Level History Essay Structure

    Here you can see the most simplified essay structure for tackling A level History essays. All students should be familiar with this structure. We have broken the essay down into an introduction and conclusion as well as 3 separate parts of content. Running through the entire essay at the side is our line of argument.

  25. AB TODAY (Priest Isaac, 11th Annual African History Essay ...

    AB TODAY (Priest Isaac, 11th Annual African History Essay Competition) Like. Comment. Share. ABS - Antigua and Barbuda Broadcasting Services posted a video to playlist ANTIGUA BARBUDA TODAY.

  26. Melissa on Instagram: " ️Sunday Spotlight ️ Zoo World, Essays Author

    Thank you, @oh..." Melissa 📚🌻 on Instagram: " ️Sunday Spotlight ️ Zoo World, Essays Author Mary Quade Available now! Thank you, @ohiounivpress, #maryquade, & #madcreekbooks, for my #giftedbook!