Planning and structuring your assignments in History

Theme: German Revolution 1918

Monica Fernandes, Academic Skills Advisor

#1

Know your plan of action

Things to consider...

• Organise your time

– Create a timetable

– Have your own deadlines

• What is the methodology for your readings are you going use?

– Linear methods, mind maps, etc

• Create a ‘skeleton’ outline

#2

Look at the bigger picture...

Things to ask…

• What is your argument? How are you going to support it?

• What is your thesis statement?

• Have you included your

– Intro

– Body

– conclusion

Do you have enough context?

• This should be included in your introduction

• Tell the reader what you will be covering

–Outline your main points or factors

–explain the focus of your work if your title is broad

• give the order in which you will be addressing your work

TASK

• Compare the two introductions

• What is the first introduction’s pros and cons?

• What is the second introductions pros and cons?

• Which in your opinion is best?

Introduction #1

Discuss the origins of the Annales School and its main characteristics. The end of the nineteenth century marked the time when several professional historians began to express their disappointment with the state of the historical profession. The focus of their discontent was the neo-Rankean tradition and they increasingly began to call for progress beyond Ranke. This called for many outspoken critics of the historical establishment at the time. During the early twentieth century, notable historians in the United States and France also began to purport the importance of social and economic history. This essay will explore the movement within History beyond Ranke and discuss the origins of the Annales school of thought, giving reference to its main characteristic, its inter-disciplinary approach.

Introduction #2

Explore Nationalist Historiography using the UK and South Africa as examples A shared social appreciation of a common, unifying past is a prerequisite for national self-identification. The origin of nationalism as an international phenomenon is closely linked to the French Revolution. The Revolution led to the emergence of a common French identity, with individual loyalty being directed toward the French nation. Subsequently, in the late eighteenth and early nineteenth centuries, peoples in other parts of Europe and North America, and later on in Asia and Africa, began to foster a common national identity and sought after self-determination for their own countries.

Concluding remarks

• Your conclusion should summarise the points you’ve discussed in your work

• Should be 10% of your total word count.

• Be careful not to introduce new points

#3 Guide the reader

‘Micro’ level = Paragraphs

• should clearly contain or be about all three elements.

• Paragraphs are the basic building block of an essay

• 1 paragraph = 1 idea

Paragraph Structure

Statement/Topic sentence

Explanation and Reasoning

Examples/Evidence

S

E

E

One-sentence paragraph

Topic sentences can…

• tell the reader what to expect in a paragraph

• be a specific statement that will be supported with evidence

• NEEDS TO BE CRITICAL!

• The more specific you make your topic sentences, the better your paragraph will be.

Topic sentences are not…

…simple statements of fact that could be learned from an encyclopaedia

…vague opinions or comments

Examples

Bassler states that the general acceptance of communism as a polycentric concept in the 1950s has brought about difficulties in defining it as an ideology

Communism is polycentric.

Communism in the 1950s is polycentric.

Bassler writes an interesting perspective of communism.

Signposting

Adding on vs. Developing

‘This evidence suggests…’ ‘These examples indicate…’ ‘Similarly…’ ‘Though these studies are…’

‘Also…’ ‘Another study that…’ ‘Another example of…’

as opposed to…

#4 Illustrate your understanding of your topic and your argument

Know (and vary!) your evidence

Indirect quotation (paraphrasing)

• Demonstrates broad knowledge and understanding • Distils ideas and conserves word count • Allows for sophisticated synthesis of ideas

Direct quotation (in speech marks)

• Brings ‘punch’ and interest to a point • Demonstrates ability to integrate others’ ideas

grammatically • Should only be used if you couldn’t have said it

better yourself

Sample scenario

Lebanon’s constitution is unique in nature. This is due to the fact that constitutional rule in Lebanon is secondary to the consensus of its major religious communities. Hudson suggests “Lebanon’s political recovery after the civil war was partly successful” (1997, p. 120). The history of the constitution proves that this system has worked for Lebanon since the 1920s.

What do you think?

A. The reference is incorporated correctly.

B. There should be more quotations to back up the student’s ideas.

C. The quote is irrelevant.

The quote is irrelevant to the discussion at hand, and should be cut or replaced. This is sometimes called a ‘drop’ quote.

Questions to ask yourself:

• Am I putting in this quotation just ‘for the sake of it,’ to show I did ‘research’?

• Does the reference add something to what I am arguing?

• Is the statement written so well it is worth quoting directly?

• Am I just dropping the quote in, or am I responding to and unpacking it?

Answer

A sample scenario Jared is writing an essay about the political history of World War 2. He reads several books and wants to point out in his assignment that the war took place from 1939 until 1945. Does he need to reference this information? What do you think?

A. Jared does have to reference this information, because he learned it from the work of other authors.

B. This kind of fact is 'common knowledge', and as such does not need referencing.

C. Jared should reference one of the history books he's read.

Answer

This kind of fact is 'common knowledge', and as such does not need referencing.

Questions to ask yourself:

• Would this fact be found in any book on my subject? • Does the fact form a part of another author's ideas or

arguments? • Does the statement constitute a perceptibly original

expression of the common knowledge? • Do other sources disagree with this statement? Is the

information up for debate? • If you are ever in doubt, play it safe and reference it, or

see a tutor for advice.

#5 Polish up your work

Check that…

• References are consistent

• Bibliography in order

• Grammatical issues are sorted

• Writing in first and third person

For more help:

• Contact: monica.fernandes@brunel.ac.uk

• Or see me during my consultation times at MJ 234 on:

– Monday 11:00-12:00 or

– Wednesday 14:00-15:00

• Follow me on Twitter…. @ASKPolHist