28 Aug Historians are always trying to understand
- Historians are always trying to understand causes and consequences. Causes tell us how things happened (or changed) and consequences indicate the size and scope of the change. One would expect the biggest changes to have the biggest consequences. What would you say were the three most important changes that occurred from 8000 BCE to 1450 CE? Why were they the most important changes? What were their consequences or effects (up to 1450 CE)? What were their origins or causes?
- The great classical cultures of Eurasia created separate identities but each of these cultures also contained important elements that other peoples adopted. In the classical and post-classical periods (600 BCE to 1450 CE), the peoples and cultures of this vast area had consistent and enduring interactions. What were three main causes or sources of this new integration of Eurasia? What were three important consequences or effects? What made these causes or sources and consequences or effects so important?
- Three large parts of the world remained separate from the Afro-Eurasian network. Each had their own experiences and formed their own networks. In what specific ways did the worlds of Inner Africa, the Americas, and the Pacific follow or diverge from three broad patterns of Afro-Eurasian history from 8000 BCE to 1450 CE? What three things can we learn from the different experiences of parallel worlds?
Alex Zukas HIS 233
SUGGESTIONS FOR ESSAY EXAM WRITING
1. Analyze the exam question: Figure out precisely what the exam question is asking you to do. If there is a key noun (causes, consequences) or verb (follow, diverge) in the question, be sure that
your answers focus on it. This is the most important and often the most difficult part of the writing process.
2. Collect and sort information:
Read and re-read the textbook and the web sites. Make notes on the passages in the textbook and website(s) that contain the answer(s) you are seeking. Review the passages to see if they are the ones that best answer the question(s).
3. Develop your thesis: The thesis is your essay's main point in response to the essay exam questions you chose to answer. Answer them as directly and clearly as you can. Having collected
and sorted information and formulated a thesis, it is now time to compose your essay.
4. Write the introduction:
The introduction should lead the reader smoothly to the thesis. It should provide necessary background information and let your reader know that the piece of writing to follow is well thought out.
You may want to start your essay with a challenge to the reader: a striking quote, an unusual piece of evidence, or an intriguing claim from the theory or website. Engage the reader's interest. Use active verbs and active voice to keep the reader's
interest. Does the introduction state the essay's thesis? Have you placed the rest of your essay in a helpful but brief context?
5. Write the body:
You may present your information and ideas in any order you wish but be sure they have a logical relationship to each other. Your evidence needs to support your ideas. Be sure each paragraph has a topic sentence which states the main idea of
that paragraph. Everything you write in that paragraph must elaborate, defend, or support that topic sentence. That is, each paragraph must develop an identifiable
idea and only one idea. If you need more than one paragraph to develop an idea, be sure that the paragraphs develop different parts of the idea.
The sentences in your paragraphs will either be interpretive (they present your
understanding and are often topic sentences) or evidential (they provide examples to support your interpretation).
Keep the coherence of your paper in mind. Is there a clear relationship between your examples and your topic sentence in every paragraph? If read as a group, do
your topic sentences line up in support of your thesis?
Be sure to use transitional words and phrases (for example, however, nevertheless, thus, still, therefore, on the other hand, in addition, furthermore, indeed, so far,
again, in conclusion, etc.) to signal the continuity of your thought within and between paragraphs. Ask yourself if your ideas flow easily from one paragraph to
another by means of clear transitions. Sometimes using conjunctions (but or yet) or adverbs (for example, thus, furthermore, however, nevertheless) helps. Repeating key words (for example, feudal, ecstatic, unconventional, Babylon) can be a
successful strategy if they are not overused. Using pronouns and other words which make a direct reference to ideas in the preceding sentence or paragraph can help.
6. Write the conclusion: In the conclusion you should emphasize the main point of your essay in language
slightly different from your stated thesis. You should address the question of the topic’s significance and leave the reader with an idea to ponder. If you can leave
the reader with a sense that you have not only mastered the details of a topic but that you have also thought about why it is important, you will write a very effective essay.
7. Read over the essay:
Proof-read carefully. Check for grammatical and mechanical (spelling) errors. Read the paper over for coherence. Does each paragraph express and develop only one
central idea and do you have transitions between paragraphs so that the reader is led smoothly to your conclusion? Do the ideas in one paragraph lead naturally to the ideas in the next one?
The three most common types of comments I make on student writing involve the following issues: 1) (not) addressing the topic clearly and directly; 2) (not) giving enough concrete and persuasive evidence; or 3) (not) adequately explaining how
the facts given support the argument.
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Plagiarism
In every course at National University, the way you present your ideas in the papers you
write and the ideas themselves must be your own work. You may not use essays or exams
in another class to fulfill the requirements for this class. If the ideas and the way they are
presented is not your own work for this class, then you have engaged in plagiarism. The
root of plagiarism is the Latin word plagiarius, which means "kidnapper." Plagiarism is the
presentation of someone else's ideas as your own; that is, you've "kidnapped" those ideas.
An obvious form of plagiarism is stealing someone else's words and claiming they are yours.
Borrowing another author's sentence, phrase, or even a word that person coined requires
you to use quotation marks and to properly cite the source of the quotation. Restating
another author's ideas in your own words still constitutes plagiarism unless you properly cite
the source of the ideas. Anytime you use three words in a row from another author you
must cite your source.
You must give credit for factual information that is not either the result of your own original
research or common knowledge. Major historical facts, like the dates of the Crusades are
considered common knowledge, so you would not need to cite a source for them. You
would, however, need to give credit to an author who provided you with ideas or an
argument about the impact of the Crusades on the Eastern Mediterranean.
You do not need to cite the source for a well-known proverb ("It takes one to know one") or
a familiar quotation ("To be or not to be"). If you are not sure whether or not you should
cite a source, go ahead and cite it. It is better to be safe than sorry.
Plagiarism, like kidnapping, is a serious offense. Students found plagiarizing may:
a) receive an "F" for the paper in which the plagiarism took place
b) receive an "F" for the course in which the plagiarism occurred
c) be expelled; and/or
d) be barred from graduate or professional schools at this or other universities.
Copying another student's work and passing it off as your own is also plagiarism. In the
case of a student copying another student's work, both or all students will receive the same
academic penalty for plagiarism. That is, not only will the person(s) who copied the work
get an "F," so will the person(s) who allow their work to be copied.
To avoid unintentional plagiarism, be sure that you properly quote, paraphrase, and cite the
sources for your ideas. The History program at National University follows Chicago Style
Citation.
Chicago Manual of Style (CMOS) citation guides are available at the following websites:
http://www.chicagomanualofstyle.org/tools_citationguide.html
or
http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html
A CMOS-Formatted Essay with explanations is available at
https://owl.english.purdue.edu/media/pdf/1300991022_717.pdf.
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Final Exam Evaluation Rubric
0 1 2 3 4
Score 0-4
The Final Exam is evaluated on a 4-point scale where 1 = D and 4 = A. An exam that does not achieve the benchmarks in Level 1 or is plagiarized will earn 0 points or an F.
Purpose and Requirements
Demonstrates no attention to the purpose and requirements of assignment.
Demonstrates minimal attention to the purpose and requirements of assignment.
Demonstrates awareness of purpose and requirements of assignment.
Demonstrates solid understanding of the purpose of the assignment and a clear focus on the assignment’s task(s).
Demonstrates a thorough understanding of purpose of the assignment that is responsive to the assigned task(s) and focuses all elements of the exam.
Content Development
Does not use concepts learned in course to answer exam questions.
Employs information and concepts from the course but few are appropriate and relevant and their development or application is limited.
Employs appropriate and relevant information and concepts from the course but their development or application is limited.
Employs appropriate and relevant information and concepts from the course and their development or application is consistent throughout the exam.
Employs appropriate and relevant information and concepts from the course and their development or application is exemplary throughout the exam and indicates mastery of course content.
College-Level Writing
Conventions
Demonstrates no attempt to use a consistent system for basic organization, presentation, and documentation.
Attempts to use a consistent system for basic organization, presentation, and documentation.
Follows conventions appropriate to college- level writing for basic organization, presentation, and documentation.
Demonstrates consistent use of important conventions of college-level writing regarding organization, presentation, style, and documentation.
Demonstrates detailed attention to and successful execution of conventions of college-level writing including organization, presentation, formatting, style, and documentation.
Control of Syntax and Mechanics
Uses language that obstructs meaning because of errors in usage or imprecision.
Uses language that sometimes impedes meaning because of errors in usage or imprecision.
Uses language that often conveys meaning to readers, although writing may include some grammatical or mechanical errors.
Uses straightforward language that conveys meaning to readers clearly. The writing has few grammatical or mechanical errors.
Uses graceful language that skillfully communicates meaning to readers with clarity and fluency and is virtually error- free.
Sources and Evidence
Demonstrates no attempt to use sources to support ideas.
Demonstrates an attempt to use sources in support of some ideas.
Demonstrates inconsistent use of relevant sources to support ideas.
Demonstrates consistent use of relevant sources to support main ideas.
Demonstrates skillful use of relevant sources to support and develop all ideas.
Total Points:
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