1. European World Essay Writing Skills
Giada Pizzoni
Aysu Dincer
Naomi Pullin

2. Outline Understanding the question Research Planning Writing
Final touches

3. 1. Selecting a question and Research

4. What is an essay?
Take a few minutes to discuss with the people near you – be prepared to feed back to the group!

5. How to select a question
Questions on the European World website in two places:
LECTURE AND SEMINAR PROGRAMME -> seminar topic page, e.g. Daily life in Early Modern Europe -> top of the page
FURTHER RESOURCES -> FURTHER TOPICS AND READING -> four pages on Society and Economy, Religion, Culture and Politics
Past exam papers
You can create your own questions (with the permission and assistance of your seminar tutor)
Choose a topic that interests you!
Choose a topic that you have recently studied
DO NOT choose a topic that you’ve covered in a different module

6. Sample Questions To what extent was the Reformation an urban event?
Can printing be regarded as a 'revolutionary' force in Renaissance and Reformation Europe?
What turned popular discontent into rebellion?
‘Early modern men and women were equally constrained by gender expectations.’ Discuss.
To what extent did absolute regimes vary across early modern Europe?

7. Understanding the Question
‘To what extent … ?’
‘Account for …’
‘How important was … ?’
‘What was the impact of … ?’
‘Discuss …’
‘Why did … ?’
‘What were the main developments … ?’
‘Compare …’

8. Research – Finding Information
European World Module Website
Footnotes and bibliographies
Library search facilities- Encore
Electronic resources:
Historical abstracts: Encore > Databases
JSTOR:

9. Research – Primary Sources
Course handbook and module website
Collections of sources
Online resources:

10. Research – Taking Notes
Focus on what the question requires
Be selective
Know when to stop!
Keep detailed bibliographical information (including page numbers)
Distinguish clearly between direct quotations and your own thoughts

11. 2. Planning and structuring your essay

12. Structure Good structure: Clear and concise Helps to outline argument
Regular paragraphs
Balanced
Logical
Bad structure:
Random arrangement of ideas
Difficult to follow argument
Uneven (especially overlong) paragraphs
Doesn’t support argument

13. Q: Did the emergence of the ‘public sphere’ owe more to the growth of the press or economic and social change?
Structure 1:
Intro. (250 words)
Para. 1: the press (300)
Para. 2: the press (300)
Para. 3: economic change (300)
Para. 4: social change (300)
Para. 5: Alternative factors (300)
Conclusion (250)
Structure 2:
Intro. (400 words)
Para. 1: the press (400)
Para. 2: the press (100)
Para. 3: economic change (450)
Para. 4: the press (150)
Conclusion (500)

14. Writing – Introduction
Establish question
Explain context
Outline how you are going to answer
Define terms
Outline (and explain) the scope of your essay

15. Point  Evidence  Explanation
Writing – Content
Clear, balanced paragraphs
Make sure each point is developed
Sign-post – explain the point of the paragraph in its opening
Offer your evidence
Break down and analyse the evidence
Engage with your secondary and primary sources critically
Analyse, don’t describe
Point  Evidence  Explanation

16. Writing – Conclusion Reiterate the question
Summarise your argument and the points raised
Draw out your overall conclusions
Perhaps mention any broader implications
Do not introduce new material!
Ensure that by the end of the essay you have answered the question

17. 3. Final touches and marking criteria

18. Final Touches Leave time to edit your first draft
Reference correctly (refer to the undergraduate history department handbook)
NB the History Department referencing system now follows the Modern Humanities Research Association system (MHRA):
Follow presentation/formatting guidelines carefully
Do take account of the word count
Does your tutor have any preferences?
Proofread!

19. Approaching European World answers
Avoid generalisations
It can be more manageable to focus your answer on particular geographical case-studies
Be aware of change over time
Think about the specific people you are discussing – be aware of cultural/social/economic factors such as their gender, race, social status, religious affiliation

20. Historiography Historiography refers to two things:
A history of “history”
A reflection on how history has been and is written (concepts/theories/methodologies employed)
Introductions to books often provide good overview of key historiographical perspectives
Book reviews are also useful for assessing the effectiveness of a scholarly argument
There is not always a clear-cut debate.
Use your own judgement to assess what approach has been taken and whether it is relevant to the question at hand.

21. The mark scheme: 2.2 answers
Lower Second (50-59)
Basically satisfactory answer to the question.
Limited coverage of relevant material; some inaccuracy in the detail
Some attempt to mobilise evidence in relation to the argument being presented..
Analysis taking second place to narrative and description.
Limited understanding of relevant concepts, theoretical or historiographical perspectives or methodological issues.
Adequate writing style, presentation and structuring of arguments.

22. The mark scheme: 2.1 answers
Upper second (60-69)
Direct answer to the question, establishing the wider significance of the issues concerned.
Adequate coverage of the relevant material, accuracy in the details.
Skilful mobilisation of evidence in relation to the argument being presented.
Narrative and description taking second place to analysis.
Competent manipulation of relevant concepts, theoretical or historiographical perspectives or methodological issues.
Fluent writing style; effective presentation and structuring of arguments.

23. 2:1- ‘competent manipulation’
As far as possible, paraphrase (don’t quote) the arguments of other historians.
Demonstrate an awareness of how historians have approached the topic:
If there is a historiographical debate, cover both sides.
If the approaches taken have changed over time, explain how.
Tell, and show, us that your opinion matches or differs from a / several other historians.

24. The mark scheme: First class answers
Persuasive and direct answer to the question, establishing the wider significance of the issues concerned.
Comprehensive coverage of the relevant material; accuracy in the details.
A direct and coherent argument, well supported by relevant evidence.
Critical analysis of relevant concepts, theoretical or historiographical perspectives or methodological issues.
Fluent and engaging writing style; persuasive presentation and structuring of arguments.

25. 1st- ‘critical analysis’
This is meant to be difficult
Explain why your opinion matches or differs from that of other historians.
Analyse the approach(es) historians have taken to the topic: what are its strengths & weaknesses, why was it taken, what questions does it (not) ask?
If you view a particular historian’s approach as convincing, explain why.
Situate your own work–what approach have you taken? How is this similar / different to existing and past approaches?
For a high first: why is your approach better, what can it tell us that we don’t know already, and why does that matter?

26. Some Useful Resources
L. Sangha and J. Willis (eds.), Understanding Early Modern Primary Sources (London: Routledge, 2016) (ebook)
Catherine Dawson, The Complete Study Skills Guide (Oxford, 2011)
Black and MacRaild, Palgrave Study Skills: Studying History (3rd edition, Basingstoke, 2007)
Lambert and Schofield (eds.), Making History: An Introduction to the history and practices of a discipline (Abingdon, 2004)
Marc Bloc, The Historian’s Craft, trans. Peter Putnam (Manchester, 2006; originally published in 1954) – a classic text on the discipline of history

27. Any questions?