writing history essays at university

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How to Write Your First Undergraduate Essay

Jeremy Black prepares readers for the rigours of university history.

Well done! You have got into university to read history, one of the most interesting subjects on offer. One reason it is very interesting is that there is a clear progression from the challenges at A level to the requirements of a degree. And that is your problem. You have been set your first essay and you are not clear about these requirements.

The first rule is a simple one. The questions may look the same but your answers must be different. One can be set the identical question, say ‘Why did the French Revolution occur?’, at ages 12, 14, 16, 18, 20 or, if you are an academic writing a paper, 50 or 60, but a different type of answer is required.

In what way different? Not primarily in terms of more facts, because university history degrees are not essentially a test of knowledge, not a question of remembering dates or quotes. It is certainly appropriate to support arguments with relevant information, the emphasis being on relevant not information, and, when you deploy facts, do get them right. To get your facts wrong risks undermining the impression you create because it suggests that you do not really know the subject.

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But history is what you remember when you forget the facts. It is a habit of thought, an attitude of critical scrutiny and exposition, a method of enquiry. These should underlie your reading for your essay and should guide your preparation, and it is in their light that facts are to be assessed. They must contribute to the critical argument, and that requires an ability to engage with three elements if the essay is to be a good one:

Conceptualisation

Methodology

• Historiography.

I will go through all three, but do not worry. At this stage, for most students, these are an aspiration and not an achievement; but the aspiration is important as it shows you, first, how your degree course is different from A level and, secondly, what you will be expected to be able to do by the end of your university career. To do well, you should make an effort to begin including each of these elements in your essays.

Many questions relate to key concepts in history. For example, if you are asked ‘What were the causes of the French Revolution?’, the key concepts are causes and revolution. What do you mean by the French Revolution? Is it primarily the violent challenge to royal authority in 1789, the creation of a new political order, a marked ideological discontinuity, the process of socio-economic change, or, if a combination of all of these, which takes precedence and requires most explanation? What do you understand by causes? Are we talking primarily about long-term, ‘structural’ factors that caused problems, or about precipitants that led to a breakdown of the existing situation? These issues need discussing explicitly, out-in-the-open. That is key to a good essay at university level. They should not be left unspoken and unaddressed; and your discussion of them should reflect your awareness that issues are involved in the analysis, and that you are capable of addressing them. You also need to be aware that there will be different answers and this should guide your handling of the concepts. This leads into Methodology.

In this section, you should explicitly address the issue of how scholars, including yourself, can handle the conceptual questions. This follows the previous point closely. What sources should scholars use and how should they use them? Do you put a preference in studying the French Revolution on the declarations made by revolutionaries, on their public debates, or on what happened ‘on the ground’, including the violent opposition they aroused? If you discuss the latter, you underline the fact that the Revolution led to civil war, and that the causes of what you present as the Revolution were not a mass rejection of the existing system. You also point out that in 1789 few people envisaged what they were expected to support in 1792 (a republic and the trial of the king) let alone 1793 (the Reign of Terror). The Revolution is thus presented and studied as a dynamic, changing process, which requires different explanations at particular stages.

Historiography

A key feature of university work is that you need to address explicitly the degree to which historians hold different views, and why, and to show that you understand that these views change, and can locate your own essay in their debates. For the French Revolution, we see a tendency among French scholars to stress socio-economic causes, among American academics to emphasise the conceptual inconsistencies of the French ancien régime , and among British writers to underline short-term political issues.

Ten Key Things To Do

• Read the question and understand what it is asking.
• Work out your approach.
• Write a detailed essay plan, with different points per paragraph.
• Have an introduction in which you reveal your understanding of the current debate in interpretations.
• Remember to handle the concepts in the question and in your answer clearly.
• Remember to introduce the relevant historical methods explicitly.
• Engage with the historiography, the views of different historians.
• In doing so, show how your work is part of the debate.
• Have a clear conclusion that brings out the relevance of the topic and your answer for wider historical issues.
• Include a reading list and a word count.

Sounds difficult? Well, these approaches add interest and understanding, and help make your degree a worthwhile process of education and exposition.

Jeremy Black is Professor of History at the University of Exeter. He is the author, with Donald M. MacRaild, of Studying History (Palgrave, 3rd edition, 2007).

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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.

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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How to organise a history essay or dissertation

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There are many ways of writing history and no fixed formula for a 'good' essay or dissertation. Before you start, you may find it helpful to have a look at some sample dissertations and essays from the past: ask at the Whipple Library.

Some people have a clear idea already of what they are going to write about; others find it more difficult to choose or focus on a topic. It may be obvious, but it is worth pointing out that you should choose a topic you find interesting and engaging. Ask a potential supervisor for a list of appropriate readings, chase up any further sources that look interesting or promising from the footnotes, or seek further help. Try to define your topic as specifically as possible as soon as possible. Sometimes, it helps to formulate a question (in the spirit of a Tripos question), which could then be developed, refined, or re-formulated. A good topic should allow you to engage closely with a primary source (text, image, object, etc.) and develop a historiographical point – e.g. adding to, or qualifying historians' current debates or received opinion on the topic. Specific controversies (either historically or historiographically) are often a great place to start looking. Many dissertations and essays turn out to be overambitious in scope, but underambition is a rare defect!

Both essays and dissertations have an introduction and a conclusion . Between the introduction and the conclusion there is an argument or narrative (or mixture of argument and narrative).

An introduction introduces your topic, giving reasons why it is interesting and anticipating (in order) the steps of your argument. Hence many find that it is a good idea to write the introduction last. A conclusion summarises your arguments and claims. This is also the place to draw out the implications of your claims; and remember that it is often appropriate to indicate in your conclusion further profitable lines of research, inquiry, speculation, etc.

An argument or narrative should be coherent and presented in order. Divide your text into paragraphs which make clear points. Paragraphs should be ordered so that they are easy to follow. Always give reasons for your assertions and assessments: simply stating that something or somebody is right or wrong does not constitute an argument. When you describe or narrate an event, spell out why it is important for your overall argument. Put in chapter or section headings whenever you make a major new step in your argument of narrative.

It is a very good idea to include relevant pictures and diagrams . These should be captioned, and their relevance should be fully explained. If images are taken from a source, this should be included in the captions or list of illustrations.

The extent to which it is appropriate to use direct quotations varies according to topic and approach. Always make it clear why each quotation is pertinent to your argument. If you quote from non-English sources say if the translation is your own; if it isn't give the source. At least in the case of primary sources include the original in a note if it is your own translation, or if the precise details of wording are important. Check your quotations for accuracy. If there is archaic spelling make sure it isn't eliminated by a spell-check. Don't use words without knowing what they mean.

An essay or a dissertation has three components: the main text , the notes , and the bibliography .

The main text is where you put in the substance of your argument, and is meant to be longer than the notes. For quotes from elsewhere, up to about thirty words, use quotation marks ("...", or '...'). If you quote anything longer, it is better to indent the whole quotation without quotation marks.

Notes may either be at the bottom of the page (footnotes) or at the end of the main text, but before the bibliography (endnotes). Use notes for references and other supplementary material which does not constitute the substance of your argument. Whenever you quote directly from other works, you must give the exact reference in your notes. A reference means the exact location in a book or article which you have read , so that others can find it also – it should include author, title of the book, place and date of publication, page number. (There are many different ways to refer to scholarly works: see below.) . If you cite a primary source from a secondary source and you yourself have not read or checked the primary source, you must acknowledge the secondary source from which the citation was taken. Whenever you paraphrase material from somebody else's work, you must acknowledge that fact. There is no excuse for plagiarism. It is important to note that generous and full acknowledgement of the work of others does not undermine your originality.

Your bibliography must contain all the books and articles you have referred to (do not include works that you did not use). It lists works alphabetically by the last name of the author. There are different conventions to set out a bibliography, but at the very least a bibliographic entry should include for a book the last name and initials/first name of the author, the title of the book in italics or underlined, and the place, (publisher optional) and date of publication; or, for an article, the last name and initials/first name of the author, the title in inverted commas, and the name of the journal in italics or underlined, followed by volume number, date of publication, and page numbers. Names of editors of volumes of collected articles and names of translators should also be included, whenever applicable.

• M. MacDonald, Mystical Bedlam: Madness, Anxiety, and Healing in Seventeenth-Century England , Cambridge: Cambridge University Press, 1981.
• William Clark, 'Narratology and the History of Science', Studies in History and Philosophy of Science 26 (1995), 1–72.
• M. F. Burnyeat, 'The Sceptic in His Place and Time', in R. Rorty, J. B. Schneewind and Q. Skinner (eds), Philosophy in History , Cambridge: Cambridge University Press, 1984, pp. 225–54.

Alternatively, if you have many works to refer to, it may be easier to use an author-date system in notes, e.g.:

• MacDonald [1981], p. 89; Clark [1995a], p. 65; Clark [1995b], pp. 19–99.

In this case your bibliography should also start with the author-date, e.g.:

• MacDonald, Michael [1981], Mystical Bedlam: Madness, Anxiety, and Healing in Seventeenth-Century England , Cambridge: Cambridge University Press.
• Clark, William [1995a], 'Narratology and the History of Science', Studies in History and Philosophy of Science 26, 1–72.

This system has the advantage of making your foot- or endnotes shorter, and many choose it to save words (the bibliography is not included in the word limit). It is the system commonly used in scientific publications. Many feel however that something is historically amiss when you find in a footnote something like 'Plato [1996b]' or 'Locke [1975]'. In some fields of research there are standard systems of reference: you will find that this is the case if, for example, you write an essay/dissertation on classical history or philosophy of science. In such cases it is a good idea to take a standard secondary source as your model (e.g. in the case of classics, see G.E.R. Lloyd's The Revolutions of Wisdom: Studies in the Claims and Practices of Ancient Greek Science , Berkeley 1987).

Whatever system you decide to follow for your footnotes, what matters most is that the end-product is consistent.

Keep accurate records of all the relevant bibliographic information as you do your reading for your essay/dissertation. (If you don't you may waste days trying to trace references when you are close to submission deadlines.)

Consistency of style throughout the essay/dissertation is encouraged. There are many professional guides to thesis writing which give you more information on the style and format of theses – for example the MLS handbook (British) and the Chicago Manual of Style (American), both in the Whipple, and a booklet, H. Teitelbaum, How to Write a Thesis: A Guide to the Research Paper , 3rd ed., 126 pp., New York: Macmillan (& Arco), 1994 (in the UL: 1996.8.2620). But don't try to follow everything they say!

Every now and then you should read through a printout of your whole essay/dissertation, to ensure that your argument flows throughout the piece: otherwise there is a danger that your arguments become compartmentalised to the size of the screen. When reading drafts, ask yourself if it would be comprehensible to an intelligent reader who was not an expert on the specific topic.

It is imperative that you save your work on disk regularly – never be caught out without a back-up.

Before you submit:

• remember to run a spell-check (and remember that a spell check will not notice if you have written, for example, 'pheasant' instead of 'peasant', or, even trickier, 'for' instead of 'from', 'it' instead of 'is', etc.);
• prepare a table of contents, with titles for each chapter of your essay/dissertation, page numbers and all;
• prepare a cover page with the title, your name and college;
• prepare a page with the required statement about length, originality etc.

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History: Writing Your History Paper

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Writing manuals and guides for history papers

• University of Ottawa Department of History: History Essay Guide The authoritative guide to writing your history paper from the department itself. Contains a citation guide as well.
• A Brief Guide to Writing the History Paper (Harvard University) Explains how to understand your assignments and develop your arguments.Provides suggestions for sources and how to use them.
• A Short Guide to Writing History Essays (University of Calgary) Covers the pre-writing process, the writing, the various components of the paper, and referencing.
• Writing About History (University of Toronto_ A helpful guide that provides information on how to interpret primary and secondary sources. It also offers advice on historical argumentation and writing.
• Citing archival material in Library and Archives Canada (LAC) If you use Library and Archives Canada (LAC) material in your research, you must include information about this material in your work using citations and credit lines. The information you give depends on the type of material.

Historical Thinking and Historical Literacy

To think historically, students need to be able to:

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Understand the  ethical dimension  of historical interpretations. View the  Source  for more information.

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Writing History Essays

The purpose of this handout is to provide some hints and general suggestions for writing history essays at Queen’s University. Many of the points apply to the preparation of any term paper or research report.

Essays form an integral part of your history courses, and your success or failure will depend to a considerable extent on your ability to express your ideas clearly and accurately. In preparing essays, remember that grammar, punctuation, and sentence structure are essential to the effective expression of your ideas. Chronic forms of bad grammar often result in incoherent prose. In order to avoid meaninglessness, both clear thinking and careful organization are essential, which means that attention must be paid to questions of form as well as content. For further information, two useful guides to writing essays are A Writer’s Handbook , from Student Academic Success Services, and The Elements of Style , by William Strunk, Jr., and E.B. White.

Choice of topic and sources

You should initially define the topic of the essay, survey the field in general outline histories and texts, and discuss it with your professor or tutor. The first thing you read should be a survey of the area, period, or subject, preferably a recent publication with an up-to-date bibliography that can serve as a guide to further reading. Turn next to more specialized books, taking the course reading lists and bibliographies as starting points. Several hours spent browsing through library shelves of areas indicated in your first sources often lead to valuable discoveries.

No essay should be attempted on the basis of textbooks. Historical writing is subjective, and researchers should take into consideration several different points of view, whether or not they suit their thesis. Also, it is unlikely that one book will contain all the factual information needed. The most important depository is Stauffer Library and its various branches, which contain most of the books (many in multiple copies) that might be needed for an undergraduate essay and many more specialized works and journals. Articles in periodicals, which may contain new approaches to and concise sources of information, are too often overlooked by students. Other libraries of value are the Kingston Public Library , and the RMC Library . Students should also familiarize themselves with the Queen’s Archives and the Documents Library .

Reading and note-taking

Research does not mean hunting for books, or just reading them. It means reading them with definite questions in mind. Before you begin to read, make sure that you understand your question or topic, and have some idea of what you need to know in order to deal with it. This understanding is best achieved by working out a preliminary outline, indicating the main points you hope to deal with and the rough order in which they are likely to appear in your essay. Essays should not be written from open books, but from notes made while reading sources. It is advisable to save time by using the table of contents and index of any book you are consulting in order to locate relevant material. Careful notation of research sources is imperative, including the author, title and page number of the source.

When you have found material related to your topic, make notes by paraphrasing or summarizing in your own words the ideas which you think will be useful. You should make and revise outlines while doing the research for the paper, emphasizing your developing perception of the major issues. Research notes are your main tools; they should be filed under topic headings, reviewed and rearranged frequently, in order to fill in gaps in information or analysis. This process enables you to determine what is of value as you do the research for the paper; to return to an orderly collection of material if you have to leave it for any reason; and to organize your thoughts when you finally sit down to write the paper. Keep in mind the limitations and strengths of the sources you use. If you are using primary sources (original sources such as newspapers, diaries, letters) in your research, be aware of their essential nature and bias. Similarly, you should pay attention to the methodology and theoretical assumptions of secondary works (articles or books by scholars).

Only if there is an unusually striking formulation of an idea should you copy the exact words, making sure to enclose the borrowed phrases in quotation marks. As you take your notes, be sure to keep track of the book and page number, so that you will be able to make proper acknowledgement of your sources.

All not commonly known or controversial information or opinions must be acknowledged whether you are quoting directly or paraphrasing.

Because plagiarism is a very serious offense, it is of crucial importance that you be aware of what constitutes plagiarism, as well as the penalties for plagiarism. Ignorance is no excuse. Plagiarism is a glaring form of intellectual theft and occurs whenever the language, ideas, or thoughts of an author are appropriated without acknowledgement by another author. It is also plagiarism to submit the same essay for credit in two different courses, or to submit an essay or take-home examination based on unauthorized group work. By following scrupulously the guidelines for documentation listed below in the section Documentation and Notes you will avoid the risk of plagiarism. For additional information on plagiarism, see the SASS academic integrity module .

The penalty for plagiarism in the History Department is normally a mark of zero on the plagiarized assignment and, in some cases, the Chair may impose the penalty of failure in the course concerned or recommend that the Board of Studies impose a still heavier penalty.

Writing the essay

A detailed outline is of critical importance as you write the essay. It’s a skeleton which provides the essay with its structure. When you write the essay, you are simply clothing this skeleton with flesh, developing themes and introducing relevant facts to illustrate the points you wish to make. Try to leave sufficient time for at least one draft. The first draft, which is for the development of your argument, can be written quickly, and then refined in each succeeding draft.

The last one provides an opportunity to polish style. You should make sure that the introduction is clear, indicating the historical context and the problem under discussion; that the narrative and argument are presented logically and concisely in the body of the essay; and that the conclusion summarizes and unifies the arguments presented. As a general rule, it is better to aspire to terseness and economy. Students more often obscure their meaning by using too many words rather than too few.

Stylistic suggestions

Introduction and conclusion.

Two very important elements of a successful historical essay are the introduction and conclusion. Do not fall into the fallacy that “facts speak for themselves.” It is for you to make them speak through your interpretation and emphasis. An introduction, by highlighting the major themes of the essay, should set forth in clear and forceful language the hypothesis of the essay. The introduction should situate the essay topic historically (by explaining the significance of the topic and its effects), historiographically (by relating the topic to important debates over interpretation) or a combination of the two. It is often helpful to write a draft introduction, in general terms, and then, following the first draft of the paper, to revise the introduction, tighten it, and make certain that the focus is clear. A good introduction will also help you to write the conclusion. Often a conclusion can restate, in different language, the major points foreshadowed in the introduction, as well as the important issues that remain unresolved.

Good historical prose is distinguished by its clarity and vigour. An over-frequent use of passive verbs, for example, can lead to weak sentences and leave questions of agency unclear. One of the cures for weak or muddled prose is to develop a lean writing style which relies chiefly upon nouns and active verbs, rather than the piling up of adjectives and adverbs, to capture and express ideas. Be careful to define your terms. Cavalier use of terms like “the people” and “the elite” often leads to sweeping generalizations. Be precise about your terms and attempt to capture fully the nuances of the topic which you are describing. Be careful to stay on topic . Each sentence and paragraph should be relevant to your thesis. Avoid narrative and descriptive material which does not contribute to the development of your argument.

Presentation and proofreading

The final draft of the essay should be typed double-spaced on one side of the paper only, using 8½ x 11 paper and margins of about one inch. The final draft should be carefully proofread for typing errors, missing punctuation or words, computer errors, or any other defects which might detract from the legibility or prose of the essay.

Documentation and notes

Most ideas presented in an undergraduate essay will be derived from other sources, so it is necessary that these be acknowledged. Every essay must be provided with:

• footnotes or endnotes acknowledging the sources of quotations, facts, and borrowed ideas; and
• a bibliography in which you list and describe the sources you have used, in alphabetical order.

In general, notes should be used to make clear to the reader on what authorities you are basing your statements. In particular, footnotes or endnotes should:

• indicate the exact source of every quotation used
• acknowledge indebtedness to others for opinion and ideas
• give authority for a fact which the reader might question
• call attention to other interpretations, additional authorities or more extended treatment of a topic which, although relevant, would interrupt the flow of the main text. Such substantive notes should be used with restraint.

Notes, which may appear at the bottom of the page as footnotes or collected together at the end of the essay as endnotes, should be numbered cumulatively throughout the essay. They are indicated by Arabic numerals placed at the end of the sentence and slightly above the line. The first citation of a work must include the initials and name of the author, title of the book or article, place of publication, publisher and date of publication and the page number from which the material was cited. For subsequent references to the same work, it is sufficient to give the author, a shortened title (if you are using more than one work by the same author), and page number or, in appropriate circumstances, to use ibid. Be sure to indicate the edition used if it differs from the first, and include information on the date of original publication.

Bibliography

The bibliography appears at the end of your essay. Correct form of entry is the same in essence as in the first footnote citation. Items are to appear alphabetically by author.

You will need to consult a standard authority for further technical details about correct note and bibliographic citation. Your aim should be clarity and consistency, making it easy for the reader of your essay to check back to the materials you have used for further information.

Library Subject Guides

History: writing and citing.

• Encyclopedias, Dictionaries & Research Guides
• Historical Newspapers
• History Theses
• Journal Articles

Writing and Citing

• Information for Postgrads
• New library users: History
• Encountering India. Hist 279 & HIST 367

Citation Guide

The History Department's Concise Guide to Essay Writing includes several pages on footnotes and bibliography layout. This should be accessible via your course's Learn site.

UC History uses the Chicago, notes and bibliography (NB), style, which their guide is based on. For  a range of related referencing examples this Purdue University Online Writing Lab (OWL) is also well worth exploring.

Books about history research & writing

Going to the sources : a guide to historical research and writing The historian's toolbox : a student's guide to the theory and craft of history The information-literate historian : a guide to research for history students A short guide to writing about history Writing history essays : a student's guide Writing history : theory & practice

For Postgraduates

How to write a thesis Writing for academic success

See also: Thesis guide

Liaison Librarian

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Final Checklist for Writing Essays

After you have completed a draft of your paper, think about each of the following questions. If you find yourself unsure of the answers, ask a friend, your professor, or someone in the Teaching and Writing Center for help. If you answer ‘no’ to any of the following questions, you have probably identified a place where your paper needs a bit more work.

• Does my paper respond to the assignment? Does it answer the question? Is it in the proper form?
• Do I have a thesis statement? Does it express my main idea? Is it too narrow? Too broad? Misleading?
• Is my paper well organized? Does it have an introduction, a body and a conclusion? Do my paragraphs flow logically and smoothly? Do I include transitions?
• Is my argument well-developed? Do I give sufficient support in examples, quotations, and details? Do I use too many quotations? Do I quote enough? Do I have any questions unanswered?
• Does all the information I have included relate to my thesis? Is it all necessary? Does it add to my argument, or detract from it?
• Is my tone appropriate to the assignment, subject matter and the course? Do I sound too informal? Too stuffy? At any point am I condescending or offensive?
• Am I writing to the proper audience? Who am I supposed to be writing for? My professor? A classmate? A random person off the street? Is my paper geared for this audience?
• Do I use proper citations? Have I made it clear which ideas are mine and which come from my sources? Have I followed the citation style my professor suggested? If there is no specification, did I follow a standard form in a published style manual?
• Have I spell-checked my paper? Have I proofread it for typos and grammar problems?
• Does my paper end with a strong conclusion? Does it relate back to my thesis? Do I have any loose ends? Does it feel finished?

NOTE: Grammar, punctuation, and other sentence-level concerns are very important to any history essay. Before you turn in your paper, be sure that you do not have any mechanical errors. However, DO NOT start worrying about sentence-level problems until you are confident that you have finished all the big picture concerns.

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The Essential Guide to Writing History Essays

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Essay and dissertation writing skills

Planning your essay

Writing your introduction

Structuring your essay

• Writing essays in science subjects
• Brief video guides to support essay planning and writing
• Writing extended essays and dissertations
• Planning your dissertation writing time

Structuring your dissertation

• Top tips for writing longer pieces of work

Advice on planning and writing essays and dissertations

University essays differ from school essays in that they are less concerned with what you know and more concerned with how you construct an argument to answer the question. This means that the starting point for writing a strong essay is to first unpick the question and to then use this to plan your essay before you start putting pen to paper (or finger to keyboard).

A really good starting point for you are these short, downloadable Tips for Successful Essay Writing and Answering the Question resources. Both resources will help you to plan your essay, as well as giving you guidance on how to distinguish between different sorts of essay questions. 

You may find it helpful to watch this seven-minute video on six tips for essay writing which outlines how to interpret essay questions, as well as giving advice on planning and structuring your writing:

Different disciplines will have different expectations for essay structure and you should always refer to your Faculty or Department student handbook or course Canvas site for more specific guidance.

However, broadly speaking, all essays share the following features:

Essays need an introduction to establish and focus the parameters of the discussion that will follow. You may find it helpful to divide the introduction into areas to demonstrate your breadth and engagement with the essay question. You might define specific terms in the introduction to show your engagement with the essay question; for example, ‘This is a large topic which has been variously discussed by many scientists and commentators. The principle tension is between the views of X and Y who define the main issues as…’ Breadth might be demonstrated by showing the range of viewpoints from which the essay question could be considered; for example, ‘A variety of factors including economic, social and political, influence A and B. This essay will focus on the social and economic aspects, with particular emphasis on…..’

Watch this two-minute video to learn more about how to plan and structure an introduction:

The main body of the essay should elaborate on the issues raised in the introduction and develop an argument(s) that answers the question. It should consist of a number of self-contained paragraphs each of which makes a specific point and provides some form of evidence to support the argument being made. Remember that a clear argument requires that each paragraph explicitly relates back to the essay question or the developing argument.

• Conclusion: An essay should end with a conclusion that reiterates the argument in light of the evidence you have provided; you shouldn’t use the conclusion to introduce new information.
• References: You need to include references to the materials you’ve used to write your essay. These might be in the form of footnotes, in-text citations, or a bibliography at the end. Different systems exist for citing references and different disciplines will use various approaches to citation. Ask your tutor which method(s) you should be using for your essay and also consult your Department or Faculty webpages for specific guidance in your discipline. 

Essay writing in science subjects

If you are writing an essay for a science subject you may need to consider additional areas, such as how to present data or diagrams. This five-minute video gives you some advice on how to approach your reading list, planning which information to include in your answer and how to write for your scientific audience – the video is available here:

A PDF providing further guidance on writing science essays for tutorials is available to download.

Short videos to support your essay writing skills

There are many other resources at Oxford that can help support your essay writing skills and if you are short on time, the Oxford Study Skills Centre has produced a number of short (2-minute) videos covering different aspects of essay writing, including:

• Approaching different types of essay questions  
• Structuring your essay  
• Writing an introduction  
• Making use of evidence in your essay writing  
• Writing your conclusion

Extended essays and dissertations

Longer pieces of writing like extended essays and dissertations may seem like quite a challenge from your regular essay writing. The important point is to start with a plan and to focus on what the question is asking. A PDF providing further guidance on planning Humanities and Social Science dissertations is available to download.

Planning your time effectively

Try not to leave the writing until close to your deadline, instead start as soon as you have some ideas to put down onto paper. Your early drafts may never end up in the final work, but the work of committing your ideas to paper helps to formulate not only your ideas, but the method of structuring your writing to read well and conclude firmly.

Although many students and tutors will say that the introduction is often written last, it is a good idea to begin to think about what will go into it early on. For example, the first draft of your introduction should set out your argument, the information you have, and your methods, and it should give a structure to the chapters and sections you will write. Your introduction will probably change as time goes on but it will stand as a guide to your entire extended essay or dissertation and it will help you to keep focused.

The structure of  extended essays or dissertations will vary depending on the question and discipline, but may include some or all of the following:

• The background information to - and context for - your research. This often takes the form of a literature review.
• Explanation of the focus of your work.
• Explanation of the value of this work to scholarship on the topic.
• List of the aims and objectives of the work and also the issues which will not be covered because they are outside its scope.

The main body of your extended essay or dissertation will probably include your methodology, the results of research, and your argument(s) based on your findings.

The conclusion is to summarise the value your research has added to the topic, and any further lines of research you would undertake given more time or resources. 

Tips on writing longer pieces of work

Approaching each chapter of a dissertation as a shorter essay can make the task of writing a dissertation seem less overwhelming. Each chapter will have an introduction, a main body where the argument is developed and substantiated with evidence, and a conclusion to tie things together. Unlike in a regular essay, chapter conclusions may also introduce the chapter that will follow, indicating how the chapters are connected to one another and how the argument will develop through your dissertation.

For further guidance, watch this two-minute video on writing longer pieces of work . 

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Department of History

Guide to writing a commentary on primary source(s).

This shorter assignment (1,500-words, worth 10%) takes the form of a commentary on a primary source or two conceptually linked sources or a comparison of two primary sources. You could take any of the documents set out for the classes on the module website (whether or not we have yet discussed them) or find the longer versions of them if they are extracts, or choose another document (please ask me about the latter).

Each week we discuss pieces of primary text, so essentially this exercise replicates on paper the type of analysis you routinely conduct in class. The assignment will also help prepare you for both a second or third year dissertation, or a third year module, where close engagement with primary material is a basic requirement.

Focus on text, context and significance .

You don't need a question heading unless you would find it useful to give you an angle on the source(s).

Some questions you might want to ask (not all will be applicable to all sources, but many will be):

• Text. What are the essential or notable features of what is being said [this might have to do with the language/wording used as much as the content]? What keywords, phrases or concepts are involved? Why are they important?
• Context. Who wrote this and what do we know about them – is it important? What do we know about the aims of the author(s)? When was it written and is this significant? In what ways is it significant to know the historical context in which it was written?
• What is the significance of what is being said? Is this text part of a larger series of texts and if so, does this larger corpus have significance? How does the piece relate to other texts and to the period as a whole? Was it representative? innovative? aberrant? Influential? What is its broader historical significance? How did readers react? Does the piece raise historiographical questions or relate to a historiographical debate? What are the key debates to which this relates? How have historians interpreted it or documents like it?

The marking criteria are the same as for any other piece of work. Reference secondary material in the normal way. You can refer to the online versions of the sample documents (cite as 'Coursework document X, p.y) or go back to the originals.

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

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.