how to write a source essay history

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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 243,223 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

• 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.

• 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

• 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".

• 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

• 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.

• 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.

• 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.

• 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

• 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

• 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.

• 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.

Writing the Essay

• 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.

• 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.

• 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

• 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

• 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

• 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.

• 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

Community Q&A

You Might Also Like

• ↑ 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

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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Harvard Writing Center

Chicago-Style Citation Quick Guide

Patrick Rael, “Reading, Writing, and Research for History: A Guide for Students” (Bowdoin College, 2004)

Hamilton College, "Writing a Good History Paper" A nice overview; the discussion of pitfalls in editing/revision is excellent.

Prof. William Cronon on Historical Writing Prof. William Cronon's excellent guide to historical writing; part of an even larger guide to doing historical research.

How to Organize a Research Paper

Writing Center Handout on History Writing

List of Resources on History Writing

Formulating a Research Question

Making the Most of Research Time

Formulating an Argument

General Writing Guidelines

Sources and Evidence

Citations and Notes

Writing a 4-7 page History Paper (David Herzberg, 1992, Wesleyan University)

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How to Write a History Essay: The Role of History in Shaping Modern Society

The Past's Echoes in the Present: History, much like a river, winds its way through the ages, leaving an indelible mark on the shores of modern society. From the rise and fall of empires to revolutions that changed the course of human events, history is a testament to our shared human experience.

Why Explore History? By decoding the complex patterns of yesteryears, we can better comprehend our present. For university students, the skill of crafting a history essay becomes vital to accessing these understandings. Many students, in their quest to refine their historical essay composition, often seek assistance from history essay writing service .

The Purpose of Studying History

Glimpsing Our Origins : Understanding history means appreciating our roots. Every civilization, invention, or movement today has a backstory steeped in years or even centuries of development. Take, for instance, the significant events that have changed the course of nations. When considering writing an essay on The McKinley Assassination , one must delve beyond the mere facts of the event. It's about understanding the political climate, the societal reactions, and the global implications that ensued. As students, when we ponder about how to write a history essay, we must recognize that it's not merely about jotting down dates and events. It's about capturing the essence, the emotions, and the motivations.

Learning Lessons : History frequently acts as a reflection, showcasing the peaks and troughs of human actions and choices. Our past errors and achievements provide crucial insights. They instill in us perseverance, prudence, creativity, and an understanding of the outcomes of our deeds. For learners, it's essential to recognize that these insights aren't merely events of the past but enduring lessons.

The Evolution of Society : History isn't static; it’s dynamic and ever-evolving. Over time, societal norms and values have transformed. The mannerisms, beliefs, and customs once held dear by ancient societies might seem outlandish today. But they were the stepping stones to our current beliefs. By studying these shifts, we can trace the evolution of modern principles and ideologies. And in doing so, students can master how to write a history essay that isn't just a recounting of facts but a tale of transformation and evolution.

Choosing a Specific Historical Event or Era

Zeroing In : A focused topic not only makes your essay concise but also more impactful. The beauty of history is in its vastness, but this can also be a challenge for the writer. Each era, each event carries its own set of stories, challenges, and outcomes. When narrowing down a topic, it's essential to ask: Why is this event significant? How does it resonate today? By understanding the long-term impact and relevance of your chosen topic, you can convey its importance.

The Ripple Effect : Understanding the broader implications of a specific event or era can also lead to a more profound comprehension of other interconnected events. For instance, the implications of a political assassination can lead to wars, reforms, or changes in international relations. Highlighting these connections in your essay can offer readers a panoramic view of history, showcasing the interdependence of events and decisions.

Researching and Gathering Sources

Primary vs. Secondary Sources : While primary sources offer firsthand accounts, secondary sources provide interpretations and analyses. Both are vital for a well-rounded essay. Yet, it's essential to approach them critically. Question the authenticity of primary sources and the potential biases in secondary sources. This analytical approach ensures that your essay is not just a compilation of facts but a well-thought-out argument that stands up to scrutiny.

The Art of Corroboration : To ensure the accuracy and reliability of your information, it's beneficial to cross-reference facts across multiple sources. This practice not only validates the information but also provides a more holistic view of the event or era, allowing for a richer, more layered narrative.

Using the Right Tools:

Libraries : Traditional but goldmines of information.

Online Databases : JSTOR, Google Scholar, and others offer a plethora of academic papers and articles.

Museums and Archives : For tangible artifacts and primary documents.

Understanding the Cultural and Societal Context

The World Back Then : Dive deep into the beliefs, norms, and lifestyles of the time. This helps in understanding why certain events unfolded the way they did.

The Global Web : History is not isolated. An event in one part of the world might be linked to another event miles away. Recognizing these connections enriches your essay.

Drawing Parallels to Modern Society

Legacy of the Past : From the architecture we admire to the laws we follow, the imprints of history are everywhere. Discuss how past events have shaped current realities. Educational institutions, like Buffalo public schools , often integrate history education to help students understand the complexities of modern society and the foundational events that have led to it.

Structuring the Essay

The blueprint for how to write a history essay.

Start with a Gripping Introduction : Before diving into the details, begin your essay with an engaging sentence or anecdote relevant to your topic. This will capture the reader's attention and set the tone for the rest of your essay. Then, introduce your main argument or point of view, culminating in a clear and concise thesis statement. The thesis is the backbone of your essay; it's the claim or argument that you'll be supporting throughout.

Organize Body Paragraphs Methodically : Each paragraph should present a single idea or event, supported by evidence from primary and secondary sources. Start each paragraph with a topic sentence that outlines the main point. Then, delve into the details, providing context, events, and analysis. Ensure that your paragraphs flow logically from one to the next, creating a cohesive narrative. Using chronological order or thematic groupings can help structure your thoughts and make your argument more persuasive.

Analysis Over Recitation : Remember, a history essay isn't just a timeline of events. While it's important to mention key dates and happenings, the heart of your essay should focus on the analysis. Don't just list events; dive deep into the why and how. Dissect motives, evaluate the implications of actions, and discuss the larger themes at play. Was there a particular event that sparked a revolution? What cultural or societal shifts might have influenced an outcome? By providing a holistic view of the situation, you offer readers more than just facts; you give them insight into the intricate web of historical causation.

Conclude by Tying All the Threads Together : Your conclusion should revisit your thesis and main arguments, summarizing your points and reinforcing your stance. However, don't just restate what you've already said. Reflect on the broader implications of your findings. How do the events and analyses you've discussed shape our understanding of the past and influence the present or future? Leave your readers with a compelling final thought or question to ponder.

By adhering to this blueprint, you can craft a history essay that is not only informative but also captivating and insightful. Remember, the study of history is more than just dates and events; it's about understanding the human experience, with all its complexities and nuances.

Understanding the role of history in shaping modern society is more than just learning how to write a history essay. It's about bridging the gap between the past and present, understanding our trajectory as a civilization, and making informed decisions for the future. So, as you delve into the process of writing a history essay, remember: each word you craft is an homage to those who came before us, laying the groundwork for the journey we embark upon today.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

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

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

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 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.

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.

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.

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Department of History

Primary source essay.

This 3000-word source-based essay focuses on one primary source to shed light on material evaluation in the Enlightenment. To achieve this, the essay will also draw on other primary and secondary sources.

The essay will be marked using the usual history-specific marking criteria for written work . That said, a primary-source essay is a particular type of essay that calls for specific tasks that are not relevant to all other essays.

Like any other essay, this one needs to be an argument--it needs to state a thesis and make a case for that thesis. Unlike other essays, the argument of this essay will centre on a primary source. More details on the task are below.

The thesis. This needs to be related to the theme of the module, namely material evaluation in the Enlightenment. Beyond that, you are free to choose a topic as a function of your own knowledge and interests. It may help to consider some of the theses we have encountered in the secondary readings, such as Emma Spary's thesis that botanical expertise replaced scholarly expertise as the main way of evaluating coffee in France around 1700; or William Ashworth's thesis that the hydrometer was part of the political struggle between producers and the state in eighteenth-century Britain. Your thesis will probably be less ambitious than these, given the constraints of the assignment. But you may find these theses (by Spary, Ashworth, and the other historians we have read) a useful model to follow. The note under 'Contextualise' below may also be useful.

The primary source. This may be any primary source related to material evaluation in the Enlightenment. The one limitation is that it cannot be one of the primary sources we have discussed in detail in seminars, such as Robert Boyle's 1675 article on gold assaying in the Phil. Trans ., or Henry Drax's instructions on the management of a Barbadian sugar plantation. More precisely, you cannot choose the passages from these sources that we discussed in detail in class. For example, you may choose the sections on beer in Leadbetter's Royal Gauger , but not the sections on the distillery. The source may be a written document, but it may also be an object, diagram, painting, or any other historical artefact that sheds light on the past.

Finding a primary source . One way to find the source is through a relevant secondary source. If you are interested in connoisseurship in the fine arts, for example, you might look through the Warwick library catalogue for books on this topic related to the eighteenth century. You might then find, for example, Carol Gibson-Wood's book Jonathan Richardson: Art Theorist of the English Enlightenment , which in turn discusses many relevant primary sources. Another approach is to start with the primary sources themselves by searching through collections of relevant sources. Examples are:

The online archive of the Philosophical Transactions of the Royal Society of London

Early English Books Online , a database of early modern English texts

The online archive of the English East India Company

Eighteenth-century encyclopaedias, such as Chambers' Cyclopaedia , the fourth edition of which has been digitised

The catalogues of public museums, such as the Oxford Museum for the History of Science and the British Museum

Virtual exhibitions, such as the Intoxicating Spaces exhibition or the Sugar and the Visual Imagination exhibition

Analysing the primary source. Analysing primary sources is more an art than a science, and there are no hard-and-fast rules about how to do it. However, for the purpose of this essay you should do at least the following:

Interpret. Decipher the source so that it can be understood by a non-specialist audience. This may mean explaining technical terms, rephrasing complicated sentences, identifying rhetorical devices or figures of speech, or (for long texts) summarising the argument or narrative.

Explain. Get behind the source to understand its conditions of production. Who was the author? Who was the intended audience? Why, when, how, and where was the source made? Which genre does it belong to (encyclopaedia article, scientific article, merchant correspondence...) and how does it fit into the history of that genre?

Contextualise. Relate the source to wider historical developments of the kind that we have covered in the module, such as the the growth of the fiscal-military state, the growth of a consumer culture, and the outbreak of the French Revolution.

The essay could be structured around these three tasks, with one section on each - but it does not need to be. The important thing is to do these three things as part of your research, and to integrate them into your argument.

Other sources. Although the essay should be centred on one primary source, it does not need to be limited to that source. Indeed, you will need to draw on other primary and secondary sources to make sense of the primary source that you focus on. The expectation is that you will draw on five (or more) secondary sources and one (or more) additional primary sources. The secondary sources can be made of books, book chapters, journal articles, or chapters in edited collections.

Meeting with tutor. All students are strongly encouraged to meet the tutor (during office hours ) to discuss their choice of primary source. This meeting can take place any time in term 2 before the essay deadline, but should be around the time you decide upon that source.

Assessment Forum

Creating and Administering a Primary Source Analysis

John Buchkoski, Mikal B. Eckstrom, Holly Kizewski, and Courtney Pixler | Jan 1, 2015

H undreds of students pass through the introductory history courses of the University of Nebraska–Lincoln each semester with various backgrounds and skill levels. Although some of them have faced a primary source assessment, perhaps in the Advanced Placement Document Based Question Exam, our department had no universal assessment tool to evaluate student learning and skill development. In January 2014, William G. Thomas, our chair, and Margaret Jacobs, the chancellor’s professor of history, asked us to write and administer an exam for all introductory American history courses. Our goal was to construct new pedagogical tools that integrated more primary source analysis into our survey courses.

Collaboration was key to our success, and our different backgrounds and teaching experiences were vitally important in identifying the most significant components of history writing. We agreed that these components were a clear thesis statement, the number of sources used, organization, and analysis. We worked together to ensure that primary sources were similar for the pre- and post-1877 US exams in that they presented issues dealing with race, class, and gender. For example, we incorporated the Utmost Good Faith Clause from the Northwest Ordinance on the pre-1877 test and the Burton-Wheeler Act on the post-1877 test to demonstrate legal decisions regarding Native Americans and land. We chose sources that students were unlikely to have seen before and worked with the instructors to make sure the students would know the context in which the source had been created.

It is impossible to design a “one size fits all” exam that caters to the learning style of each student, but our mix of textual and visual sources helped make our exam more accessible. In order to prepare the students for the exam, the team led a workshop in each of the eight classrooms that focused on how to use primary sources. By working through a sample question and documents in the classroom, we modeled the best strategies for succeeding on the exam. We focused on how to write an effective essay, with a strong thesis statement and a cohesive structure guided by topic sentences. To ensure that online or absent students could review the information covered, the project team used Camtasia, a digital audio-recording tool, to record a podcast of the workshop, which we provided online along with a PowerPoint presentation.

The primary source assessment (PSA) team realized that the students’ teachers used a wide variety of teaching styles and presented very different course content. Each team member served as a liaison between two US history instructors and the PSA team. Faculty reaction to the PSA was varied; some instructors were enthusiastic, while others were initially skeptical. Two factors—clearly discussing the goals of the project and being available for further discussions—helped allay many of the faculty’s concerns. The instructors often found ways to adapt our lecture to fit the themes of the class and their teaching styles. Feedback from the instructors was particularly essential to the success of our workshops, as we were able to incorporate their suggestions over the course of eight lectures. This flexibility on our part helped us to adapt to the challenges that come with stepping into someone else’s classroom.

Because the members of the PSA team had varied historical interests and specializations, each contributed a different perspective to the exam. After choosing the American Revolution and the New Deal as the exam topics for each half of the survey, we eventually selected seven or eight sources. We decided to keep our questions somewhat simple in order to encourage argumentative thesis writing and broad use of evidence. For the first half of the survey, we asked, “Did all Americans benefit equally from the American Revolution?” and used sources covering women, Native Americans, and African Americans to provide a wide range of evidence. Likewise, for the second half of the survey, we asked, “Did all Americans benefit equally from the New Deal of the 1930s?”; we provided sources on African Americans, Native Americans, Mexican Americans, and working-class individuals. In order to remain objective in grading, we designed a rubric. We graded some of the exams together and frequently communicated about the grading process to ensure consistency.

The PSA team assessed the exams using four categories—thesis, sources, analysis, and organization—and tracked the results on a rubric (see sidebar). We then extrapolated various data sets from over four hundred exams. The HIST 110 (American history to 1877) classes averaged 83% for every category except the analysis category (77%). HIST 111 courses averaged higher (82%) in three categories (thesis, sources, and organization), but the analysis was still lower (79%). The averages for both American survey courses were as follows: thesis (83.4%), sources (83%), analysis (79%), and organization (82.2%).

We were pleased to discover that students taking the courses online scored comparably to those in traditional classrooms, leading us to believe that the PSA is effective in both environments. We were also pleased that the students focused on creating precise, argumentative theses and that almost every student provided a thesis statement. Additionally, most used at least six or seven of the documents we provided as evidence in support of their arguments. In the category of organization, a majority of students used a five-paragraph structure with topic sentences, which showed ability to effectively group evidence within a fluent argument. The PSA also indicated to our department the areas in which students could most improve. The analysis portion resulted in the lowest scores. We found that students referred to the sources in their essays but struggled to connect the context of the documents to their argument.

On the question about the American Revolution, in particular, we noted that students’ arguments often did not match the sources. Some students were reluctant to state that the Revolution did not result in total equality, incorrectly arguing that slaves and women became full members of the new Republic. Although students were more willing to be critical of the New Deal policies, we nevertheless encountered essays that argued for the fairness of repatriation and Indian removal. Many students relied on a predetermined narrative that was some variation of American exceptionalism and that clouded their ability to judiciously examine the sources we provided.

The exam also unexpectedly revealed that some students lacked a historical context for understanding race in American history. Documents and questions provided to students highlighted the entanglement of race with US history. During the workshops, the team discussed the interplay of race, class, and gender as a primary analytical tool for assessing the sources. Still, some students wrote that when African Americans are unable to receive Social Security, it is due to laziness, rather than to the historical legacy of the Jim Crow South and the institutional discrimination of the New Deal. When describing Native Americans in the New Deal Era, students adopted the “lazy Indian” trope. Others argued that the government should have taken Indian lands to boost the struggling economy. A few students also grafted current racialized debates onto the documents. For example, when analyzing documents on 1930s Mexican repatriados, one student wrote, “I think the New Deal was a little too fair for Mexicans wishing to return back [sic] to Mexico and take all their goods back. I don’t think illegal immigrants deserve this.” By couching their arguments in current issues of citizenship and migration, this student disregarded historical context. Finally, some students used problematic language found within the documents, such as the word negro .

As troubling as this was, the team agreed that the problematic essays were clearly not malicious. Rather, they seemed to be based on current political issues and a reluctance to criticize celebrated American policies. Although these problems were few in number, the department developed strategies to help students think about race as a construction, in and out of the classroom. One faculty member had advised against using the term negro in his syllabus and in class, and students from his class consistently used culturally appropriate language for African Americans in their essays. In spring 2014, the department discussed teaching about race in a previously planned workshop for faculty and graduate students. We were able to use our findings at this workshop to demonstrate the continuing need for critical race analysis in our classrooms.

Our department-wide efforts to bring a primary source assessment to our introductory classes produced mostly positive results. We were excited to discover that our survey-level students effectively produced structured, argumentative responses to primary sources. We also learned that, going forward, our focus should be on promoting critical analysis. The PSA team learned how to navigate the complexities of large-scale assessments and set the groundwork within our department for similar examinations in the future. Based on our results, the department is considering extending this assessment to other introductory surveys in the future.

The authors are graduate students in history at the University of Nebraska–Lincoln.

Grading the Primary Source Assessment

Thesis: 25%

Number of Sources: 25%

Analysis of Evidence: 25%

Organization: 25%

The American Historical Association welcomes comments in the discussion area below, at AHA Communities , and in letters to the editor . Please read our commenting and letters policy before submitting.

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How to Write a Killer Band 6 Modern History Essay

Your ultimate breakdown to writing a Band 6 modern history essay from introduction to conclusion. Read along for our expert tutor's top 5 tips on acing your next essay.

15 hours ago   •   7 min read

As the HSC creeps closer, many Modern History students find themselves baulking at the prospect of the dreaded 20-marker essay. But not you! Because you are going to read and discover the five fool-proof tips that will guarantee you a BAND 6!!

1. Understanding the scope of the question

This one might seem too obvious to mention, but you’d be surprised how many students trip on this hurdle. It’s one thing to read a question but it’s something else entirely to understand it, and failing to grasp the full scope of the question can send you completely off-course.

Similarly to your English essays, there are three things you should be looking for when reading the essay question:

• Content phrases: what does your essay need to talk about?
• Directive phrases : how do you need to talk about it?
• Limiting phrases : what are you not supposed to talk about?

To better understand what I mean, let’s use this past HSC essay question as an example.

Looking at the question’s content phrase, we can see that it requires you to talk about 1) the Chinese Communist Party and 2) achieving political stability.

Then, turning to the directive phrase, we see that it’s asking for an evaluation of this achievement - that means you need to make a judgement of whether this political stability was/wasn’t achieved, rather than merely explaining what happened.

Finally, the limiting phrase gives you a strict cut-off: do not consider any events after 1949. Understanding what not to include in your essay is just as important as knowing what to include. If you veer into limited areas, you’re just going to waste your time writing paragraphs that won’t earn you any marks - and will most likely lose you marks for failing to read the question properly.

2. Using a flow-on structure

Once you properly understand the question, it’s time to consider the structure you’re going to use to answer it. Think of an essay as a house you’re building: the paragraphs in your essay are bricks that you need to build on each other in order to culminate in your central thesis. Your essay is a story, and your marker should be able to predict how it’s going to end.

Some examples of how to do this are:

Pro-tip: put your strongest paragraphs first. That way, if you run out of time, you won’t be losing your best analysis.

3. Using cause-and-effect analysis

When your marker is reading your paragraphs, they’re looking for analysis rather than a story. Resist the temptation to share every detail you can remember about what happened at a historical event. Instead, every fact you write should be framed as either a cause or an effect of your paragraph’s central point.

Let’s say you’re writing an essay about the factors that led to the fall of the Romanov Dynasty and your first paragraph focuses on Rasputin. Do not write…

While this paints an accurate overview of Rasputin’s role in relation to the Romanovs before his death, it dances around the paragraph’s central question: in what way was he a central factor in their downfall? Instead, you could write it more like…

In this version, the combination of the ‘cause’ - Rasputin’s intimate involvement with the Romanovs coupled with his poor reputation - flow into the ‘effect’ of growing distrust of the Romanovs’ rule in Russia, which gives us the answer of how he was a factor in their downfall.

Knowing the facts is only half the battle. The key is demonstrating that you know how to create an argument with them.

4. Meaningfully integrating sources

It’s quite common for you to be given one or more sources as stimuli to accompany your essay question. It’s not enough, however, to merely mention these sources in passing when crafting your response; a meaningful integration is key to a Band 6 mark.

To meaningfully engage with a source, you need to explain how it enhances your argument. Always write as if your marker has absolutely no idea what that source is depicting and why it’s significant. This will demonstrate that you actually understand the source and aren’t just name-dropping it as a formality.

Let’s say you’re given this source for an essay about analysing how the Nazis rose to power in Germany between 1930 and 1939:

Rather than writing: “As shown in Source A, the Nazis utilised propaganda to influence the German public to sympathise with their ideals,” a response that meaningfully integrates the source could look something like this:

Even with photo sources that you can’t quote from, the same can be achieved by analysing the photo’s contents. A good rule of thumb is that if you can remove any references of the source from your essay without impacting the quality of your analysis, you haven’t integrated it well enough.

5. Including your own sources

Following the above steps is enough to write a solid Modern History essay, but if you really want to stand out from the pack and earn a Band 6, then you should enhance your analysis by incorporating your own sources. These could include secondary analysis by respected historians or primary sources from notable figures at the time.

Including sources outside of the prescribed stimulus shows that you’re capable of thinking critically about the topic you’re writing about rather than just regurgitating what you’ve learned in class. Just make sure that the sources you’re quoting are relevant to the question. While it does mean memorising a few extra quotes, the end result is worth it.

So there we have it! If you follow these five steps, Modern History essays are going to be a breeze.

Where do I find historical sources for Modern History?

The easiest way to find quotes is to simply google ‘[historical event/figure] historian perspectives’ or ‘quotes There are plenty of archives dedicated to collecting these. Even if this doesn’t yield direct quotes, many websites such as online encyclopaedias will provide citations that will take you to more direct sources.

If this doesn’t work, or you’re feeling particularly ambitious, searching the same query in Google Scholar will provide you with journal articles written by academics.

Do I really have to memorise ALL these dates for my Modern History Essay?

Yes and no. While it’s important to try and reference key dates in your writing to demonstrate your understanding of historical facts, it’s not the end of the world if you can’t remember a date down to the day or if you’re off by a year or two. The marker is more interested in your overall understanding than semantics. As long as you’re not claiming that WW2 happened in the 1920s or something equally egregious, you should be fine.

What’s the best way to study for Modern History?

Everybody studies differently, but there are some tried-and-true methods. For the nitty-gritty details such as dates, statistics, and names of significant historical figures and events, it can help to:

• Use flashcards
• Write out a timeline
• Quiz yourself/have somebody else quiz you

Whereas for the substantial content such as your cause-and-effect analysis, try:

• Teaching the concepts to somebody else - this will highlight gaps in your own knowledge
• Writing timed practice essays - as well as sharpening your analysis, this will help practise structure, time management, and question interpretation

Of course, another surefire way to improve your Modern History results is to get yourself a tutor!

Want more personalized study guidance to help drastically improve your marks? A private tutor can make the biggest difference!

Written by KIS Academics tutor for HSIE and English, Adam Hughes. Adam is currently pursuing a Bachelor of Arts/Law at UNSW and is always happy to take on new students. You can view Adam’s profile here and request him as a tutor.

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• How to Paraphrase | Step-by-Step Guide & Examples

How to Paraphrase | Step-by-Step Guide & Examples

Published on April 8, 2022 by Courtney Gahan and Jack Caulfield. Revised on June 1, 2023.

Paraphrasing means putting someone else’s ideas into your own words. Paraphrasing a source involves changing the wording while preserving the original meaning.

Paraphrasing is an alternative to  quoting (copying someone’s exact words and putting them in quotation marks ). In academic writing, it’s usually better to integrate sources by paraphrasing instead of quoting. It shows that you have understood the source, reads more smoothly, and keeps your own voice front and center.

Every time you paraphrase, it’s important to cite the source . Also take care not to use wording that is too similar to the original. Otherwise, you could be at risk of committing plagiarism .

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Table of contents

How to paraphrase in five easy steps, how to paraphrase correctly, examples of paraphrasing, how to cite a paraphrase, paraphrasing vs. quoting, paraphrasing vs. summarizing, avoiding plagiarism when you paraphrase, other interesting articles, frequently asked questions about paraphrasing.

If you’re struggling to get to grips with the process of paraphrasing, check out our easy step-by-step guide in the video below.

Prevent plagiarism. Run a free check.

Putting an idea into your own words can be easier said than done. Let’s say you want to paraphrase the text below, about population decline in a particular species of sea snails.

Incorrect paraphrasing

You might make a first attempt to paraphrase it by swapping out a few words for  synonyms .

Like other sea creatures inhabiting the vicinity of highly populated coasts, horse conchs have lost substantial territory to advancement and contamination , including preferred breeding grounds along mud flats and seagrass beds. Their Gulf home is also heating up due to global warming , which scientists think further puts pressure on the creatures , predicated upon the harmful effects extra warmth has on other large mollusks (Barnett, 2022).

This attempt at paraphrasing doesn’t change the sentence structure or order of information, only some of the word choices. And the synonyms chosen are poor:

• “Advancement and contamination” doesn’t really convey the same meaning as “development and pollution.”
• Sometimes the changes make the tone less academic: “home” for “habitat” and “sea creatures” for “marine animals.”
• Adding phrases like “inhabiting the vicinity of” and “puts pressure on” makes the text needlessly long-winded.
• Global warming is related to climate change, but they don’t mean exactly the same thing.

Because of this, the text reads awkwardly, is longer than it needs to be, and remains too close to the original phrasing. This means you risk being accused of plagiarism .

Correct paraphrasing

Let’s look at a more effective way of paraphrasing the same text.

Here, we’ve:

• Only included the information that’s relevant to our argument (note that the paraphrase is shorter than the original)
• Introduced the information with the signal phrase “Scientists believe that …”
• Retained key terms like “development and pollution,” since changing them could alter the meaning
• Structured sentences in our own way instead of copying the structure of the original
• Started from a different point, presenting information in a different order

Because of this, we’re able to clearly convey the relevant information from the source without sticking too close to the original phrasing.

Explore the tabs below to see examples of paraphrasing in action.

• Journal article
• Newspaper article
• Magazine article

Once you have your perfectly paraphrased text, you need to ensure you credit the original author. You’ll always paraphrase sources in the same way, but you’ll have to use a different type of in-text citation depending on what citation style you follow.

Generate accurate citations with Scribbr

It’s a good idea to paraphrase instead of quoting in most cases because:

• Paraphrasing shows that you fully understand the meaning of a text
• Your own voice remains dominant throughout your paper
• Quotes reduce the readability of your text

But that doesn’t mean you should never quote. Quotes are appropriate when:

• Giving a precise definition
• Saying something about the author’s language or style (e.g., in a literary analysis paper)
• Providing evidence in support of an argument
• Critiquing or analyzing a specific claim

A paraphrase puts a specific passage into your own words. It’s typically a similar length to the original text, or slightly shorter.

When you boil a longer piece of writing down to the key points, so that the result is a lot shorter than the original, this is called summarizing .

Paraphrasing and quoting are important tools for presenting specific information from sources. But if the information you want to include is more general (e.g., the overarching argument of a whole article), summarizing is more appropriate.

When paraphrasing, you have to be careful to avoid accidental plagiarism .

This can happen if the paraphrase is too similar to the original quote, with phrases or whole sentences that are identical (and should therefore be in quotation marks). It can also happen if you fail to properly cite the source.

Paraphrasing tools are widely used by students, and can be especially useful for non-native speakers who may find academic writing particularly challenging. While these can be helpful for a bit of extra inspiration, use these tools sparingly, keeping academic integrity in mind.

To make sure you’ve properly paraphrased and cited all your sources, you could elect to run a plagiarism check before submitting your paper. And of course, always be sure to read your source material yourself and take the first stab at paraphrasing on your own.

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Critical thinking

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

To paraphrase effectively, don’t just take the original sentence and swap out some of the words for synonyms. Instead, try:

• Reformulating the sentence (e.g., change active to passive , or start from a different point)
• Combining information from multiple sentences into one
• Leaving out information from the original that isn’t relevant to your point
• Using synonyms where they don’t distort the meaning

The main point is to ensure you don’t just copy the structure of the original text, but instead reformulate the idea in your own words.

Paraphrasing without crediting the original author is a form of plagiarism , because you’re presenting someone else’s ideas as if they were your own.

However, paraphrasing is not plagiarism if you correctly cite the source . This means including an in-text citation and a full reference, formatted according to your required citation style .

As well as citing, make sure that any paraphrased text is completely rewritten in your own words.

Plagiarism means using someone else’s words or ideas and passing them off as your own. Paraphrasing means putting someone else’s ideas in your own words.

So when does paraphrasing count as plagiarism?

• Paraphrasing is plagiarism if you don’t properly credit the original author.
• Paraphrasing is plagiarism if your text is too close to the original wording (even if you cite the source). If you directly copy a sentence or phrase, you should quote it instead.
• Paraphrasing  is not plagiarism if you put the author’s ideas completely in your own words and properly cite the source .

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To present information from other sources in academic writing , it’s best to paraphrase in most cases. This shows that you’ve understood the ideas you’re discussing and incorporates them into your text smoothly.

It’s appropriate to quote when:

• Changing the phrasing would distort the meaning of the original text
• You want to discuss the author’s language choices (e.g., in literary analysis )
• You’re presenting a precise definition
• You’re looking in depth at a specific claim

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

Gahan, C. & Caulfield, J. (2023, June 01). How to Paraphrase | Step-by-Step Guide & Examples. Scribbr. Retrieved April 15, 2024, from https://www.scribbr.com/working-with-sources/how-to-paraphrase/

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How to develop critical thinking skills through essay writing , sponsored post.

• April 16, 2024

Have you ever thought why professors should only appraise students’ understanding of concepts taught in class through continuous assessment tests (CATs) and exams? Usually, such questions and related ones often transpire when you have a backlog of assignments and homework. For example, if you’re pursuing a science, technology, engineering, and mathematics (STEM) program, you might wonder why you should do courses or units in English 101 and/or 102, communication skills, and entrepreneurship to the extent of writing essays and research papers. Rather than helping you develop professional expertise such as writing cover letters and Resumes/ curriculum vitae, these disciplines contribute to you developing critical thinking. 

Nevertheless, how can essay writing help you rational reason for whatever you say, hear, or write if you struggle with doing non-technical assignments and research papers? In such a case, you don’t need to worry, especially with unlimited solutions on the Internet. For instance, you can google “professional essay writing service” to hire a specialist from EssayLib , who would be responsible for providing you with custom samples. You can use the materials you would have purchased not only to learn about logically putting down ideas on paper but also to make your college life easy. Besides the non-technical assistance you’ll receive, you can get reference materials in programming and calculations.  

4 ways essay writing will develop your critical thinking 

1. rely on scholarly sources .

If you read an essay completed with blogs and one that integrates journals, chapters of the book, and industrial reports, which of the two would be rich in ideas? Without a doubt, any scholar will appreciate the knowledge communicated in the latter. For example, when a journal presents the efficacy of a placebo drug on a patient with a life-threatening lifestyle disease like obesity, it will explain research on how it alleviates symptoms and corrects anatomical or physiological aberrants. However, such a study will indicate limitations on the medicine. For example, it might not be effective in pediatric patients. This information would provoke your critical thinking to the extent of including your verdict, like “an underlying rationale could be an underdeveloped immune system required to work with the drug.” Surprisingly, you can get an idea of conducting a scientific exploration upon noticing gaps and knowledge deficits.  

2. Refrain from unnecessary description  

When your professor informs you to argue “whether outsourcing of labor is ethically right or not,” how will you approach this question in your essay to boost your critical thinking? Even before answering this question, think about students who search for information on the Internet and start writing. In most cases, you’ll realize that they will begin describing how US companies that outsourced labor globally found them in unending litigation for violating established ethical policies. Whereas such an essay might have answered the question, it doesn’t contribute to knowledge progression. So, how can one avoid unnecessary descriptions of “whether outsourcing of labor is ethically right or not?” 

Ideally, you have a lot of angles to approach such a question. For example, you might rely on scholarly sources highlighting a US company outsourcing labor from specific countries. You can also identify a firm(s) retailing or wholesaling the same or substitute product as the one depending on foreign workforces. In this case, you can argue that outsourcing promotes unethical competition as it might lower the prices of its commodities. As a consequence, the one that doesn’t use foreign might shut down its operations even though it employs Americans. This simple explanation shows how opting to analyze rather than provide a general description stimulates critical thinking! 

3. Take advantage of the counterargument approach 

If you want to write an essay about “the implications of banning the use of polythene bags,” what comes to your mind? A significant proportion of students would focus on how this policy would contribute to improving the environment or reducing pollution. Of course, you’ll find a myriad of information supporting such an argument. For example, some sources would indicate that since these polythene papers don’t decompose, they tend to scatter when blown by the wind, creating an unpleasant environment. Of course, you’ll score with such points, but you won’t develop critical thinking skills. So, who can apply the counterargument approach? 

In one of the body paragraphs, you can state a controversial topic sentence, such as “The banning of polythene bags would reduce government revenue.” In this case, some can argue that the authorities spent a significant proportion of their budget cleaning the environment. However, you can raise a valid point of how the government collects corporate taxes and pays as you earn (PAYE) from companies and employees who produce polythene papers. What’s more, firms responsible for managing litters remunerate taxes. Such a counterargument approach indicates how you’ve developed critical thinking. 

4. Challenge authors’ arguments 

Whereas incorporating ideas from different sources boosts knowledge in your essay, it might be similar to intentional plagiarism, especially when you use a single source. In other words, it can be the same as paraphrasing your classmates’ work assignment and submitting it. So, who can make it differently? You should challenge the authors’ arguments. For example, if the source said that “the company made a dollar million profit in the ended financial year, making 5% increment from the previous year.” You can challenge this argument by saying that earnings per share remained the same even with the recorded upsurge in net income. This approach will increase your critical thinking on the view of profitability between internal and external stakeholders. 

In retrospect, you shouldn’t take essays as an opportunity to summarize previously written ideas. However, capitalize on this opportunity to expand your knowledge, challenge the existing status quo, and progress your knowledge in any discipline.  

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Gig workers are writing essays for AI to learn from

• Companies are hiring highly educated gig workers to write training content for AI models .
• The shift toward more sophisticated trainers comes as tech giants scramble for new data sources.
• AI could run out of data to learn from by 2026, one research institute has warned. 

As artificial intelligence models run out of data to train themselves on, AI companies are increasingly turning to actual humans to write training content.

For years, companies have used gig workers to help train AI models on simple tasks like photo identification , data annotation, and labelling. But the rapidly advancing technology now requires more advanced people to train it.

Companies such as Scale AI and Surge AI are hiring part-timers with graduate degrees to write essays and creative prompts for the bots to gobble up, The New York Times reported . Scale AI, for example, posted a job last year looking for people with Master's degrees or PhDs, who are fluent in either English, Hindi, or Japanese and have professional writing experience in fields like poetry, journalism, and publishing.

Related stories

Their mission? To help AI bots "become better writers," Scale AI wrote in the posting.

And an army of workers are needed to do this kind of work. Scale AI has as many as tens of thousands of contractors working on its platform at a time, per the Times.

"What really makes the A.I. useful to its users is the human layer of data, and that really needs to be done by smart humans and skilled humans and humans with a particular degree of expertise and a creative bent," Willow Primack, the vice president of data operations at Scale AI, told the New York Times. "We have been focusing on contractors, particularly within North America, as a result."

The shift toward more sophisticated gig trainers comes as tech giants scramble to find new data to train their technology on. That's because the programs learn so incredibly fast that they're already running out of available resources to learn from. The vast trove of online information — everything from scientific papers to news articles to Wikipedia pages — is drying up.

Epoch, an AI research institute, has warned that AI could run out of data by 2026.

So, companies are finding more and more creative ways to make sure their systems never stop learning. Google has considered accessing its customers' data in Google Docs , Sheets, and Slides while Meta even thought about buying publishing house Simon & Schuster to harvest its book collection, Business Insider previously reported.

Watch: Nearly 50,000 tech workers have been laid off — but there's a hack to avoid layoffs

• Main content

• Source Criticism
• Incorporating Evaluation

How to incorporate evaluation in essay writing

Your evaluation of sources should ultimately be seamlessly incorporated into your academic writing.

Since your evaluation of sources is based upon what you found in your analysis , a number of analytical and evaluation skills should appear in each paragraph you write, alongside quotes from sources .

A simple way to do this is to introduce a quote by using some analysis or evaluation. Some helpful tips for how to do this can be found on the IOP CAM article .

Here are some examples for how you can incorporate evaluation of reliability and usefulness into your essay sentences that include a range of analysis skills :

However, it is not always necessary to incorporate a quote into your analysis and evaluation of a source. This is especially true when you can interpret the overall theme or message of a source. In this manner, you can demonstrate analysis and evaluation without relying on a direct quote.

Below is an example body paragraph from an essay, showing the range of analysis and evaluation skills:

Martin Luther King Jr. considered the 1963 Birmingham Campaign a necessity because of the harsh treatment of the African-American community. In mid-1962, King and other officials from the SCLC conceived ‘Project C’, which used the non-violent protest strategies of sit-ins, boycotts and daily marches, to draw public attention to the heavy-handed, and often violent, responses by the police. King’s justifications for this approach are explained in a telegram which he sent to President Kennedy in 1962 , in which he stated that a “reign of terror is still alive in Birmingham Alabama [and] it is by far the worst big city in race relations in the United States” (King, 1962, 1). His reasons are explained further the following year , in a letter which King wrote while in jail in Birmingham following his arrest for taking part in the protests . In it, the civil rights leader argued that the protests were necessary since the city authorities left the African-American community with no alternative (King, 1963, 2). As this document was written with the expressed purpose of explaining the causes of the Birmingham Campaign , it is a particularly reliable record of King’s justifications for the event. As is clearly seen in these two sources, both written by King himself, he saw Project C as a vital step in gaining full rights for the citizens of the city. Therefore, King was convinced that the 1963 Birmingham Campaign was a direct result of the unjust treatment suffered by the African Americans in Birmingham.

Additional Resources

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Guest Essay

J.D. Vance: The Math on Ukraine Doesn’t Add Up

By J. D. Vance

Mr. Vance, a Republican, is the junior senator from Ohio.

President Biden wants the world to believe that the biggest obstacle facing Ukraine is Republicans and our lack of commitment to the global community. This is wrong.

Ukraine’s challenge is not the G.O.P.; it’s math. Ukraine needs more soldiers than it can field, even with draconian conscription policies. And it needs more matériel than the United States can provide. This reality must inform any future Ukraine policy, from further congressional aid to the diplomatic course set by the president.

The Biden administration has applied increasing pressure on Republicans to pass a supplemental aid package of more than $60 billion to Ukraine. I voted against this package in the Senate and remain opposed to virtually any proposal for the United States to continue funding this war. Mr. Biden has failed to articulate even basic facts about what Ukraine needs and how this aid will change the reality on the ground.

The most fundamental question: How much does Ukraine need and how much can we actually provide? Mr. Biden suggests that a $60 billion supplemental means the difference between victory and defeat in a major war between Russia and Ukraine. That is also wrong. This $60 billion is a fraction of what it would take to turn the tide in Ukraine’s favor. But this is not just a matter of dollars. Fundamentally, we lack the capacity to manufacture the amount of weapons Ukraine needs us to supply to win the war.

Consider our ability to produce 155-millimeter artillery shells. Last year, Ukraine’s defense minister estimated that the country’s base-line requirement for these shells was over four million per year but that it could fire up to seven million if that many were available. Since the start of the conflict, the United States has gone to great lengths to ramp up production of 155-millimeter shells. We’ve roughly doubled our capacity and can now produce 360,000 per year — less than a tenth of what Ukraine says it needs. The administration’s goal is to get this to 1.2 million — 30 percent of what’s needed — by the end of 2025. This would cost the American taxpayers dearly while yielding an unpleasantly familiar result: failure abroad.

Just this week, the top American military commander in Europe argued that absent further security assistance, Russia could soon have a 10-to-1 artillery advantage over Ukraine. What didn’t gather as many headlines is that Russia’s current advantage is at least 5 to 1, even after all the money we have poured into the conflict. Neither of these ratios plausibly leads to Ukrainian victory.

Proponents of American aid to Ukraine have argued that our approach has been a boon to our own economy, creating jobs here in the factories that manufacture weapons. But our national security interests can be — and often are — separate from our economic interests. The notion that we should prolong a bloody and gruesome war because it’s been good for American business is grotesque. We can and should rebuild our industrial base without shipping its products to a foreign conflict.

The story is the same when we look at other munitions. Take the Patriot missile system — our premier air defense weapon. It’s of such importance in this war that Ukraine’s foreign minister has specifically demanded them. That’s because in March alone, Russia reportedly launched over 3,000 guided aerial bombs, 600 drones and 400 missiles at Ukraine. To fend off these attacks, the Ukrainian president, Volodymyr Zelensky, and others have indicated they need thousands of Patriot interceptors per year. The problem is this: The United States only manufactures 550 per year. If we pass the supplemental aid package currently being considered in Congress, we could potentially increase annual production to 650, but that’s still less than a third of what Ukraine requires.

These weapons are not only needed by Ukraine. If China were to set its sights on Taiwan, the Patriot missile system would be critical to its defense. In fact, the United States has promised to send Taiwan nearly $900 million worth of Patriot missiles, but delivery of those weapons and other essential resources has been severely delayed, partly because of shortages caused by the war in Ukraine.

If that sounds bad, Ukraine’s manpower situation is even worse. Here are the basics: Russia has nearly four times the population of Ukraine. Ukraine needs upward of half a million new recruits, but hundreds of thousands of fighting-age men have already fled the country. The average Ukrainian soldier is roughly 43 years old , and many soldiers have already served two years at the front with few, if any, opportunities to stop fighting. After two years of conflict, there are some villages with almost no men left. The Ukrainian military has resorted to coercing men into service, and women have staged protests to demand the return of their husbands and fathers after long years of service at the front. This newspaper reported one instance in which the Ukrainian military attempted to conscript a man with a diagnosed mental disability.

Many in Washington seem to think that hundreds of thousands of young Ukrainians have gone to war with a song in their heart and are happy to label any thought to the contrary Russian propaganda. But major newspapers on both sides of the Atlantic are reporting that the situation on the ground in Ukraine is grim.

These basic mathematical realities were true, but contestable, at the outset of the war. They were obvious and incontestable a year ago, when American leadership worked closely with Mr. Zelensky to undertake a disastrous counteroffensive. The bad news is that accepting brute reality would have been most useful last spring, before the Ukrainians launched that extremely costly and unsuccessful military campaign. The good news is that even now, a defensive strategy can work. Digging in with old-fashioned ditches, cement and land mines are what enabled Russia to weather Ukraine’s 2023 counteroffensive. Our allies in Europe could better support such a strategy, as well. While some European countries have provided considerable resources, the burden of military support has thus far fallen heaviest on the United States.

By committing to a defensive strategy, Ukraine can preserve its precious military manpower, stop the bleeding and provide time for negotiations to commence. But this would require both the American and Ukrainian leadership to accept that Mr. Zelensky’s stated goal for the war — a return to 1991 boundaries — is fantastical.

The White House has said time and again that it can’t negotiate with President Vladimir Putin of Russia. This is absurd. The Biden administration has no viable plan for the Ukrainians to win this war. The sooner Americans confront this truth, the sooner we can fix this mess and broker for peace.

J.D. Vance ( @JDVance1 ), a Republican, is the junior senator from Ohio.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow the New York Times Opinion section on Facebook , Instagram , TikTok , WhatsApp , X and Threads .

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How to Write for 'Travel + Leisure'

Since 1971, Travel + Leisure editors have followed one mission: to inform, inspire, and guide travelers to have deeper, more meaningful experiences. T+L's editors have traveled to countries all over the world, having flown, sailed, road tripped, and taken the train countless miles. They've visited small towns and big cities, hidden gems and popular destinations, beaches and mountains, and everything in between. With a breadth of knowledge about destinations around the globe, air travel, cruises, hotels, food and drinks, outdoor adventure, and more, they are able to take their real-world experience and provide readers with tried-and-tested trip ideas, in-depth intel, and inspiration at every point of a journey.

We tell stories from around the world: stories that are big or small, visually driven or essayistic, first-person or as-told-to or service-oriented.

Our audience is made up of active and passionate travelers — travelers who book an average of seven trips per year, big and small. They're up for anything: adventure, active travel, history, solo trips, luxury, the arts, spa vacations, multi-generational travel, food, wine, RVs, private jets. (Well, some of them take private jets.) Our readers want to learn about people and places around the world, even if they'll never visit those places themselves — to gain a deeper understanding of what's relevant there, and to challenge their own assumptions.

If you want to pitch a story to us, make sure your idea adds something to the conversation. We don't want to have seen that story elsewhere. We love stories about a place that is misunderstood or changing, stories about seeing the world in a new way, and especially stories by writers or photographers who bring a new voice to the conversation about a place or topic.

What We Want From a Pitch

A paragraph encompassing:

• The topic and angle
• The scope of the story
• Why we should cover it
• Why you are the writer for the job
• Whether you've traveled yet
• If not, what kind of editorial support you'd need for travel expenses

If we've never worked with you before, a pitch is your shot at giving us a sense of what your (unedited) writing is like — feel free to show us your voice.

For stories about a particular destination: maybe you have never been to the place before; maybe you went there all the time when you were growing up; maybe you live there now. That part doesn't matter so much as why you are the right person to tell this story, and what particular angle you will bring to the table. For longer, first-person stories, we prefer to have the writer travel on assignment, or write based on a recent trip. If your story will require additional travel, let us know. If you just got back from a trip, or are already planning your own trip, let us know.

If you have never worked with us before, please also include some relevant clips and/or a link to your portfolio. Clips for digital publications are perfectly fine, but if you're pitching print it's also helpful to see what work you've done that's similar in length, style, and scope to what Travel + Leisure does in print.

What We Don't Want From a Pitch

• A list of places you're going.
• A forwarded press release, or a copy-and-pasted press release.
• A couple sentences with no real angle.
• A pitch that will justify you going on a press trip (even if you don't tell us about the trip, we can usually tell).
• A story you've already written for someone else.
• A story that's already appeared recently in Travel + Leisure or on our website , or a competing magazine/website, or even a not-really-competing magazine/website.

Please do not send a pitch to everyone on the team; instead, use the guidelines below to decide who might be the best target for your idea. If an editor says no, it is best practice to not send the same idea to another editor. And if an editor says yes, it's often advisable to try to keep working with them in the future; if they're not the right person for a particular story, they can point you to a colleague. These types of writer-editor relationships are essential and help streamline the pitching process for everyone.

Another thing: we often get asked "what we're looking for" or "what we're currently working on." We totally get it, but we will almost never be able to give you a clear response. The answers to these questions change by the minute, and it's rare that we have a "hole" that we need to fill or a story idea that needs a writer. The best way to start working with us is showing you have unique story ideas that we wouldn't find anywhere else.

What to Expect When You Pitch

Many of us have been on the other side of this conversation (i.e. we've freelanced ourselves, and pitched many other faceless editors) and we know it's often frustrating. Feel free to follow up. If you don't hear back, follow up again! We will never be offended by "if I don't hear back by X date, I'll assume you're not interested and pitch this elsewhere."

Press/FAM Trips and Conflicts of Interest

We are aware that press trips are often a necessity for writers to familiarize themselves with new places, make industry connections, and develop their voice in the travel space. We won't fault anyone for taking press trips, and we don't mind if you pitch something to us based on independent reporting from a past press trip. What's important to us is editorial integrity and fresh storytelling. If you went on the trip for another publication, or have written about it elsewhere, your pitch should be distinctly different from your previous work on the topic. If it was a group trip, your pitch should hinge on your own fresh reporting and angle, not the same itinerary attended by a dozen other writers.

Writers must disclose any and all affiliations with travel companies, tourism boards, or government entities that could present a conflict of interest in their reporting. This includes previously contracted work such as copywriting, social strategy, consulting, or acting as a brand ambassador. If in doubt, point it out! Those who fail to do so will not be considered for future assignments.

It is very, very rare that we actively send writers on press trips for print stories. If your pitch is tied to your attendance on an upcoming press trip — and we can usually tell — we will most likely say no, though we always welcome you to report back afterwards if you find anything interesting.

How to Pitch Us: Digital

Travel never sleeps and neither do we (well, we do sometimes). At travelandleisure.com we write inspirational and instructional stories for passionate travelers. Digital editorial is a mix of short-lead and long-lead story creation. We are looking for all types of travel stories: From practical travel tips and expert advice to inspirational first-person stories and features about a destination or experience. We cover small towns and big cities, beaches, lakes, and rivers (basically if it's a body of water, you'll find us there), mountains and valleys, outdoor adventures and exploring hidden gems, fine dining and speakeasies, and everything in between all over the world.

The Writing and Editing Process: Digital

We commission short-lead and long-lead stories daily. We generally work with regular contributors on our daily stories. Word count varies…a lot. We aren't constrained by page count or, quite, frankly, pages at all — our pages can scroll forever. That said, our news stories are generally 300-500 words. Our general travel stories, first-person storytelling, or listicles can be anywhere from 500 - 2,000+ words.

As you can imagine, we are pitched a lot and don't always have time to respond to every single email (please don't be offended!), so in order to make yours stand out, here's what we suggest:

• We are looking for unique stories we don't already have on our site. Please do your research first and make sure the story you're pitching wasn't recently published on travelandleisure.com.
• Your story can be a listicle or an in-depth look at a particular activity in a destination so long as there is an inspiration and service element. For example, if you're pitching a story on bird watching in Colombia, please be sure to include in your story the binoculars you used, places that offer the best watching opportunities, and any hotels that may offer this as an experience.
• Please don't send a pre-written story — we don't generally accept them. We do however want to read a short blurb about your idea (4-5 sentences) along with a grabby headline. If we are interested, we will reach back out to get more details. But, don't leave out the important bits of your story in the pitch! Remember: How you write your pitch gives us insight into the quality and style of your writing.

We do not pay by word count. We have a flat rate that we pay by type of story. Your editor will share our rate sheet with you. That said, we pay upon receipt of the story and your story must be filed with an invoice. Along with your story, you must also provide press contacts and press releases.

Our daily news writers have a minimum number of stories they write for us each day. If you're interested in becoming a daily news writer, please email [email protected] along with recent news clips, why you're interested in becoming a daily news writer, and your expertise in the travel news space.

For everything else, here's who you'll want to pitch:

• Nina Ruggiero , editorial director, overseeing site, sold campaign content, and social. [email protected]
• Alisha Prakash , associate editorial director, personal essays and first-person narratives, reported features, profiles, evergreen and seasonal SEO stories and roundups, travel tips and trends, and under-the-radar destination spotlights that offer a fresh perspective on a place. [email protected]
• Christine Burroni , senior news editor, travel news, explainers and first-person experiences that expand upon how timely news is affecting travelers, service pieces, wellness trends and tips for travelers, and celebrity interviews with a travel angle. [email protected]
• Maya Kachroo-Levine , digital senior editor; reported features on hotels, destinations, cruising, aviation, food-and-beverage experiences, art, and architecture, ideally pitched with a timely hook; longer-form profiles and articles on often overlooked communities within the travel realm. [email protected]
• Sam Lauriello , social editor, all social requests and platforms. [email protected]
• Elizabeth Rhodes , special projects editor, all-things Disney, cruising, trip ideas, and over-the-top suites. [email protected]

While we're at it, meet the rest of the Travel + Leisure digital team:

Annie Archer, assistant social editor

Mariah Tyler, visuals editor

Alessandra Amodio, photo editor

Courtney Dennis, producer

Madeline Diamond, ecommerce editor

How to Pitch Us: Print

Travel + Leisure is the only monthly print travel publication in the United States, with a circulation of nearly one million.

Print editors are usually thinking at least three months ahead, and sometimes up to a year or more. Breaking, same-day, or otherwise time-sensitive pitches will not be considered; the T+L digital team is the best point of contact for pitching travel news stories, and social takeovers.

We are also constrained in our assigning by the simple fact of page counts. Pitching for print, by nature, involves a lot of rejections. Maybe we've done a similar story recently, maybe we have something similar in the works, maybe that particular editor just doesn't love the pitch as much as others they've gotten, maybe it's just not right for our audience at the moment but two years from now it would be. It happens all the time, even for those of us on staff, and it's not a referendum on you as a person or the quality of your ideas and reporting.

Another thing: If you are used to digital timelines, please manage your expectations for print. Our internal pitching process is rigorous. If the editor you pitched likes your idea, it still has to get past a number of other people. Sometimes those people will say no. You may be grumpy about this, and understandably so! Your editor is probably grumpy, too.

Most positive responses look like: "This is such a cool idea! I'd love to run it past our executive editor to see what she thinks." or "Hey, I love this idea and I think it could be a good fit for our Discoveries section. I'll bring it up with the section editor, and if she likes it too, she will propose it to our editor-in-chief at their next meeting." At that point, we hope that you won't pitch the story around while you're waiting for next steps. Sometimes we'll be able to get an answer for you after a few days; sometimes, depending on the story, it could be a month or longer. Feel free to follow up if you're curious about where we're at, and if you're getting antsy and considering pulling the piece, let your editor know!

The Writing and Editing Process: Print

Travel + Leisure is the only monthly print travel publication in the United States, with a circulation of nearly one million. We tell stories from around the world: stories that are big or small, visually driven or essayistic, first-person or as-told-to or service-oriented.

Our audience is made up of active and passionate travelers—travelers who book an average of seven trips per year, big and small. They're up for anything: adventure, active travel, history, solo trips, luxury, the arts, spa vacations, multi-generational travel, food, wine, RVs, private jets. (Well, some of them take private jets.) Our readers want to learn about people and places around the world, even if they'll never visit those places themselves—to gain a deeper understanding of what's relevant there, and to challenge their own assumptions.

Print editors are usually thinking at least three months ahead, and sometimes up to a year or more. Breaking, same-day, or otherwise time-sensitive pitches will not be considered; the T+L digital team is the best point of contact for pitching travel news stories and social takeovers.

The Sections of the Magazine

While you don't need to have a section in mind when pitching a print story, we encourage you to familiarize yourself with them. It's a cliche for a reason: The best way to have success with a pitch is to get to know the magazine well. If you can't see a story idea fitting into any of these, it's probably not right for us. All editors on our team can slot their stories into any of these sections, but each has one or more dedicated editors who oversee the general mix of stories.

Discoveries

A globetrotter's guide to the latest in travel.

Our front-of-book opener section, made up of stories that are often bitsy and news-driven. A great place to break into the magazine.

Story Formats: Short news-driven write-throughs, roundups, Q&As, step-by-step itineraries, neighborhood guide maps, short blurbs with a collection of beautiful pictures, etc.

Story Length: 100-500 words, though the shortest pieces are usually staff written.

Experiences

Travelers' tales, from near and far.

First-person travel narratives, often with a literary bent, as well as the occasional photo essay. Where appropriate, we try to incorporate relevant travel news (e.g. new hotels, restaurants, shops, galleries, etc.) or a "why now" element.

Story Formats: Essays and written-through travelogues, occasionally broken out into itinerary form, almost always first-person.

Story Lengths: ~700-1,500 words

Intelligent Traveler

Tips and tricks to help you travel smarter.

Travel hacks and insider info on the logistics and process of travel: innovations in the industry, trends in how we're traveling, tips to help you plan ahead and save money while doing it, cool gear you should have on your radar, and news about planes, trains, and automobiles.

Story Formats: A mix of written-through pieces and broken out roundups; they are generally not first-person or based deeply in a personal experience, but rather synthesize trends or give directions. (It's okay to use a first-person experience as a jumping-off point to discuss something larger in the industry.)

Story Lengths: Under 600 words.

The longest stories in the magazine, which live in the "well"—no ads, just beautiful images and thoughtful writing. Most of these are place-based stories—usually a city or a route around a particular state, island, or country—with a literary approach and with plenty of historical and social context. These types of features always include a fairly comprehensive "how to do it" sidebar for readers who want to replicate the journey. Sometimes, we will run travel essays or commentary that aren't about a particular trip, or we'll want to showcase an outstanding photo portfolio and will commission an essay to accompany it.

Story Lengths: typically 2,500–4,000 words

A Note About Feature Assignments: It's tricky to break into T+L with a feature—they're costly to produce, we run fewer of them each year than other kinds of stories, and rarely assign them to new-to-us writers unless there's significant evidence (generally in the form of multiple feature-length bylines and/or a book) that said writer can tackle something of that scope. That's not to say it never happens, just that you may get more traction with your T+L pitches in another section of the magazine, at least until we get to know you and your work.

"Your Best Shot." On this page, we spotlight an outstanding photo from one of our readers, accompanied by a short interview about their experience getting the shot. This is not a paid opportunity, but rather a prize for our Photo of the Day contest. If you're interested, you can submit your best shots HERE for the chance to be featured on this page in a future issue.

Who to Pitch on Print

Every print editor works on all sorts of things and can direct you to the right person if it's not them. But we each focus on certain sections, themes, and geographical areas, and for new writers, those will help you decide to whom to direct your ideas.

Here's the breakdown:

• Paul Brady, news director, edits the Intelligent Traveler section and is our point person for trend pieces about the travel industry. He leads our cruise coverage and often handles stories about aviation, loyalty programs, ski/winter sports, and the polar regions. He also follows Central America, Southeast Asia. [email protected]
• Liz Cantrell, senior editor, edits the Discoveries section and commissions other stories with a focus on outdoor and adventure travel, as well as Canada, Northern Europe, and the Southern U.S., including Texas. [email protected]
• Samantha Falewée , senior editor, works on many sections with a focus on South America; Fiji and French Polynesia; Arizona and New Mexico; and the Midwestern U.S. She is also interested in cultural and Indigenous travel. [email protected]
• Denny Lee , articles editor, focuses on Mediterranean Europe (France, Italy, Greece, Portugal & Spain); East Asia (China, Japan & Korea); Eastern Europe; Western U.S. (Colorado, Montana, Utah, Nevada, Idaho, Wyoming),. He also handles our ski and winter sports coverage, and food coverage. [email protected]
• Danielle Pointdujour , senior editor, leads our hotel coverage and the brand's annual It List. She also covers destinations including the Caribbean, Central America, the Middle East, Turkey, North Africa, Florida, and Texas.  [email protected]
• Flora Stubbs, executive editor, has a hand in everything, but focuses mainly on South Asia and East, West, and Southern Africa. [email protected]
• Peter Terzian, features editor, oversees our features well and curates our coverage of East Asia; the U.K. & Ireland; Scandinavia; and the Northeastern U.S. [email protected]
• Jessica Vadillo, editorial assistant, often works on packages and front-of-book items. [email protected]  
• Scott Hall, photo director, and Skye Senterfeit, deputy photo editor, are the best points of contact for photographers interested in contributing or those pitching photo essays. [email protected] ; [email protected]
• Fryda Lidor, creative director, is the best point of contact for illustrators and artists interested in contributing. [email protected]

Meet the rest of the Travel + Leisure print team :

Jacqueline Gifford, editor in chief

Erin Agostinelli, managing editor

Ray Isle, wine and spirits editor

Griffin Plonchak, production manager

Kathy Roberson, copy and research chief

Lisa Greissinger, research editor

How to Pitch Us: Social

Travel + Leisure has over 15M followers across its social channels. On Instagram, we share awe-inspiring destination images, first-person travel experiences, and educational articles. On TikTok, we post travel vlogs, hotel suite tours, destination roundups, and more. Overall, we use compelling photos and videos to inspire our audience to explore the world.

We want pitches for:

• Instagram takeovers highlighting a recent travel experience
• Personality-driven TikTok vlogs recapping a trip
• TikTok series that aim to either educate or entertain (bonus points if you can do both)

What pitches should include:

• For TikToks, why it has viral potential
• Whether you've traveled yet (or whether the trip is already booked)
• A timeframe for when you could have the assets ready to go live
• 1-2 examples of your past social media work (takeovers, TikToks, photography, videography, etc.)

Please send social pitches to [email protected] .