how to write a source essay history

How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about.

This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay.

This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph.

The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph.

In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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Tips from my first year - essay writing

This is the third of a three part series giving advice on the essay writing process, focusing in this case on essay writing.

Daniel is a first year BA History and Politics student at Magdalen College . He is a disabled student and the first in his immediate family to go to university. Daniel is also a Trustee of Potential Plus UK , a Founding Ambassador and Expert Panel Member for Zero Gravity , and a History Faculty Ambassador. Before coming to university, Daniel studied at a non-selective state school, and was a participant on the UNIQ , Sutton Trust , and Social Mobility Foundation APP Reach programmes, as well as being part of the inaugural Opportunity Oxford cohort. Daniel is passionate about outreach and social mobility and ensuring all students have the best opportunity to succeed.

History and its related disciplines mainly rely on essay writing with most term-time work centring on this, so it’s a good idea to be prepared. The blessing of the Oxford system though is you get plenty of opportunity to practice, and your tutors usually provide lots of feedback (both through comments on essays and in tutorials) to help you improve. Here are my tips from my first year as an Oxford Undergraduate:

• Plan for success – a good plan really sets your essay in a positive direction, so try to collect your thoughts if you can. I find a great way to start my planning process is to go outside for a walk as it helps to clear my head of the detail, it allows me to focus on the key themes, and it allows me to explore ideas without having to commit anything to paper. Do keep in mind your question throughout the reading and notetaking process, though equally look to the wider themes covered so that when you get to planning you are in the right frame of mind.
• Use what works for you – if you try to use a method you aren’t happy with, it won’t work. That doesn’t mean you shouldn’t experiment; to the contrary I highly encourage it as it can be good to change up methods and see what really helps you deliver a strong essay. However, don’t feel pressured into using one set method, as long as it is time-efficient and it gets you ready for the next stage of the essay process it is fine!
• Focus on the general ideas – summarise in a sentence what each author argues, see what links there are between authors and subject areas, and possibly group your ideas into core themes or paragraph headers. Choose the single piece of evidence you believe supports each point best.
• Make something revision-ready – try to make something which you can come back to in a few months’ time which makes sense and will really get your head back to when you were preparing for your essay.
• Consider what is most important – no doubt if you spoke about everything covered on the reading list you would have far more words than the average essay word count (which is usually advised around 1,500-2,000 words - it does depend on your tutor.) You have a limited amount of time, focus, and words, so choose what stands out to you as the most important issues for discussion. Focus on the important issues well rather than covering several points in a less-focused manner.
• Make it your voice – your tutors want to hear from you about what you think and what your argument is, not lots of quotes of what others have said. Therefore, when planning and writing consider what your opinion is and make sure to state it. Use authors to support your viewpoint, or to challenge it, but make sure you are doing the talking and driving the analysis. At the same time, avoid slang, and ensure the language you use is easy to digest.
• Make sure you can understand it - don’t feel you have to use big fancy words you don’t understand unless they happen to be relevant subject-specific terminology, and don’t swallow the Thesaurus. If you use a technical term, make sure to provide a definition. You most probably won’t have time to go into it fully, but if it is an important concept hint at the wider historical debate. State where you stand and why briefly you believe what you are stating before focusing on your main points. You need to treat the reader as both an alien from another planet, and a very intelligent person at the same time – make sure your sentences make sense, but equally make sure to pitch it right. As you can possibly tell, it is a fine balancing act so my advice is to read through your essay and ask yourself ‘why’ about every statement or argument you make. If you haven’t answered why, you likely require a little more explanation. Simple writing doesn’t mean a boring or basic argument, it just means every point you make lands and has impact on the reader, supporting them every step of the way.
• Keep introductions and conclusions short – there is no need for massive amounts of setting the scene in the introduction, or an exact repeat of every single thing you have said in the essay appearing in the conclusion. Instead, in the first sentence of your introduction provide a direct answer to the question. If the question is suitable, it is perfectly fine to say yes, no, or it is a little more complicated. Whatever the answer is, it should be simple enough to fit in one reasonable length sentence. The next three sentences should state what each of your three main body paragraphs are going to argue, and then dive straight into it. With your conclusion, pick up what you said about the key points. Suggest how they possibly link, maybe do some comparison between factors and see if you can leave us with a lasting thought which links to the question in your final sentence.
• Say what you are going to say, say it, say it again – this is a general essay structure; an introduction which clearly states your argument; a main body which explains why you believe that argument; and a conclusion which summarises the key points to be drawn from your essay. Keep your messaging clear as it is so important the reader can grasp everything you are trying to say to have maximum impact. This applies in paragraphs as well – each paragraph should in one sentence outline what is to be said, it should then be said, and in the final sentence summarise what you have just argued. Somebody should be able to quickly glance over your essay using the first and last sentences and be able to put together the core points.
• Make sure your main body paragraphs are focused – if you have come across PEE (Point, Evidence, Explain – in my case the acronym I could not avoid at secondary school!) before, then nothing has changed. Make your point in around a sentence, clearly stating your argument. Then use the best single piece of evidence available to support your point, trying to keep that to a sentence or two if you can. The vast majority of your words should be explaining why this is important, and how it supports your argument, or how it links to something else. You don’t need to ‘stack’ examples where you provide multiple instances of the same thing – if you have used one piece of evidence that is enough, you can move on and make a new point. Try to keep everything as short as possible while communicating your core messages, directly responding to the question. You also don’t need to cover every article or book you read, rather pick out the most convincing examples.
• It works, it doesn’t work, it is a little more complicated – this is a structure I developed for writing main body paragraphs, though it is worth noting it may not work for every question. It works; start your paragraph with a piece of evidence that supports your argument fully. It doesn’t work; see if there is an example which seems to contradict your argument, but suggest why you still believe your argument is correct. Then, and only if you can, see if there is an example which possibly doesn’t quite work fully with your argument, and suggest why possibly your argument cannot wholly explain this point or why your argument is incomplete but still has the most explanatory power. See each paragraph as a mini-debate, and ensure different viewpoints have an opportunity to be heard.
• Take your opponents at their best – essays are a form of rational dialogue, interacting with writing on this topic from the past, so if you are going to ‘win’ (or more likely just make a convincing argument as you don’t need to demolish all opposition in sight) then you need to treat your opponents fairly by choosing challenging examples, and by fairly characterising their arguments. It should not be a slinging match of personal insults or using incredibly weak examples, as this will undermine your argument. While I have never attacked historians personally (though you may find in a few readings they do attack each other!), I have sometimes chosen the easier arguments to try to tackle, and it is definitely better to try to include some arguments which are themselves convincing and contradictory to your view.
• Don’t stress about referencing – yes referencing is important, but it shouldn’t take too long. Unless your tutor specifies a method, choose a method which you find simple to use as well as being an efficient method. For example, when referencing books I usually only include the author, book title, and year of publication – the test I always use for referencing is to ask myself if I have enough information to buy the book from a retailer. While this wouldn’t suffice if you were writing for a journal, you aren’t writing for a journal so focus on your argument instead and ensure you are really developing your writing skills.
• Don’t be afraid of the first person – in my Sixth Form I was told not to use ‘I’ as it weakened my argument, however that isn’t the advice I have received at Oxford; in fact I have been encouraged to use it as it forces me to take a side. So if you struggle with making your argument clear, use phrases like ‘I believe’ and ‘I argue’.

I hope this will help as a toolkit to get you started, but my last piece of advice is don’t worry! As you get so much practice at Oxford you get plenty of opportunity to perfect your essay writing skills, so don’t think you need to be amazing at everything straight away. Take your first term to try new methods out and see what works for you – don’t put too much pressure on yourself. Good luck!

Thesis Statements

What is a thesis statement.

Your thesis statement is one of the most important parts of your paper.  It expresses your main argument succinctly and explains why your argument is historically significant.  Think of your thesis as a promise you make to your reader about what your paper will argue.  Then, spend the rest of your paper–each body paragraph–fulfilling that promise.

Your thesis should be between one and three sentences long and is placed at the end of your introduction.  Just because the thesis comes towards the beginning of your paper does not mean you can write it first and then forget about it.  View your thesis as a work in progress while you write your paper.  Once you are satisfied with the overall argument your paper makes, go back to your thesis and see if it captures what you have argued.  If it does not, then revise it.  Crafting a good thesis is one of the most challenging parts of the writing process, so do not expect to perfect it on the first few tries.  Successful writers revise their thesis statements again and again.

A successful thesis statement:

• makes an historical argument
• takes a position that requires defending
• is historically specific
• is focused and precise
• answers the question, “so what?”

How to write a thesis statement:

Suppose you are taking an early American history class and your professor has distributed the following essay prompt:

“Historians have debated the American Revolution’s effect on women.  Some argue that the Revolution had a positive effect because it increased women’s authority in the family.  Others argue that it had a negative effect because it excluded women from politics.  Still others argue that the Revolution changed very little for women, as they remained ensconced in the home.  Write a paper in which you pose your own answer to the question of whether the American Revolution had a positive, negative, or limited effect on women.”

Using this prompt, we will look at both weak and strong thesis statements to see how successful thesis statements work.

While this thesis does take a position, it is problematic because it simply restates the prompt.  It needs to be more specific about how  the Revolution had a limited effect on women and  why it mattered that women remained in the home.

Revised Thesis:  The Revolution wrought little political change in the lives of women because they did not gain the right to vote or run for office.  Instead, women remained firmly in the home, just as they had before the war, making their day-to-day lives look much the same.

This revision is an improvement over the first attempt because it states what standards the writer is using to measure change (the right to vote and run for office) and it shows why women remaining in the home serves as evidence of limited change (because their day-to-day lives looked the same before and after the war).  However, it still relies too heavily on the information given in the prompt, simply saying that women remained in the home.  It needs to make an argument about some element of the war’s limited effect on women.  This thesis requires further revision.

Strong Thesis: While the Revolution presented women unprecedented opportunities to participate in protest movements and manage their family’s farms and businesses, it ultimately did not offer lasting political change, excluding women from the right to vote and serve in office.

Few would argue with the idea that war brings upheaval.  Your thesis needs to be debatable:  it needs to make a claim against which someone could argue.  Your job throughout the paper is to provide evidence in support of your own case.  Here is a revised version:

Strong Thesis: The Revolution caused particular upheaval in the lives of women.  With men away at war, women took on full responsibility for running households, farms, and businesses.  As a result of their increased involvement during the war, many women were reluctant to give up their new-found responsibilities after the fighting ended.

Sexism is a vague word that can mean different things in different times and places.  In order to answer the question and make a compelling argument, this thesis needs to explain exactly what  attitudes toward women were in early America, and  how those attitudes negatively affected women in the Revolutionary period.

Strong Thesis: The Revolution had a negative impact on women because of the belief that women lacked the rational faculties of men. In a nation that was to be guided by reasonable republican citizens, women were imagined to have no place in politics and were thus firmly relegated to the home.

This thesis addresses too large of a topic for an undergraduate paper.  The terms “social,” “political,” and “economic” are too broad and vague for the writer to analyze them thoroughly in a limited number of pages.  The thesis might focus on one of those concepts, or it might narrow the emphasis to some specific features of social, political, and economic change.

Strong Thesis: The Revolution paved the way for important political changes for women.  As “Republican Mothers,” women contributed to the polity by raising future citizens and nurturing virtuous husbands.  Consequently, women played a far more important role in the new nation’s politics than they had under British rule.

This thesis is off to a strong start, but it needs to go one step further by telling the reader why changes in these three areas mattered.  How did the lives of women improve because of developments in education, law, and economics?  What were women able to do with these advantages?  Obviously the rest of the paper will answer these questions, but the thesis statement needs to give some indication of why these particular changes mattered.

Strong Thesis: The Revolution had a positive impact on women because it ushered in improvements in female education, legal standing, and economic opportunity.  Progress in these three areas gave women the tools they needed to carve out lives beyond the home, laying the foundation for the cohesive feminist movement that would emerge in the mid-nineteenth century.

Thesis Checklist

When revising your thesis, check it against the following guidelines:

• Does my thesis make an historical argument?
• Does my thesis take a position that requires defending?
• Is my thesis historically specific?
• Is my thesis focused and precise?
• Does my thesis answer the question, “so what?”

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of a social historian

Writing a Source Commentary

The bread and butter of studying history is the use of primary sources. So it’s no surprise that a common assignment in a History degree is to write a source commentary or analysis. So what does writing this sort of assignment entail?

Alternative assignments of this sort can be worrying, since they’re self-evidently rather different from a standard essay . However, whether a source analysis or a review assignment , there are some similarities with the usual essay. For one thing, you still need to put in the same amount of effort. These are not easy-option assignments and the most common reason for students being surprised by a low mark, especially early on in their studies, is simply not working as hard on this as they would for an equally-weighted essay. It’s also worth keeping in mind that you still need to back up each point you make with evidence. The difference is merely that your supporting evidence will mostly be drawn from one place – the source you’re writing about. However, you still need to read around each topic or issue you raise. For this reason you might read less than usual, but that wider reading is still important.

Some of the differences are simply because this is typically a shorter assignment. For example, the introduction and conclusion might be far more brief than for a standard essay. If you’re asked to write under 1,000 words, you really don’t have room for standalone opening and closing paragraphs. Instead, you want one or two sentences. The opening sentence needs to make it clear what source is under review. More than naming it, this means identifying the type of source it is. The closing sentence needs to wrap up the discussion by giving a clear answer to the question. Don’t be fooled – there is a question and that question is always ultimately the same. We’ll return to what exactly it is.

Over the course of your source commentary, there are five things you need to make sure you do. As ever, the advice of the tutor setting and/or marking your work trumps all else, but here’s my checklist:

1. Identify and summarise the source.  So often, students jump straight over the basics to get to the important stuff. You do need to establish what your source is, when and why it was produced, by whom, and what form it takes – as well as the basic content, the central message and perhaps the structure of the source – to give you a platform for the following commentary. Skipping this will leave you on shaky ground.

2. Consider the particular type of source. There are particular challenges and opportunities offered by private or official writings, even when the author is the same. A campaign speech or the posthumously published diaries of the same politician, for example. Likewise, quantitative or visual sources need to be handled appropriately. There’s a wealth of methodological literature on many different source types, so make sure you’re aware of what the issues are with the source in front of you. And if you’ve been set something to read for seminars that addresses this, don’t miss the chance to bring it in.

3. Put your source in context.  This means asking three questions, each of which will mean drawing upon your wider reading:

What do we need to know about the broader picture to make sense of this source?  The author, the environment (political, social, cultural backdrop), the time and the key issues each have their own history. What would we struggle not knowing? These are the sorts of things you often find mentioned in a brief preface to a source extract in anthologies. What does this source tell us about the broader picture?  We piece together our wider understanding one source at a time. So what does this source add, that we might not be aware of or have evidence for otherwise. How does this source compare to others?  It’s not just secondary sources that give us our wider understanding, but other primary sources too. How might other primary sources you know of answer questions raised by this one, show a different side of the same happenings, corroborate or call into question what we see here?

4. Consider the limitations of the source. Rarely will the source be an outright forgery, but you should still question the validity, reliability and representativeness of the source. What can’t  it tell you? This is where questions of  bias  might be brought in. However, I would advise against using the term bias . Labelling a source as biased may not be wrong but it is redundant, since every source is biased in some way. Saying so can often mask the need to ask how. Better to identify the perspective from which events are described.

5. Answer the question :  How useful is this source to historians?  Although it might be implicit, this is always ultimately the question. Depending on the particular assignment, we might add:  in relation to our particular issue. An easy mistake would be to offer some general thoughts on the source, perhaps doing all of the above, but not to really answer this question.

You might answer these questions in a number of different ways or orders, but they will usually fall broadly into the structure of description then commentary . The exact schema of your assignment will depend on the nature of the source. Remember, there is no one form for a primary source. We might often think of letters, official documents, photographs and maps – but it could literally be anything. An increased consideration of material culture in recent years has made this more true than ever. That said, not every historian will use every kind of source.

It would be unrealistic to expect one source to provide the answer to every question. If that was the case, historical research would be a lot quicker. Yet students often complain of exactly that. Remember, the question is not: Is this source useful to historians? Rather, it’s: In what ways is it useful? Everything around us will be of interest, it’s just a matter of matching up the right source with the right historian, asking the right question. In the future, this blog post will be of little use to the historian interested in explaining the outcome of the 2015 general election. However, for the historian seeking to understand how university students were taught History in the early twenty-first century, it fits.

I like to think of this as: If this is the answer, what’s the question?  What sort of historian, trying to understand what about the past, would find this source useful?  If you can answer that, the rest is process.

@gcgosling and read the source, of course — Matt Smith (@mpcsmith) March 9, 2015

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12 replies to “writing a source commentary”.

I’ve recently had students use newspaper and periodical databases to select articles and write headnotes for a source book on a specific subject. This post would have helped them immensely with the headnotes.

Maybe next time. Sounds like an interesting exercise.

An excellent piece. Thank you. What I have found, working with the First World War letters of my grandfather and his brothers, was that they wrote very differently depending on who the letter was for (their mother, their sisters, each other) and there was a lot of self-censorship.

Their letters are no more than glimpses of Army and Navy life. I have needed other sources to discover that their shipmates were burned beyond recognition at Jutland (“of course I’ve lost heaps of pals”) or where they were marching from and to (“I got interrupted by a job of work”) or that they were sitting next to a man killed by a shell (“I had the narrowest of close shaves”). Without the secondary sources and other primary sources, we don’t know what they hold back.

Thanks. It sounds like you have a great family collection. Working through the challenges and opportunities of each point I quickly made could have filled many more blog posts. These are some nice examples of just why we need to read our sources critically and dig around them.

Reblogged this on A Level History Help .

Good to hear. Would you say this is the same as what’s expected at A Level?

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Hello George, Great piece! I am going to use it in my teaching this year at the Univesity of Exeter.

By the way, I have a question for you, and for the forum. In the History programmes at Exeter Uni, we have several source-centred modules from year 1 onwards. Every year, I open these modules (the ones I teach) with the question: “So, what is a primary source?” And every year, Year 1 students respond with conviction: “Primary sources are those sources that were produced at the time of the event, and secondary sources are those that were produced later, hence they are derivative, secondary, less important.” And then begins the process of explaining that while their definition of primary sources may be correct in some cases, being contemporary to the event is not a necessary quality of a primary source; also that secondary sources are not just post-dated and less important, they are professional analyses based on the data that primary sources provide. Eventually, students come around, but they are quite suspicious initially, which makes me think that I must be working against something they have been taught in high school. Do you think primary and secondary sources are defined differently for students in high school? Since I did not go to school in the UK, I just need to know, and many thanks in advance!

Thanks Nandini (and sorry for the delay in replying). You raise some interesting questions.

I find they arrive at uni with similar ideas about primary sources. I too try to explain the difference between primary and secondary sources with examples, but try to link it to an overarching theme in my study skills teaching – that the trick in so many cases is matching your sources with the question they can answer, and that not all historians are asking the same questions. So, my lecture notes on conscientious objectors might be used as a secondary source for historians of the First World War, but as a primary source for historians of education. The point is, the difference is functional – not so much about what the source is, but how it’s used.

It’s starting to be a while now since I was taught in a UK school, and I’m sure things have changed a little, and of course not all UK uni students will have been to school in the UK. But there’s no harm in letting them provide a definition as a quick group exercise, then you know you’re starting from where they are. (I’m sure you do something like that already.) But I think it’s ok for them to be suspicious. It’s a hard thing to learn in abstract. If they’re paying enough attention to be suspicious then they’ll carry the idea with them into future classes and trips to the library when they’re handling primary/secondary sources after the class ends.

Good luck with the new term!

Thanks a lot, George! That was very useful. I hope the term goes well for you, too!

Thank you a lot! Great article! But how many sources is optimal to use?

Usually you would be focusing on one source, perhaps two or three compared. More than that and the danger is you end up just writing a standard essay that draws heavily on primary sources.

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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.

• Essay Editor

How to Write a History Essay: A Guideline for Non-Historians

History is a difficult discipline, no one can argue with that. It is especially challenging to write a history essay when you have zero historian bone in your body. That’s why today our goal is to teach you how to write a history essay.

What is history essay?

A historical paper is a classic instance of a scholarly work that seeks to examine and give answers to questions about long-gone factual incidents and their consequences. Unlike a simple narrative or description, a history paper demands a critical approach to the past, where you must utilize historic proof to defend your stance.

Yet, it is not that simple. Your task is not just to recount what happened, but to explore why it happened, how it happened, and what its significance is within a broader historical context.

History paper format

Making a history essay entails using a particular format to maintain transparency. Below is a comprehensive guide to a standard history essay outline:

• Introduction . Every history research paper outline begins with an introductory paragraph which sets the stage for the essay by offering contextual background and the presentation of the central argument.
• Body .  In the main part of a historical essay, the focal argument is developed and reinforced with proof. Each new paragraph must concentrate on defending the main stance from different angles.
• Conclusion . This part revisits the central points and connects them to the thesis. It exists to briefly answer why the topic is still significant to the academic community. 
• Citation list . This part includes all references used to create the paper.

The history essay format you use depends on your teacher’s preferences and requirements. However, if none are provided, the most common writing style used for historical papers is the Chicago style.

This history paper outline will help you create a convincing scholarly work that clearly conveys your insights and analysis of past events.

How to choose sources for a history essay

To ensure credibility and impartiality, a historical paper must be based on reliable and thoroughly selected information. Here’s what you must include to guarantee trustworthiness and objectivity:

• Credible central sources . Use original paper documents and other direct evidence belonging to the period you are studying. They often contain firsthand eyewitness accounts and are invaluable for understanding historical events through the viewpoints of those who experienced them.
• Objective secondary sources . Include works by reliable historians and scholars who have analyzed central sources. They offer interpretations and analyses that help contextualize historical incidents.
• Up-to-date research . Use the most relevant studies available. Historical interpretations can evolve, so relying on recent scholarship can provide the most accurate analysis of the topic.
• Neutral point-of-view . Choose sources that are recognized for their neutrality and scholarly rigor. Avoid references that have an obvious political or ideological bias unless you aim to study the bias itself as part of your work. Present multiple opinions on the topic when applicable.
• Credible information. Evaluate the reliability of each source by analyzing each author's qualifications, the reputation of the publication, and the quality of the referenced materials. Be wary of sources that lack proper citations, have a clear agenda, or are published in non-peer-reviewed outlets. For instance, basing your research on a Wikipedia article is not ethical since it is not peer-reviewed and can be edited by anyone in the world.

Always remember that history essays must contain reliable and neutral information based on well-documented sources. Maintaining an objective tone and accurately citing all sources will help you construct a credible and compelling historical argument.

How to write a history essay: An easy guide

Writing a history essay goes beyond merely recounting events; it demands in-depth analysis, a logically constructed argument, and skillful use of evidence. Here is a simple guide to help you begin crafting a history essay.

Analyze the assignment

Determine what the essay assignment or topic requires. Identify the specific period of history, famous historical events, or persons you need to cover. Ensure that you comprehend all requirements or formatting guidelines provided by your teacher.

Find relevant information

Use authoritative publications, scholarly articles, and reputable online databases. Central references (letters, official documentation, and contemporary records) and secondary references (like historical analyses and scholarly articles) are important for a comprehensive overview.

As you progress through your study, record bibliographic data for each reference. This will come in handy when you track where your information comes from and avoid unintentional plagiarism.

Formulate your defense

Drawing from your conducted research, determine the precise argument or standpoint you wish to present regarding the factual topic.

Begin your paper introduction

Begin your history essay with an engaging opening that draws the reader in. Provide necessary additional information to clarify the context of the event you’re examining. This might include a brief explanation of relevant historical background or key concepts. Finally, finish your introduction with the thesis statement you have formulated previously.

Develop body paragraphs

Develop your main defense by giving evidence and analysis to support your idea. Begin each paragraph with a topic sentence that directly connects to your thesis. Then, include evidence from main or secondary sources — like quotes, statistics, or specific examples — that underline your point.

After presenting your proof, include analysis to explain how this proof is connected to your defense. This allows you to demonstrate analytical skills, showing how the facts fit together and what they reveal about the broader historical context. 

Conclude your paper

Restate the central reasonings given in the main part of your paper. Summarize your thesis and connect it to the aforementioned proof, demonstrating how your argument has been supported.

By following these steps, you can make a successful historical composition that effectively demonstrates your proficiency in the topic. Always remember about the significance of credible studies and expressing your ideas in a transparent and logical manner.

Entrust your history essay to Aithor!

Aithor is an AI generator created specifically for academic purposes. Use Aithor to search for history essay sources, make a plan, prepare citation lists, and much more!

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Learning Materials

How to write a history essay: tips and strategies.

Updated: Jul 29, 2024

Ever felt overwhelmed by the prospect of writing a history essay? It can be daunting, especially if you're unsure where to start or how to structure your arguments effectively. Writing a successful history essay involves understanding the assignment, setting clear goals, gathering the right materials, and crafting a strong thesis to guide your argument. This blog will take you through the basics of writing a history essay, offer a step-by-step guide, and provide tips to enhance your writing style and ensure originality.

Start Writing Your Free Essay!

Understanding the basics of how to write a history essay.

Writing a history essay involves more than just recounting dates and events. It's about interpreting and understanding the implications of historical events and their impact on the present and future. To start, it's crucial to grasp the assignment's requirements and the historical context surrounding your topic. This understanding ensures that your essay is not only factually accurate but also rich in analysis and insight.

A well-crafted history essay serves as a bridge between past events and contemporary understanding, making it essential to approach your writing with clarity and precision. Start by identifying the type of history paper you are required to write, whether it's analytical, persuasive, or another style. This will determine how you gather evidence and construct your argument, ensuring that your essay meets the academic standards expected in historical scholarship.

Remember, the goal of a history essay is to make a coherent argument based on historical evidence, not just to present a list of facts. To achieve this, you will need to engage critically with a variety of sources, construct a clear thesis statement, and articulate your arguments effectively. This process not only enhances your understanding of the topic but also hones your analytical and writing skills.

Setting Clear Goals for Your History Essay

Setting clear goals for your history essay is fundamental to crafting a compelling narrative. Begin by understanding the specific question or topic you are addressing. This clarity will help you focus your research and writing on the relevant aspects of the subject, avoiding unnecessary digressions. It's about answering the right questions and contributing meaningfully to the understanding of historical events.

Your goals should also include forming a coherent argument that ties together historical facts and your interpretation. Consider what you want your readers to understand or believe about the topic by the end of your essay. This objective guides the structure of your essay and the selection of evidence, ensuring that each paragraph contributes towards building your overall argument.

Gathering the Right Materials for a History Essay

Gathering the right materials is crucial for writing an insightful history essay. Start by identifying and accessing both primary and secondary sources related to your topic. Primary sources provide first-hand accounts of historical events, while secondary sources offer interpretations and analyses of those events. Utilizing a mix of these sources will enrich your essay's depth and credibility.

When reviewing your materials, look for information that supports and challenges your preliminary thesis. This comprehensive approach allows you to present a balanced view and address potential counterarguments. Key steps in gathering materials include:

• Checking academic databases for scholarly articles
• Visiting libraries to access historical texts and documents
• Reviewing online archives for primary sources

This thorough research process is foundational to developing a strong argument.

Crafting a Strong Thesis for Your History Essay

Crafting a strong thesis for your history essay is about more than stating facts; it involves presenting a clear, debatable assertion that guides your paper's structure and argument. Your thesis statement should encapsulate the main point or argument of your essay in a concise manner. This statement serves as the foundation upon which your entire essay is built, aligning your arguments and evidence cohesively.

To formulate a robust thesis statement, start by identifying the key themes and questions that emerge from your preliminary research. Consider how these elements can be woven into a coherent argument that offers a fresh perspective on your topic. A strong thesis often addresses potential counterarguments, reinforcing the depth and critical nature of your analysis. Remember, a well-defined thesis not only enhances your essay's focus but also improves its persuasiveness.

Step-by-Step Guide to Writing a Historical Essay

Writing a historical essay can seem like a daunting task, but breaking it down into manageable steps can simplify the process. The first step is to thoroughly understand the essay prompt and the historical context it requires. This involves identifying the key events, figures, and timelines relevant to your topic. Ensure you grasp the central question your essay needs to address, as this will guide your research and argumentation throughout the writing process.

After understanding the prompt, the next crucial step is to gather and organize your sources. Start by collecting primary sources that provide firsthand accounts of the events, as well as secondary sources for scholarly analysis and interpretation. Organize these sources into themes or chronological order, depending on your essay's structure. This organization will aid in developing a comprehensive outline that logically presents your argument and evidence.

With your materials organized, begin drafting your essay by following your outline. Start with the introduction, then move on to the body paragraphs, each supporting a specific part of your argument, and conclude with a strong closing paragraph that ties all your points together. Remember, each section of your essay should serve to build upon the previous one, creating a cohesive and persuasive narrative that supports your thesis statement.

Writing an Engaging Introduction for a History Essay

The introduction of your history essay is critical as it sets the tone and hooks the reader's interest. Start with a compelling hook, such as a provocative question, a surprising fact, or a vivid anecdote related to your topic. This not only piques interest but also segues naturally into the background information that will set the stage for your thesis.

After the hook, provide essential background information that frames the historical context of your essay. This might include key dates, events, or figures related to the topic. Conclude your introduction with a clear thesis statement that outlines your main argument and how you plan to support it throughout the essay. This approach ensures that your reader knows exactly what to expect and is engaged from the beginning.

Structuring Effective Body Paragraphs in History Essays

Effective body paragraphs are the backbone of a strong history essay. Each paragraph should begin with a clear topic sentence that states the main point you will discuss. This sentence acts as a mini-thesis that guides the content of the paragraph. Following this, include several explanation sentences that elaborate on the point, providing necessary historical details and context.

After setting up your argument, introduce evidence from your sources to support your point. This could be quotations, statistics, or historical documents. Analyze this evidence in the context of your argument, explaining how it supports your thesis. Conclude each body paragraph with a sentence that synthesizes the information discussed and links it to your main argument, ensuring coherence and flow throughout your essay.

Concluding Your History Essay with Impact

Concluding your history essay effectively is crucial for reinforcing your thesis and leaving a lasting impression on the reader. Begin your conclusion by briefly summarizing the key points made in your body paragraphs. This recapitulation helps to remind the reader of the logical progression of your argument and how each point contributes to supporting your thesis.

After summarizing, restate your thesis in a slightly different way to reinforce the argument made throughout your essay. End with a strong closing sentence that either provides a final thought on the significance of your topic in a broader historical context or suggests implications for future research or understanding. This approach ensures that your essay concludes on a thoughtful and impactful note.

Tips for Enhancing Your History Essay Writing Style

Enhancing the writing style of your history essay can significantly improve its clarity and persuasiveness. Focus on the precision and relevance of your language. Avoid overly complex sentences that might confuse readers. Instead, use clear, concise language that directly supports your thesis. This approach not only makes your essay more accessible but also more engaging, ensuring that your arguments are communicated effectively.

Additionally, vary your sentence structure to maintain the reader's interest. A mix of short, punchy sentences and longer, more detailed ones can help to create a rhythm that makes your essay more enjoyable to read. Remember, each sentence should contribute directly to your argument or provide necessary context. Here are some tips:

• Start paragraphs with topic sentences that preview the content.
• Use active voice to make statements more compelling.
• Incorporate transitional phrases to ensure a smooth flow of ideas.

Handling Evidence in History Essays

In history essays, effectively handling evidence is crucial to support your thesis. Start by selecting evidence that directly relates to your points , ensuring it is both credible and relevant. When presenting this evidence, integrate it into your argument seamlessly; for instance, use a piece of evidence to back up a claim you made in your topic sentence. This method strengthens your argument and makes your reasoning clearer to the reader.

Moreover, it's essential to address and integrate contradictory evidence to enhance the persuasiveness of your essay. Acknowledge opposing viewpoints and use them to refine your argument by:

• Presenting contradictory evidence and then explaining why your thesis still holds.
• Using counter-evidence as a way to demonstrate the complexity of the issue.
• Explaining the context or limitations of the contradictory evidence to mitigate its impact on your thesis. This approach not only shows a deep understanding of the topic but also strengthens your position by addressing potential criticisms head-on.

Ensuring Originality and Avoiding Plagiarism in History Essays

Ensuring originality in your history essays is crucial not only for achieving good grades but also for maintaining academic integrity. Plagiarism, or using someone else’s ideas or words without proper attribution, can lead to severe consequences, including failing grades or more serious academic penalties. To avoid this, it’s essential to understand the different types of plagiarism, such as direct copying, paraphrasing without credit, and using one’s own previous work without proper citation.

To safeguard against plagiarism, always ensure that you cite your sources correctly. Whether you are quoting directly or paraphrasing someone else’s ideas, proper citation is key. Utilize a consistent citation style throughout your essay, as recommended by your educational institution, typically APA, MLA, or Chicago style. Moreover, tools like plagiarism checkers can be invaluable in helping you identify and rectify any unintentional plagiarism before submitting your work.

Understanding Grading Criteria for History Essays

When grading history essays, educators focus on several key criteria to assess students' understanding and analytical skills. These criteria often include the clarity of the thesis statement, the depth of analysis, and the relevance and integration of historical evidence. A well-defined rubric might break down the essay into categories such as focus, content, organization, and writing clarity, each with specific expectations.

Additionally, educators look for critical thinking and original interpretation within your essays. They value when students can:

• Connect historical evidence to their thesis coherently,
• Demonstrate a comprehensive understanding of the historical context,
• Critically evaluate sources for bias and relevance.

Understanding these grading criteria can help you tailor your essay to meet and exceed these academic standards, potentially earning higher marks and gaining a deeper understanding of the material.

Elevate Your History Essays with Samwell.ai

Samwell.ai revolutionises the way students approach history essays, providing AI-powered writing assistance that simplifies research and ensures academic integrity. With features like advanced plagiarism checks and citation assistance, students can focus on crafting compelling narratives and analyses without worrying about the authenticity and formatting of their work. This not only saves time but also enhances the quality of their essays.

Specifically, Samwell.ai offers:

• Tailored research support that digs into historical contexts and details,
• Plagiarism checks to ensure every essay is original,
• Citation tools that help format references according to academic standards. These features make it an indispensable tool for any history student looking to elevate their essay writing. Ready to transform your history essays? Start writing with Samwell.ai today!

Frequently Asked Questions

How do you start a history essay.

To start a history essay, begin with a compelling hook such as a provocative question, a surprising fact, or a vivid anecdote related to your topic. This engages the reader's interest immediately. Follow the hook with essential background information that frames the historical context of your essay, including key dates, events, or figures related to the topic. Conclude your introduction with a clear thesis statement that outlines your main argument and how you plan to support it throughout the essay.

How do you write a history essay fast?

Writing a history essay quickly involves efficient planning and focused execution. Start by thoroughly understanding the essay prompt and the historical context it requires. Quickly gather and organise your sources, focusing on primary accounts and credible secondary analyses. Develop a clear outline based on your thesis and organise your arguments logically. Draft your essay by writing succinctly, ensuring each paragraph supports your thesis. Utilise tools like citation generators to speed up the referencing process.

What makes a history essay good?

A good history essay is characterised by a clear, coherent argument based on historical evidence. It should have a strong thesis that guides the essay's structure and argumentation. The essay should critically engage with various sources, presenting a balanced view while addressing potential counterarguments. Effective integration of historical evidence, clear organisation, and persuasive writing that enhances understanding of the historical context are also crucial. Additionally, original analysis and adherence to academic standards elevate the quality of the essay.

How many paragraphs are in a history essay?

The number of paragraphs in a history essay can vary depending on the essay's length and complexity. Typically, a standard history essay includes an introduction, several body paragraphs, and a conclusion. Each body paragraph should focus on a specific aspect of the argument, supporting the thesis with historical evidence and analysis. For instance, a five-paragraph essay would include one introductory paragraph, three body paragraphs, and one concluding paragraph.

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