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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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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 243,395 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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• Written Essays

How to write source-based history essays

The biggest assessment task you will be required to complete is a written research essay which develops an argument and uses a range of sources.

All types of assessment tasks will need you to use essay-writing skills in some form, but their fundamental structure and purpose remains the same.

Therefore, learning how to write essays well is central to achieving high marks in History.

What is an 'essay'?

A History essay is a structured argument that provides historical evidence to substantiate its points. 

To achieve the correct structure for your argument, it is crucial to understand the separate parts that make up a written essay. 

If you understand how each part works and fits into the overall essay, you are well on the way to creating a great assessment piece.

Most essays will require you to write:

• 1 Introduction Paragraph
• 3 Body Paragraphs
• 1 Concluding Paragraph

Explanations for how to structure and write each of these paragraphs can be found below, along with examples of each: 

Essay paragraph writing advice

How to write an Introductory Paragraph

This page explains the purpose of an introduction, how to structure one and provides examples for you to read.

How to write Body Paragraphs

This page explains the purpose of body paragraphs, how to structure them and provides examples for you to read.

How to write a Conclusion

This page explains the purpose of conclusions, how to structure them and provides examples for you to read.

More essay resources

What do you need help with, download ready-to-use digital learning resources.

Copyright © History Skills 2014-2024.

Contact  via email

Introductions & Conclusions

The introduction and conclusion serve important roles in a history paper.  They are not simply perfunctory additions in academic writing, but are critical to your task of making a persuasive argument.

A successful introduction will:

• draw your readers in
• culminate in a thesis statement that clearly states your argument
• orient your readers to the key facts they need to know in order to understand your thesis
• lay out a roadmap for the rest of your paper

A successful conclusion will:

• draw your paper together
• reiterate your argument clearly and forcefully
• leave your readers with a lasting impression of why your argument matters or what it brings to light

How to write an effective introduction:

Often students get slowed down in paper-writing because they are not sure how to write the introduction.  Do not feel like you have to write your introduction first simply because it is the first section of your paper.  You can always come back to it after you write the body of your essay.  Whenever you approach your introduction, think of it as having three key parts:

• The opening line
• The middle “stage-setting” section
• The thesis statement

“In a 4-5 page paper, describe the process of nation-building in one Middle Eastern state.  What were the particular goals of nation-building?  What kinds of strategies did the state employ?  What were the results?  Be specific in your analysis, and draw on at least one of the scholars of nationalism that we discussed in class.”

Here is an example of a WEAK introduction for this prompt:

“One of the most important tasks the leader of any country faces is how to build a united and strong nation.  This has been especially true in the Middle East, where the country of Jordan offers one example of how states in the region approached nation-building.  Founded after World War I by the British, Jordan has since been ruled by members of the Hashemite family.  To help them face the difficult challenges of founding a new state, they employed various strategies of nation-building.”

Now, here is a REVISED version of that same introduction:

“Since 1921, when the British first created the mandate of Transjordan and installed Abdullah I as its emir, the Hashemite rulers have faced a dual task in nation-building.  First, as foreigners to the region, the Hashemites had to establish their legitimacy as Jordan’s rightful leaders.  Second, given the arbitrary boundaries of the new nation, the Hashemites had to establish the legitimacy of Jordan itself, binding together the people now called ‘Jordanians.’  To help them address both challenges, the Hashemite leaders crafted a particular narrative of history, what Anthony Smith calls a ‘nationalist mythology.’  By presenting themselves as descendants of the Prophet Muhammad, as leaders of the Arab Revolt, and as the fathers of Jordan’s different tribal groups, they established the authority of their own regime and the authority of the new nation, creating one of the most stable states in the modern Middle East.”

The first draft of the introduction, while a good initial step, is not strong enough to set up a solid, argument-based paper.  Here are the key issues:

• This first sentence is too general.  From the beginning of your paper, you want to invite your reader into your specific topic, rather than make generalizations that could apply to any nation in any time or place.  Students often run into the problem of writing general or vague opening lines, such as, “War has always been one of the greatest tragedies to befall society.”  Or, “The Great Depression was one of the most important events in American history.”  Avoid statements that are too sweeping or imprecise.  Ask yourself if the sentence you have written can apply in any time or place or could apply to any event or person.  If the answer is yes, then you need to make your opening line more specific.
• Here is the revised opening line: “Since 1921, when the British first created the mandate of Transjordan and installed Abdullah I as its emir, the Hashemite rulers have faced a dual task in nation-building.”
• This is a stronger opening line because it speaks precisely to the topic at hand.  The paper prompt is not asking you to talk about nation-building in general, but nation-building in one specific place.
• This stage-setting section is also too general.  Certainly, such background information is critical for the reader to know, but notice that it simply restates much of the information already in the prompt.  The question already asks you to pick one example, so your job is not simply to reiterate that information, but to explain what kind of example Jordan presents.  You also need to tell your reader why the context you are providing matters.
• Revised stage-setting: “First, as foreigners to the region, the Hashemites had to establish their legitimacy as Jordan’s rightful leaders.  Second, given the arbitrary boundaries of the new nation, the Hashemites had to establish the legitimacy of Jordan itself, binding together the people now called ‘Jordanians.’  To help them address both challenges, the Hashemite rulers crafted a particular narrative of history, what Anthony Smith calls a ‘nationalist mythology.’”
• This stage-setting is stronger because it introduces the reader to the problem at hand.  Instead of simply saying when and why Jordan was created, the author explains why the manner of Jordan’s creation posed particular challenges to nation-building.  It also sets the writer up to address the questions in the prompt, getting at both the purposes of nation-building in Jordan and referencing the scholar of nationalism s/he will be drawing on from class: Anthony Smith.
• This thesis statement restates the prompt rather than answers the question.  You need to be specific about what strategies of nation-building Jordan’s leaders used.  You also need to assess those strategies, so that you can answer the part of the prompt that asks about the results of nation-building.
• Revised thesis statement: “By presenting themselves as descendants of the Prophet Muhammad, as leaders of the Arab Revolt, and as the fathers of Jordan’s different tribal groups, they established the authority of their regime and the authority of the new nation, creating one of the most stable states in the modern Middle East.”
• It directly answers the question in the prompt.  Even though you will be persuading readers of your argument through the evidence you present in the body of your paper, you want to tell them at the outset exactly what you are arguing.
• It discusses the significance of the argument, saying that Jordan created an especially stable state.  This helps you answer the question about the results of Jordan’s nation-building project.
• It offers a roadmap for the rest of the paper.  The writer knows how to proceed and the reader knows what to expect.  The body of the paper will discuss the Hashemite claims “as descendants from the Prophet Muhammad, as leaders of the Arab Revolt, and as the fathers of Jordan’s different tribal groups.”

If you write your introduction first, be sure to revisit it after you have written your entire essay.  Because your paper will evolve as you write, you need to go back and make sure that the introduction still sets up your argument and still fits your organizational structure.

How to write an effective conclusion:

Your conclusion serves two main purposes.  First, it reiterates your argument in different language than you used in the thesis and body of your paper.  Second, it tells your reader why your argument matters.  In your conclusion, you want to take a step back and consider briefly the historical implications or significance of your topic.  You will not be introducing new information that requires lengthy analysis, but you will be telling your readers what your paper helps bring to light.  Perhaps you can connect your paper to a larger theme you have discussed in class, or perhaps you want to pose a new sort of question that your paper elicits.  There is no right or wrong “answer” to this part of the conclusion: you are now the “expert” on your topic, and this is your chance to leave your reader with a lasting impression based on what you have learned.

Here is an example of an effective conclusion for the same essay prompt:

“To speak of the nationalist mythology the Hashemites created, however, is not to say that it has gone uncontested.  In the 1950s, the Jordanian National Movement unleashed fierce internal opposition to Hashemite rule, crafting an alternative narrative of history in which the Hashemites were mere puppets to Western powers.  Various tribes have also reasserted their role in the region’s past, refusing to play the part of “sons” to Hashemite “fathers.”  For the Hashemites, maintaining their mythology depends on the same dialectical process that John R. Gillis identified in his investigation of commemorations: a process of both remembering and forgetting.  Their myth remembers their descent from the Prophet, their leadership of the Arab Revolt, and the tribes’ shared Arab and Islamic heritage.  It forgets, however, the many different histories that Jordanians champion, histories that the Hashemite mythology has never been able to fully reconcile.”

This is an effective conclusion because it moves from the specific argument addressed in the body of the paper to the question of why that argument matters.  The writer rephrases the argument by saying, “Their myth remembers their descent from the Prophet, their leadership of the Arab Revolt, and the tribes’ shared Arab and Islamic heritage.”  Then, the writer reflects briefly on the larger implications of the argument, showing how Jordan’s nationalist mythology depended on the suppression of other narratives.

Introduction and Conclusion checklist

When revising your introduction and conclusion, check them against the following guidelines:

Does my introduction:

• draw my readers in?
• culminate in a thesis statement that clearly states my argument?
• orient my readers to the key facts they need to know in order to understand my thesis?
• lay out a roadmap for the rest of my paper?

Does my conclusion:

• draw my paper together?
• reiterate my argument clearly and forcefully?
• leave my readers with a lasting impression of why my argument matters or what it brings to light?

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The writer of the academic essay aims to persuade readers of an idea based on evidence. The beginning of the essay is a crucial first step in this process. In order to engage readers and establish your authority, the beginning of your essay has to accomplish certain business. Your beginning should introduce the essay, focus it, and orient readers.

Introduce the Essay.  The beginning lets your readers know what the essay is about, the  topic . The essay's topic does not exist in a vacuum, however; part of letting readers know what your essay is about means establishing the essay's  context , the frame within which you will approach your topic. For instance, in an essay about the First Amendment guarantee of freedom of speech, the context may be a particular legal theory about the speech right; it may be historical information concerning the writing of the amendment; it may be a contemporary dispute over flag burning; or it may be a question raised by the text itself. The point here is that, in establishing the essay's context, you are also limiting your topic. That is, you are framing an approach to your topic that necessarily eliminates other approaches. Thus, when you determine your context, you simultaneously narrow your topic and take a big step toward focusing your essay. Here's an example.

The paragraph goes on. But as you can see, Chopin's novel (the topic) is introduced in the context of the critical and moral controversy its publication engendered.

Focus the Essay.  Beyond introducing your topic, your beginning must also let readers know what the central issue is. What question or problem will you be thinking about? You can pose a question that will lead to your idea (in which case, your idea will be the answer to your question), or you can make a thesis statement. Or you can do both: you can ask a question and immediately suggest the answer that your essay will argue. Here's an example from an essay about Memorial Hall.

The fullness of your idea will not emerge until your conclusion, but your beginning must clearly indicate the direction your idea will take, must set your essay on that road. And whether you focus your essay by posing a question, stating a thesis, or combining these approaches, by the end of your beginning, readers should know what you're writing about, and  why —and why they might want to read on.

Orient Readers.  Orienting readers, locating them in your discussion, means providing information and explanations wherever necessary for your readers' understanding. Orienting is important throughout your essay, but it is crucial in the beginning. Readers who don't have the information they need to follow your discussion will get lost and quit reading. (Your teachers, of course, will trudge on.) Supplying the necessary information to orient your readers may be as simple as answering the journalist's questions of who, what, where, when, how, and why. It may mean providing a brief overview of events or a summary of the text you'll be analyzing. If the source text is brief, such as the First Amendment, you might just quote it. If the text is well known, your summary, for most audiences, won't need to be more than an identifying phrase or two:

Often, however, you will want to summarize your source more fully so that readers can follow your analysis of it.

Questions of Length and Order.  How long should the beginning be? The length should be proportionate to the length and complexity of the whole essay. For instance, if you're writing a five-page essay analyzing a single text, your beginning should be brief, no more than one or two paragraphs. On the other hand, it may take a couple of pages to set up a ten-page essay.

Does the business of the beginning have to be addressed in a particular order? No, but the order should be logical. Usually, for instance, the question or statement that focuses the essay comes at the end of the beginning, where it serves as the jumping-off point for the middle, or main body, of the essay. Topic and context are often intertwined, but the context may be established before the particular topic is introduced. In other words, the order in which you accomplish the business of the beginning is flexible and should be determined by your purpose.

Opening Strategies.  There is still the further question of how to start. What makes a good opening? You can start with specific facts and information, a keynote quotation, a question, an anecdote, or an image. But whatever sort of opening you choose, it should be directly related to your focus. A snappy quotation that doesn't help establish the context for your essay or that later plays no part in your thinking will only mislead readers and blur your focus. Be as direct and specific as you can be. This means you should avoid two types of openings:

• The history-of-the-world (or long-distance) opening, which aims to establish a context for the essay by getting a long running start: "Ever since the dawn of civilized life, societies have struggled to reconcile the need for change with the need for order." What are we talking about here, political revolution or a new brand of soft drink? Get to it.
• The funnel opening (a variation on the same theme), which starts with something broad and general and "funnels" its way down to a specific topic. If your essay is an argument about state-mandated prayer in public schools, don't start by generalizing about religion; start with the specific topic at hand.

Remember.  After working your way through the whole draft, testing your thinking against the evidence, perhaps changing direction or modifying the idea you started with, go back to your beginning and make sure it still provides a clear focus for the essay. Then clarify and sharpen your focus as needed. Clear, direct beginnings rarely present themselves ready-made; they must be written, and rewritten, into the sort of sharp-eyed clarity that engages readers and establishes your authority.

Copyright 1999, Patricia Kain, for the Writing Center at Harvard University

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History is not just about writing lots of essays! It is also about discussion, debate and evidence. However, there will be, as with many other subjects at A-Level, some essays to write - but it is not as tough as it looks. Essay writing is a skill that you will get better at over time, but you might find the guide below useful to help you along.

How to Write a History Essay

• Are you new to the 6th form?
• Are you already in the 6th form but worried about your essay writing skills?
• Are you moving on to study history at university?

Then this could be just what you need! This guide will not help you to get outstanding grades - that is up to you, but it will prepare you with the skills that you need to produce that masterpiece!

Key Features: The Must Haves

A-Level/Undergraduate essays should contain the following features; although it depends on the type of essay you are writing as to how far you go; for example, a personal study or dissertation will require a great deal of historiography and referencing, whereas class essays may require less. If you are unsure as to how much your teacher will expect, it is best to ask! 

A well considered argument - This is VERY important to get right. It means that you will need to make sure that you clearly state your line of argument and do it convincingly. At the same time, you will also need to give full coverage to other factors/opinions/arguments that are at play - even if it is to rubbish them!

Reference to the question

An introduction

A middle -  the substantive part of the essay, where you present the evidence and arguments

A conclusion

Footnotes and bibliography

Before You Start...

The key to success in any history essay is preparation. This not only includes focussed and wide reading around the topic, but also your preparation of your thoughts and arguments. Richard Harris, experienced history teacher and now lecturer in education at Southampton University provides a very good starting point for essay writing. His plan is designed to get you thinking and planning your structure before you write. You can find a copy of this planning sheet at the end of the guide. 

1) Considered Argument

The key to providing a considered argument is to read widely! What is the historiography (views of different historians) surrounding the topic? What evidence is there to support different lines of argument? Your job is firstly to present these lines of argument.

Secondly, you should critically evaluate these views and evidence as you explain them. Is there evidence to counteract? By providing a considered argument - what we don't mean is that you sit on the fence! Every essay MUST have an argument, but by considered, we simply mean that you should be prepared to consider other arguments/factors, other than your own view, even if it is to critically evaluate them and dismiss their importance! But you must be convincing and be prepared to examine them fully.

At A level, the mark-schemes tend to be stepped into 5 different levels; you cannot progress beyond level 2/3 if you do not provide a well considered argument! The examiner wants to see what your opinion is, but they also want to know that you have not just "plucked" this opinion from nowhere - they want to see that you have considered the topic fully, taken account of all of the views and arguments before making your judgement. Therefore, you should stick to your line of argument throughout, but you should clearly evaluate other points of view, showing your reader how and why they are less valuable arguments than your own. 

2) Reference to the question

Where possible you should show how the evidence you are presenting links back to the question. You should refer back to the question wherever a link or piece of evidence provides some clues to help formulate an answer. This should help you to avoid going off track. Always think as you are writing "does this paragraph help to present the evidence to support my line of argument or help me to answer the question?" 

3) The Introduction

The introduction should set the scene. It should be short and snappy, no more than a few lines, but they are very important as you need to hook your reader in. There should be some very brief background detail to the question. You should also include some brief historiography - what is the main debate among historians about this issue? Who is saying what? You should also at this point wish to state what YOUR argument is going to be.

You should then refer back to the question by stating how you are going to measure/argue your case; a good way to do this is by referring back to the question itself. It should help you to get the question straight in your own mind too and give you some direction. For example, if you have a question asking you how significant an event was, you need to explain what is meant by significance and how you will measure this.

E.g. 'How significant was the Reichstag Fire in the Nazi revolution?'

When this question is analysed, bit by bit it helps us to explain to our reader what the essay intends to cover. 

4) The Middle

This is the substantive part of the essay. This is the bit where you have to present the evidence and arguments. It should predominantly contain your analysis/argument but you must also look at the counter-arguments and the views of historians.

• Present evidence in a balanced way: You should present your argument/response to the question clearly and effectively, using the views of historians and other evidence to back up the points you make. On the other side, you should also consider the arguments against your own and critically evaluate them in order to show why they are less important/plausible than your own.
• Present your evidence in a logical order : Try to avoid jumping around. Make a plan before you write that organizes your evidence logically. This could either be in themes or in chronological order.
• Include analysis: You must make sure that you don't just fall into the trap of presenting evidence without analysis. This reads more like a list! When presenting a piece of evidence or the view of a historian, don't forget to critically analyse. Is the evidence reliable? Is the view of the historian reliable or are they writing from a specific viewpoint? Are there different interpretations? What do you think? Is it a valid point?
• Refer often to the title: Don't forget to link your points back to the question where possible. It will help your essay and your reader stay focused on the answer to the question!

How to Structure Paragraphs:

It is important to structure your points within the scaffolding of the paragraph well. A good way to do this is to PEE all over your paragraphs!!!

Of course, don't take this literally and ruin your essay - what we mean is to use the PEE formula:

E - Example

E - Explanation.

This is a good habit to get into and a good way to provide structure. Simply make your point, give an example or piece of evidence to back it up, then explain it. What is the context? How or why is it significant/insignificant? How does it fit into the topic? How does it help to answer the question? 

Test yourself:

See if you can spot the PEE on this paragraph which forms part of an answer to the question "Was Edward IV a new monarch?"

"Edward's power did not increase at the expense of the nobility; a key criteria for new monarch status. Edward continued the tradition of letting powerful magnates rule the peripheral regions of the country, such as the North and Wales. This resulted in the creation of a number of large power bases including the Herberts in Wales, Gloucester in the North, the Percys in the eastern marshes and the Woodvilles in London. This was largely due to the small number of noble creations in his reign - he only made nine promotions to high nobility. On the one hand this shows that he was in form control as he had sufficient power and stability without having to make lots of noble creations to gain support, yet on the other hand he was creating a volatile situation as rivalries built up between powerful factions and Edward was cresting a potentially explosive situation which only he could control." 

5) Conclusion

This is the end of the essay. This is the bit where you are expected to answer the question! Here you should sum up in a couple of sentences what your argument is, and why it is the most plausible explanation, being careful to remind the reader of supportive evidence. Finally, you should put the essay in context. Explain the wider context to the question. It might be that there are longer-term or under the surface issues that need further exploration, or it may be that there is a bigger picture in play. By putting your answer in context, we don't mean just adding some extra facts about the period at the end - your setting in context should display your broader understanding of the period. A good example of this is when a student was writing about the Golden Age of Spain:

"In conclusion, the extent to whether this period can be deemed as a "Golden Age" ultimately rests on the context of the time. Although it is true to say that Spain was making advances in several areas, in terms of power, unity, wealth, economy, culture, empire and discovery. The extent of religious and racial persecution however, could be deemed as less golden in terms of morality, even if both policies were successful in terms of strengthening Spain's power base. In the wider context of the time, Spain's achievements seem less golden than they may at first appear. We have to remember that this period saw the Renaissance. The Renaissance affected practically every area of life at the time, and was a new dawn of discovery and thinking -  Leonardo Da Vinci, William Harvey, Martin Luther, Copernicus and Galileo were but a few of the characters that shaped the time;  therefore, if Spain had a golden age, so too did many other countries." 

• Re-state your argument using the key words from the title
• Be confident in your argument
• Hint at a broader context
• What other issues would you explore, given more time? 

6) Footnotes and Bibliography

At A-Level and undergraduate level, you will be expected to footnote your essays. Because you are not expected to do this at GCSE, this may be a new skill for you, but it is very easy! 

What are footnotes?

When you quote evidence or the views of a historian from a book or periodical, you are expected to let your reader know where you got this evidence from, so that if they wished (very few would) they could go and check your evidence. You can do this by including citations or footnotes.       

How to Footnote

The process of footnoting is slightly different on different computer programs and may differ again if you are using a MAC, but the process is the same, even if you are handwriting.

Footnotes should be numbered and should either appear at the bottom of the page on which they are cited or in a list at the end of the essay. They should include the following information:

1.) Author's name (surname first)

2.) Date and place of publication (found on the first page of the book usually)

3.) Title of book (in italics)

4.) Page reference. 

How to footnote on the computer

If you have Microsoft Office, the simplest way to insert a footnote is by going to the references section on the tool-bar and then following the instructions above. If you are using an earlier version of Office, you should click on insert and then select footnote from the list.

Below is an example to illustrate what a footnote should look like:

"Leo, the holy pope in Rome, passed away; and in this year there was a great pestilence among cattle than man could remember for many years..." [1]   

Footnote extras

• If the book is a collection of articles or a reproduction of primary source material, it will not have an author, but an editor instead. If the main name on the book is an editor, you need to write the letters (ed.) next to the name.
• If your next footnote in the sequence is from the same book, but a different page, you do not need to write out all of the information again, you can simply write the word "Ibid" which means same source and then cite the page number. However, you should only do this once in any given sequence. If you have 3 quotes in a row from the same book, the third time, you should write out the information again. 

What is a bibliography?

A bibliography is the list of books that you have used to help you write your essay. This may include books that you have quoted from or used as part of your reading.

You should always include a bibliography at the end of your essay which lists the books that you have used. You can use the same format as you would for footnotes. Below is a sample to show you how it should look.

1.) Campbell, J (ed) Cambridge 1982 - The Anglo-Saxons

2.) Swanton, M (ed) J.M Dent 1997 - The Anglo-Saxon Chronicle                                                  

The Harvard Footnote System

Another option to make sure you have referenced correctly is to use the simpler Harvard system. This may be a preferred method for the writing of normal class essays, although for a personal study, the use of traditional footnoting is still recommended. Harvard referencing uses the author and the date of the work in the main body of the text, and then has a reference list at the end of the essay which contains the references cited in alphabetical order by author. The reference list contains the full details of the book or journal cited. Because you only refer to a shortened form of works in the main essay (author, date) your essay doesn't get filled with too much reference material. The use of the author/date shorthand does make it easy to locate works in the reference list.

An example from the main body of a text:

Within the last ten years, teachers who have attended INSET courses have reported that the courses have helped to increase their competence and confidence in using IT (see, for example, Higham and Morris, 1993; ESRC 1990), yet despite the fact that the passing years have presented opportunities for more teachers to increase their skills in IT, weaknesses identified by McCoy (1992) seem to be still evident (Gillmon, 1998; Goldstein 1997). This suggests that we need to look for explanations other than attendance at INSET courses for the reasons for the apparently poor state of teachers' competence and confidence in IT.

In this text the author is citing entire works by other researchers to support her argument. Notice the use of brackets and the author/s and dates of all works.

Another example from the main body of a text:

One resource provided in the secondary speech genre is the "posited author" (Bakhtin, 1981, p. 312).

Here the quotation is a direct one so a page number has been added. Quotations of no more than two sentences can be incorporated into the main text and marked off with quotation marks, but if you quote a longer passage it must be placed in a separate paragraph and indented from the left and right margins of the main text.

_______________ 

[1] Swanton, Michael (ed), J.M Dent 1997, The Anglo-Saxon Chronicle, pg. 185

Attached files:

• Essay Planning Sheet 54.5 KB Word document
• How to write a synoptic essay
• A-level 'how to' guides

Schoolshistory.org.uk

History resources, stories and news. Author: Dan Moorhouse

10 Tips for Writing a Perfect History Essay

No doubt, essays are one of the most popular forms of college assignments. History teachers will probably assign you many of them. And for a good reason – this type of work shows your comprehension of the subject, ability to research, analytical skills, and writing itself, of course. When preparing a history essay, one must consider all the requirements, find relevant data and come up with a logical and well-organized paper.

Your main task is to reveal the topic, demonstrating your expertise. Yes, there’s a lot of work ahead, but thanks to the tips collected below, you will easily navigate all the stages of essay writing!

However, before we begin, here’s one extra recommendation. If you struggle to finish your paper before the deadline, don’t worry! More and more learners outsource their homework to experienced authors to have their essays completed at the highest level. Basically, all you have to do is google “ write my essay ,” and a great professional will be found in no time. This is certainly the best way to manage it all when the study load is simply overwhelming.

Make Sure You Understand The Topic Right

In fact, by assigning you an essay, teachers expect you to answer the question posed. At the same time, the work must be well-argued and well-evidenced. To do this, you need to understand the given topic correctly. If it contains controversial phrases and inaccurate expressions, discuss this with the teacher. In addition, they will appreciate your efforts and desire to write a brilliant essay.

It is also important to realize the key mission. It can be one of the following:

• Explain why historical events took place;
• Interpret and analyze a topic;
• Support or disagree with a specific idea;
• Justify a certain position.

It’s a great idea to focus on keywords – they’ll be defined at the essay’s beginning. And they will help you narrow your search. Otherwise, you run the risk of spending too much time on extra research that will not relate to your topic.

Do a Profound Research

History is certainly a field where every thought requires confirmation by a fact. And for this, you will rely on sources of two types. The first is information from people who participated in the events of that historical period. It can also be photos, texts, and videos created at that time. This will serve as strong evidence.

The second group is references to the works of scientists studying those events. You can also find inspiration in documentaries and fiction books. Why? They will help you feel the spirit of the era and give some great insights.

Organize Your Sources

At first, you may be intimidated by the amount of information that you will have to read. Or vice versa – its lack. However, all history students (especially the ones from the best universities ) have proven ways to find the data they require.

• The first is positions in your reading list and bibliography course. The teachers recommended these sources for a reason, right?;
• The second is the library – try to get the most out of it. Talk to librarians, they may be able to point you to excellent materials;
• Next, come online journal databases. As a college student, you surely have access to them;
• Look through free platforms like Google Scholar. There are some high-quality academic materials. As for Wikipedia, it’s not a reliable source, but websites cited on it can help you advance your research.

Analyze The Information You’ve Gathered

Even with a lot of materials collected, you can spoil the work if you don’t analyze them properly. This can be compared to a trip to historical places . What is the point of visiting them if you didn’t come up with your conclusions? Analytical skills are some of the most vital to a researcher.

Struggling to understand whether the data is scholarly? Pay attention to these characteristics:

• Does the author have a position at the university?
• Is the book (article, review) published by the academic press?;
• What is the ending of the site that published the information? The endings “.gov” and “.edu” are best suited.

As you explore the data, be sure to take notes—let it be page numbers, specific resources, citations, or references.

Formulate Key Argument

When studying the topic, you will most likely formulate a thesis statement. With a clear idea in mind (maybe one or two sentences of it), you can move on to building a plan and a draft.

The main requirement for a thesis is that it addresses the essay’s topic and is followed by supporting arguments. By the way, you will include them in the body parts along with evidence.

Of course, the arguments may change as the essay is written (you will probably find deeper ideas during the research stage). But the main thing you will start from is a clearly defined thesis statement.

Come Up With a Plan

A plan is a skeleton of your essay. In fact, the more detailed outline you create, the easier it will be for you later. You will also be able to see how consistent your arguments are. Divide the work into three sections: introduction, main part, and conclusion.

Move On To the Introduction

The introduction is of key importance for the work, as it sets the overall tone of the story and intrigues the reader. First, you need to announce the topic and give a broader perspective on the problem. Your task is to make sure that the reader will be interested enough to move on to the next parts of the essay.

Also, indicate how you will answer the main question – give an overview of your arguments and the evidence you use to support them.

When Working On Body, Have a Clear Structure In Mind

This part of the essay requires special attention – it usually consists of three paragraphs:

• Argument, evidence;
• Argument, evidence.

In addition to being logical and consistent, the text must be readable and easy to perceive. For this, use transition words – they make the essay flow and link your thoughts together.

Summarize Your Key Points

A brilliant ending perfectly sums up your points of view, arguments, and evidence. Here, you are referring to the outline. Make sure that the conclusion contains the answer to the main question of the essay.

Proofread The Essay

When the last word is written, the work is still not ready. It certainly has errors and typos that are waiting to be corrected. The best advice is to rest a little after finishing the essay because you need to somewhat forget it. Then, use tools like Hemingway and Grammarly to clean up overly complex expressions, grammar errors, and long sentences.

Read the text aloud. Is it easy to read? Is the main idea clear? Great, it means proofreading went well!

To Wrap It Up

Perhaps the main mistake which students make when completing a history essay is describing events instead of analyzing them. Be sure to ask yourself the question: what is the point of this specific paragraph? How does it help support the thesis?

Another key point is references and a bibliography. There are several citation styles, so study them so as not to spoil the end of the work. Yes, it’s rather boring, but it will show the teacher your effort and diligence.

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

Before you start writing your history essay, there is quite a lot of work that has to be done in order to gain success.

You may ask: what is history essay? What is the difference between it and other kinds of essays? Well, the main goal of a history essay is to measure your progress in learning history and test your range of skills (such as analysis, logic, planning, research, and writing), it is necessary to prepare yourself very well.

Your plan of action may look like this. First of all, you will have to explore the topic. If you are going to write about a certain historical event, think of its causes and premises, and analyze what its impact on history was. In case you are writing about a person, find out why and how he or she came to power and how they influenced society and historical situations.

The next step is to make research and collect all the available information about the person or event, and also find evidence.

Finally, you will have to compose a well-organized response.

During the research, make notes and excerpts of the most notable data, write out the important dates and personalities. And of course, write down all your thoughts and findings.

It all may seem complicated at first sight, but in fact, it is not so scary! To complete this task successfully and compose a good history essay, simply follow several easy steps provided below.

Detailed Writing Instruction for Students to Follow

If you want to successfully complete your essay, it would be better to organize the writing process. You will complete the assignment faster and more efficient if you divide the whole work into several sections or steps.

• Introduction

Writing a good and strong introduction part is important because this is the first thing your reader will see. It gives the first impression of your essay and induces people to reading (or not reading) it.

To make the introduction catchy and interesting, express the contention and address the main question of the essay. Be confident and clear as this is the moment when you define the direction your whole essay will take. And remember that introduction is not the right place for rambling! The best of all is, to begin with, a brief context summary, then go to addressing the question and express the content. Finally, mark the direction your essay about history will take.

Its quality depends on how clear you divided the whole essay into sections in the previous part. As long as you have provided a readable and understandable scheme, your readers will know exactly what to expect.

The body of your essay must give a clear vision of what question you are considering. In this section, you can develop your idea and support it with the evidence you have found. Use certain facts and quotations for that. When being judicial and analytical, they will help you to easily support your point of view and argument.

As long as your essay has a limited size, don’t be too precise. It is allowed to summarize the most essential background information, for example, instead of giving a precise list of all the issues that matter.

It is also good to keep in mind that each paragraph of your essay’s body must tell about only one issue. Don’t make a mess out of your paper!

It is not only essential to start your essay well. How you will end it also matters. A properly-written conclusion is the one that restates the whole paper’s content and gives a logical completion of the issue or question discussed above. Your conclusion must leave to chance for further discussion or arguments on the case. It’s time, to sum up, give a verdict.

That is why it is strongly forbidden to provide any new evidence or information here, as well as start a new discussion, etc.

After you finish writing, give yourself some time and put the paper away for a while. When you turn back to it will be easier to take a fresh look at it and find any mistakes or things to improve. Of course, remember to proofread your writing and check it for any grammar, spelling and punctuation errors. All these tips will help you to learn how to write a history essay.

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The Essay: History and Definition

Attempts at Defining Slippery Literary Form

• An Introduction to Punctuation
• Ph.D., Rhetoric and English, University of Georgia
• M.A., Modern English and American Literature, University of Leicester
• B.A., English, State University of New York

"One damned thing after another" is how Aldous Huxley described the essay: "a literary device for saying almost everything about almost anything."

As definitions go, Huxley's is no more or less exact than Francis Bacon's "dispersed meditations," Samuel Johnson's "loose sally of the mind" or Edward Hoagland's "greased pig."

Since Montaigne adopted the term "essay" in the 16th century to describe his "attempts" at self-portrayal in prose , this slippery form has resisted any sort of precise, universal definition. But that won't an attempt to define the term in this brief article.

In the broadest sense, the term "essay" can refer to just about any short piece of nonfiction  -- an editorial, feature story, critical study, even an excerpt from a book. However, literary definitions of a genre are usually a bit fussier.

One way to start is to draw a distinction between articles , which are read primarily for the information they contain, and essays, in which the pleasure of reading takes precedence over the information in the text . Although handy, this loose division points chiefly to kinds of reading rather than to kinds of texts. So here are some other ways that the essay might be defined.

Standard definitions often stress the loose structure or apparent shapelessness of the essay. Johnson, for example, called the essay "an irregular, indigested piece, not a regular and orderly performance."

True, the writings of several well-known essayists ( William Hazlitt and Ralph Waldo Emerson , for instance, after the fashion of Montaigne) can be recognized by the casual nature of their explorations -- or "ramblings." But that's not to say that anything goes. Each of these essayists follows certain organizing principles of his own.

Oddly enough, critics haven't paid much attention to the principles of design actually employed by successful essayists. These principles are rarely formal patterns of organization , that is, the "modes of exposition" found in many composition textbooks. Instead, they might be described as patterns of thought -- progressions of a mind working out an idea.

Unfortunately, the customary divisions of the essay into opposing types --  formal and informal, impersonal and familiar  -- are also troublesome. Consider this suspiciously neat dividing line drawn by Michele Richman:

Post-Montaigne, the essay split into two distinct modalities: One remained informal, personal, intimate, relaxed, conversational and often humorous; the other, dogmatic, impersonal, systematic and expository .

The terms used here to qualify the term "essay" are convenient as a kind of critical shorthand, but they're imprecise at best and potentially contradictory. Informal can describe either the shape or the tone of the work -- or both. Personal refers to the stance of the essayist, conversational to the language of the piece, and expository to its content and aim. When the writings of particular essayists are studied carefully, Richman's "distinct modalities" grow increasingly vague.

But as fuzzy as these terms might be, the qualities of shape and personality, form and voice, are clearly integral to an understanding of the essay as an artful literary kind. 

Many of the terms used to characterize the essay -- personal, familiar, intimate, subjective, friendly, conversational -- represent efforts to identify the genre's most powerful organizing force: the rhetorical voice or projected character (or persona ) of the essayist.

In his study of Charles Lamb , Fred Randel observes that the "principal declared allegiance" of the essay is to "the experience of the essayistic voice." Similarly, British author Virginia Woolf has described this textual quality of personality or voice as "the essayist's most proper but most dangerous and delicate tool."

Similarly, at the beginning of "Walden, "  Henry David Thoreau reminds the reader that "it is ... always the first person that is speaking." Whether expressed directly or not, there's always an "I" in the essay -- a voice shaping the text and fashioning a role for the reader.

Fictional Qualities

The terms "voice" and "persona" are often used interchangeably to suggest the rhetorical nature of the essayist himself on the page. At times an author may consciously strike a pose or play a role. He can, as E.B. White confirms in his preface to "The Essays," "be any sort of person, according to his mood or his subject matter." 

In "What I Think, What I Am," essayist Edward Hoagland points out that "the artful 'I' of an essay can be as chameleon as any narrator in fiction." Similar considerations of voice and persona lead Carl H. Klaus to conclude that the essay is "profoundly fictive":

It seems to convey the sense of human presence that is indisputably related to its author's deepest sense of self, but that is also a complex illusion of that self -- an enactment of it as if it were both in the process of thought and in the process of sharing the outcome of that thought with others.

But to acknowledge the fictional qualities of the essay isn't to deny its special status as nonfiction.

Reader's Role

A basic aspect of the relationship between a writer (or a writer's persona) and a reader (the implied audience ) is the presumption that what the essayist says is literally true. The difference between a short story, say, and an autobiographical essay  lies less in the narrative structure or the nature of the material than in the narrator's implied contract with the reader about the kind of truth being offered.

Under the terms of this contract, the essayist presents experience as it actually occurred -- as it occurred, that is, in the version by the essayist. The narrator of an essay, the editor George Dillon says, "attempts to convince the reader that its model of experience of the world is valid." 

In other words, the reader of an essay is called on to join in the making of meaning. And it's up to the reader to decide whether to play along. Viewed in this way, the drama of an essay might lie in the conflict between the conceptions of self and world that the reader brings to a text and the conceptions that the essayist tries to arouse.

At Last, a Definition—of Sorts

With these thoughts in mind, the essay might be defined as a short work of nonfiction, often artfully disordered and highly polished, in which an authorial voice invites an implied reader to accept as authentic a certain textual mode of experience.

Sure. But it's still a greased pig.

Sometimes the best way to learn exactly what an essay is -- is to read some great ones. You'll find more than 300 of them in this collection of  Classic British and American Essays and Speeches .

• What is a Familiar Essay in Composition?
• What Does "Persona" Mean?
• What Are the Different Types and Characteristics of Essays?
• Rhetorical Analysis Definition and Examples
• What Is a Personal Essay (Personal Statement)?
• The Writer's Voice in Literature and Rhetoric
• Point of View in Grammar and Composition
• What Is Colloquial Style or Language?
• What Is Literary Journalism?
• Definition and Examples of Formal Essays
• What Is Expository Writing?
• The Difference Between an Article and an Essay
• First-Person Point of View
• What Is Tone In Writing?
• What is an Implied Author?

History Essay Examples

Top History Essay Examples To Get Inspired By

Published on: May 4, 2023

Last updated on: Jan 31, 2024

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History essays are a crucial component of many academic programs, helping students to develop their critical thinking, research, and writing skills. 

However, writing a great history essay is not always easy, especially when you are struggling to find the right approach. This is where history essay examples come in handy. 

By reading and examining samples of successful history essays, you can gain inspiration, learn new ways to approach your topic. Moreover, you can develop a better understanding of what makes a great history essay.

In this blog, you will find a range of history essay examples that showcase the best practices in history essay writing. 

Read on to find useful examples.

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Sample History Essays

Explore our collection of excellent history paper examples about various topics. Download the pdf examples for free and read to get inspiration for your own essay.

History Essay Samples for Middle School

The Impact of Ancient Civilizations on Modern Society

The Rise and Fall of the Roman Empire

The Causes and Consequences of the American Revolution

History Writing Samples for High School Students

The Impact of the Industrial Revolution on Society

Grade 10 History Essay Example: World War 1 Causes and Effects

Grade 12 History Essay Example: The Impact of Technology on World War II

Ancient History Essay Examples

The Societal and Political Structures of the Maya Civilization

The Role of Phoenicians in the Development of Ancient Mediterranean World

The Contributions of the Indus Civilization

Medieval History Essay Examples

The Crusades Motivations and Consequences

The Beginning of Islamic Golden Age

The Black Death

Modern History Essay Examples

The Suez Crisis and the End of British Dominance

The Rise of China as an Economic Powerhouse

World History Essay Examples

The Role of the Silk Road in Shaping Global Trade and Culture

The Rise and Fall of the Ottoman Empire

The Legacy of Ancient Greek Philosophy and Thought

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American History Essay Examples

The Civil Rights Movement and its Impact on American Society

The American Civil War and its Aftermath

The Role of Women in American Society Throughout History

African History Essay Examples

The Impact of Colonialism on African Societies

The Rise and Fall of the Mali Empire

European History Essay Examples

The Protestant Reformation and the Rise of Protestantism in Europe

The French Revolution and its Impact on European Politics and Society

The Cold War and the Division of Europe

Argumentative History Essay Examples

Was the US Civil War Primarily About Slavery or States

The Effects of British Colonization on Colonies

Art History Essay Examples 

The Influence of Greek and Roman Art on Neoclassicism

The Depiction of Women in Art Throughout History

The Role of Art in the Propaganda of Fascist Regimes

How to Use History Essay Examples

History essay examples are a valuable tool for students looking for inspiration and guidance on how to approach their own essays. 

By analyzing successful essays, you can learn effective writing techniques that can be expected in a high-quality history essay. 

Here are some tips that will help you take full advantage of the samples above.

Tips for Effectively Using History Essay Examples

• Analyze the Structure:

Pay close attention to how the essay is organized, including the introduction, body paragraphs, and conclusion. Look for how the author transitions between paragraphs and the use of evidence to support their argument.

• Study the Thesis Statement:

The thesis statement is the backbone of any successful history essay. Analyze how the author crafted their thesis statement, and consider how you can apply this to your own writing.

• Take Note of the Evidence: 

Effective history essays rely on using strong evidence to support their arguments. Take note of the sources and types of evidence used in the essay. Consider how you can apply similar evidence to support your own arguments.

• Pay Attention to the Formatting and Other Academic Formalities:

The sample essays also demonstrate how you can incorporate academic formalities and standards while keeping the essay engaging. See how these essays fulfill academic standards and try to follow them in your own writing.

• Practice Writing:

While analyzing history essay examples can be helpful, it is important to also practice writing your own essays. Use the examples as inspiration, but try to craft your own unique approach to your topic. 

History essays are an essential aspect of learning and understanding the past. By using history essay examples, students can gain inspiration on how to develop their history essays effectively. 

Furthermore, following the tips outlined in this blog, students can effectively analyze these essay samples and learn from them. 

However, writing a history essay can still be challenging. 

Looking for an online essay writing service that specializes in history essays? Look no further!

Our history essay writing service is your go-to source for well-researched and expertly crafted papers.

And for an extra edge in your academic journey, explore our AI essay writing tool . Make history with your grades by choosing our online essay writing service and harnessing the potential of our AI essay writing tool.

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The Great Age of the English Essay

From the pens of spectators, ramblers, idlers, tattlers, hypochondriacs, connoisseurs, and loungers, a new literary genre emerged in eighteenth-century England: the periodical essay.  Situated between classical rhetoric and the novel, the English essay challenged the borders between fiction and nonfiction prose and helped forge the tastes and values of an emerging middle class. 

This authoritative anthology is the first to gather in one volume the consummate periodical essays of the period. Included are theSpectator cofounders Joseph Addison and Richard Steele, literary lion Samuel Johnson, and Romantic recluse Thomas De Quincey, addressing a wide variety of topics from the oddities of virtuosos to the private lives of parrots and the fantastic horrors of opium dreams.

In a lively and informative introduction, Denise Gigante situates the essayists in the context of the contemporary Republic of Letters and highlights the stylistic innovations and conventions that distinguish the periodical essay as a literary form.  Critical notes on the essays, a chronology, descriptions and a map of key London sites, and a glossary of eighteenth-century English terms complete the anthology—a uniquely pleasurable survey of the golden era of British essays.

About the Author

Denise Gigante

Denise Gigante teaches British Romantic literature, and poetry over a longer tradition. Her interests include poetic form and aesthetics, bibliomania and literary antiquarianism, gastronomy, the history and form of the essay, material print culture, and the mixed-media work of William Blake.

She is currently completing work on The Cambridge History of the British Essay, a monumental history the development of the essay genre by a global network of authors that includes her own chapter, “On Books: The Bibliographical Essay” She is also working to complete The Mental Traveller: William Blake, a study of Blake’s illuminated poetry in relation late Medieval and Renaissance Christian iconography and the literary tradition of Pilgrimage, in a heavily illustrated volume to be published as part of the Clarendon Lecture Series by Oxford University Press.

Her most recently published book is Book Madness: A Story of Book Collectors in America (Yale University Press, 2023), a narrative experiment in literary history that explores different pockets of book collecting in mid-nineteenth-century America. The story is based on the sale of Charles Lamb’s antiquarian books—a quintessential book lover’s library—in New York in 1848.

She is also the author of The Keats Brothers: The Life of John and George, (Harvard UP, 2011), Life: Organic Form and Romanticism (Yale UP, 2009), Taste: A Literary History (Yale UP, 2005), and two anthologies: The Great Age of the English Essay (Yale UP, 2008) and Gusto: Essential Writings in Nineteenth-Century Gastronomy (Routledge, 2005) as well as numerous articles and book chapters on topics of interest from taste and gastronomy to book collecting and poetic form

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English 185e. The Essay: History and Practice

Instructor: James Wood Spring 2024: Tuesday & Thursday, 1:30-2:45pm | Location:  Please login to the course catalog at my.harvard.edu for location Course Site Spring 2025: TBD Matthew Arnold famously said that poetry is, at bottom, “a criticism of life.” But if any literary form is truly a criticism of life, it is the essay. And yet despite the fact that all students write essays, most students rarely study them; bookshops and libraries categorize such work only negatively, by what it is not: “non-fiction.” At the same time, the essay is at present one of the most productive and fertile of literary forms. It is practiced as memoir, reportage, diary, criticism, and sometimes all four at once. Novels are becoming more essayistic, while essays are borrowing conventions and prestige from fiction. This class will disinter the essay from its comparative academic neglect, and examine the vibrant contemporary borderland between the reported and the invented. We will study the history of the essay, from Montaigne to the present day. Rather than study that history purely chronologically, each class will group several essays from different decades and centuries around common themes: death, detail, sentiment, race, gender, photography, the flaneur, witness, and so on. In addition to writing about essays – writing critical essays about essays – students will also be encouraged to write their own creative essays: we will study the history of the form, and practice the form itself. Essayists likely to be studied: Montaigne, De Quincey, Woolf, Benjamin, Orwell, Primo Levi, Barthes, Baldwin, Sontag, Didion, Leslie Jamison, Hanif Abdurraqib, Helen Garner, Cathy Park Hong.  This course satisfies the “1900-2000 Guided Elective" requirement for English concentrators and Secondary Field students.

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The Renaissance of the 12th Century: History & Culture

This essay about the Renaissance of the 12th century explores a period often overshadowed by its more famous successor. It into the profound intellectual and cultural resurgence that swept across Europe during this era, highlighting the revival of classical knowledge, the flourishing of art and literature, and the evolution of religious thought. Despite facing challenges such as religious conflicts, this Renaissance left an indelible mark on European history, serving as a testament to human resilience and creativity during tumultuous times.

How it works

In the annals of time, hidden beneath the shadows of its more celebrated successor, lies a period of profound intellectual and cultural rebirth: the Renaissance of the 12th century. Often overlooked yet undeniably impactful, this era heralded a transformative wave of change across Europe, weaving a rich tapestry of art, literature, and philosophy that would shape the course of history in unforeseen ways.

To grasp the essence of the 12th-century Renaissance is to embark on a journey through the labyrinthine corridors of medieval Europe.

Emerging from the somber depths of the Dark Ages, the continent experienced a renaissance of its own, as feudalism yielded to burgeoning urban centers and a burgeoning merchant class. Amidst this shifting socio-political landscape, the seeds of intellectual curiosity found fertile ground, sprouting forth with vigor.

At the heart of this revival lay the rekindling flame of classical knowledge. Like intrepid explorers unearthing buried treasures, European scholars ventured forth, encountering the wisdom of ancient civilizations through trade routes and scholarly exchanges. The once-lost works of Aristotle, Plato, and their ilk found new life in the hands of Latin translators, igniting a fervent passion for classical thought that would permeate the intellectual milieu of the age. This resurgence, often dubbed the “Twelfth-Century Renaissance,” acted as a catalyst for the scholastic movement, reshaping the contours of European philosophy for centuries to come.

Yet, the Renaissance of the 12th century was not confined to the ivory towers of academia; it permeated every facet of society, leaving an indelible mark on the artistic and literary landscape of the time. From the soaring spires of Gothic cathedrals to the lyrical verses of troubadours and trouve?res, creativity flourished in myriad forms. Cathedrals became not just places of worship, but veritable canvases for architectural innovation, while courts buzzed with the poetic melodies of courtly love and chivalry. The vernacular languages of Europe found newfound expression, democratizing literature and granting voice to the masses.

In tandem with this cultural renaissance, the 12th century witnessed a profound evolution in religious thought and practice. The Catholic Church, once the unchallenged bastion of authority, found itself grappling with the winds of change. Monastic orders such as the Cistercians and the Franciscans emerged, espousing ideals of simplicity and piety in stark contrast to the opulence of the age. Universities sprung up across Europe, nurturing the minds of the next generation of theologians, philosophers, and jurists.

Yet, for all its brilliance, the Renaissance of the 12th century was not devoid of strife. Religious and political conflicts simmered beneath the surface, threatening to tear apart the fabric of society. The Investiture Controversy, a bitter struggle for control between church and state, cast a long shadow over Europe, while the specter of heresy loomed large with the rise of movements such as the Cathars and the Waldensians.

In the grand tapestry of history, the Renaissance of the 12th century occupies a unique place—a period of rebirth and renewal, of creativity and conflict. Though overshadowed by its more illustrious successor, its legacy endures as a testament to the resilience of the human spirit and the boundless capacity for innovation. It is a reminder that even in the darkest of times, the spark of creativity can illuminate the path forward, guiding humanity towards a brighter future.

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The Haiti That Still Dreams

By Edwidge Danticat

I often receive condolence-type calls, e-mails, and texts about Haiti. Many of these messages are in response to the increasingly dire news in the press, some of which echoes what many of us in the global Haitian diaspora hear from our family and friends. More than fifteen hundred Haitians were killed during the first three months of this year, according to a recent United Nations High Commissioner for Human Rights report, which described the country’s situation as “ cataclysmic .” Women and girls are routinely subjected to sexual violence. Access to food, water, education, and health care is becoming more limited, with more than four million Haitians, around a third of the population, living with food insecurity, and 1.4 million near starvation. Armed criminal groups have taken over entire neighborhoods in Port-au-Prince and the surrounding areas, carrying out mass prison breaks and attacks on the city’s airport, seaport, government buildings, police stations, schools, churches, hospitals, pharmacies, and banks, turning the capital into an “ open air prison .”

Even those who know the country’s long and complex history will ask, “Why can’t Haiti catch a break?” We then revisit some abridged version of that history. In 1804, after a twelve-year revolution against French colonial rule, Haiti won its independence, which the United States and several European powers failed to recognize for decades. The world’s first Black republic was then forced to spend sixty years paying a hundred-and-fifty-million francs (now worth close to thirty billion dollars) indemnity to France . Americans invaded and then occupied Haiti for nineteen years at the beginning of the twentieth century. The country endured twenty-nine years of murderous dictatorship under François Duvalier and his son, Jean-Claude, until 1986. In 1991, a few months after Haiti’s first democratically elected President, Jean-Bertrand Aristide, took office, he was overthrown in a coup staged by a military whose members had been trained in the U.S. Aristide was elected again, then overthrown again, in 2004, in part owing to an armed rebellion led by Guy Philippe, who was later arrested by the U.S. government for money laundering related to drug trafficking. Last November, six years into his nine-year prison sentence, Philippe was deported by the U.S. to Haiti. He immediately aligned himself with armed groups and has now put himself forward as a Presidential candidate.

In 2010, the country was devastated by a 7.0-magnitude earthquake, which killed more than two hundred thousand people. Soon after, United Nations “peacekeepers” dumped feces in Haiti’s longest river, causing a cholera epidemic that killed more than ten thousand people and infected close to a million. For the past thirteen years, Haiti has been decimated by its ruling party, Parti Haïtien Tèt Kale (P.H.T.K.), which rose to power after a highly contested election in 2011. In that election, the U.S.—then represented by Secretary of State Hillary Clinton—and the Organization of American States helped the candidate who finished in third place, Michel Martelly, claim the top spot. Bankrolled by kidnapping, drug trafficking, business élites, and politicians, armed groups have multiplied under P.H.T.K, committing massacres that have been labelled crimes against humanity. In 2021, a marginally elected President, Jovenel Moïse, was assassinated in his bedroom , a crime for which many of those closest to him, including his wife, have been named as either accomplices or suspects.

The unasked question remains, as W. E. B. Du Bois wrote in “ The Souls of Black Folk ,” “How does it feel to be a problem?”

I deeply honor Haiti’s spirit of resistance and long history of struggle, but I must admit that sometimes the answer to that question is that it hurts. Sometimes it hurts a lot, even when one is aware of the causes, including the fact that the weapons that have allowed gangs to take over the capital continue to flow freely from Miami and the Dominican Republic, despite a U.N. embargo. Internally, the poorest Haitians have been constantly thwarted by an unequal and stratified society, which labels rural people moun andeyò (outside people), and which is suffused with greedy and corrupt politicians and oligarchs who scorn the masses from whose tribulations they extract their wealth.

Recently, at a loved one’s funeral, in Michigan, the spectre of other Haitian deaths was once again on the minds of my extended family members. Everywhere we gather, Haiti is with us, as WhatsApp messages continuously stream in from those who chose to stay in Haiti and can’t leave because the main airport is closed, and others who have no other home. In Michigan, during chats between wake, funeral, and repast, elders brought up those who can’t get basic health care, much less a proper burial or any of the rituals that are among our most sacred obligations. “Not even a white sheet over those bodies on the street,” my mother-in-law, who is eighty-nine, said, after receiving yet another image of incinerated corpses in Port-au-Prince. At least after the 2010 earthquake, sheets were respectfully placed on the bodies pulled from the rubble. Back then, she said, the armed young men seemed to have some reverence for life and some fear of death.

Lately, some of our family gatherings are incantations of grief. But they can also turn into storytelling sessions of a different kind. They are opportunities for our elders to share something about Haiti beyond what our young ones, like everyone else, see on the news. The headlines bleed into their lives, too, as do the recycled tropes that paint us as ungovernable, failures, thugs, and even cannibals. As with the prayers that we recite over the dead, words still have power, the elders whisper. We must not keep repeating the worst, they say, and in their voices I hear an extra layer of distress. They fear that they may never see Haiti again. They fear that those in the next generation, some of whom have never been to Haiti, will let Haiti slip away, as though the country they see in the media—the trash-strewn streets and the barricades made from the shells of burnt cars, the young men brandishing weapons of war and the regular citizens using machetes to defend themselves—were part of some horror film that they can easily turn off. The elders remind us that we have been removed, at least physically, from all of this by only a single generation, if not less.

We are still human beings, the elders insist—“ Se moun nou ye .” We are still wozo , like that irrepressible reed that grows all over Haiti. For a brief moment, I think someone might break into the Haitian national anthem or sing a few bars of the folk song “ Ayiti Cheri .” (“Beloved Haiti, I had to leave you to understand.”) Instead, they hum the music that the wozo has inspired : “ Nou se wozo / Menm si nou pliye, nou pap kase. ” Even if we bend, we will not break.

Except we are breaking. “It pains me to see people living in constant fear,” the Port-au-Prince-based novelist and poet Évelyne Trouillot recently wrote to me in an e-mail. “I dream of a country where children are not afraid to dream.” Internationally, U.S. deportations continue , Navy ships are ready to be deployed to intercept migrant boats, and Haitian asylum seekers could once again end up imprisoned on Guantánamo, as they did in the early nineteen-nineties. In conversations, whether with strangers or with younger family members, someone inevitably asks, “Is there any hope?”

I have hope, I say, because I grew up with elders, both in Haiti and here in the U.S., who often told us, “ Depi gen souf gen espwa ”—as long as there’s breath, there’s hope. I have hope, too, because the majority of Haitians are under twenty-five years old, as are many members of our family. Besides, how can we give in to despair with eleven million people’s lives in the balance? Better yet, how can we reignite that communal grit and resolve that inspired us to defeat the world’s greatest armies and then pin to our flag the motto “ L’union fait la force ”? Unity is strength.

The elders also remind us that Haiti is not just Port-au-Prince. As more and more of the capital’s residents are forced to return to homesteads and ancestral villages, the moun andeyò have much to teach other Haitians. “Historically, the moun andeyò have always been the preserver of Haiti’s cultural and traditional ethos,” Vivaldi Jean-Marie, a professor of African American and African-diaspora studies at Columbia University, told me. Rural Haitians, who have lived for generations without the support of the state, have had no choice but to rely on one another in close and extended family structures called lakou . “This shared awareness—I am because we are—will prevail beyond this difficult chapter in Haitian history,” Jean-Marie said.

Finally, I have hope because in Haiti, as the American writer and art collector Selden Rodman has written, “ art is joy .” This remains true even as some of the country’s most treasured cultural institutions, including the National School of the Arts and the National Library, have been ransacked. In the summer of 2023, Carrefour Feuilles, a district in Port-au-Prince that many writers, visual artists, and musicians call home, was attacked by armed criminal groups. The onslaught led to a petition that collected close to five thousand signatures. It read in part, “How many more hundreds of our women and children must be raped, executed, burned before the public authorities do everything possible to put an end to the plague of gangs and their sponsors?”

A few days later, the homes of two of the signatories, the multimedia artist Lionel St. Eloi and the writer Gary Victor, were taken over by a gang. The last time I saw St. Eloi was in 2019, in the courtyard of Port-au-Prince’s Centre d’Art, where he had a series of metal birds on display, their bejewelled bodies and beaks pointing toward the sky. Allenby Augustin, the Centre d’Art’s executive director, recently described how some artists, afraid of having to suddenly flee their homes and leave their work behind, bring their pieces to the center or keep them in friends’ homes in different parts of the city. Others add the stray bullets that land inside their studios— bal pèdi or bal mawon —to their canvasses.

St. Eloi, the patriarch of a family of artists, had lived in Carrefour Feuilles since the seventies, working with young people there. “The youth who were neglected or who could not afford to go to school were taken in by our family,” one of St. Eloi’s sons, the musician Duckyns (Zikiki) St. Eloi, told me. “We taught them to paint, to play guitar, and to play the drums. Now they are hired to run errands for gangsters who put guns in their hands.” In spite of what has happened, he still believes that art can turn some things around. He recently sent me a picture of a work by his younger brother Anthony—an image depicting gang members wearing brightly colored balaclavas and holding pencils, a book, a paint palette, a camera, and a musical instrument. “If there are gangs, we’d be better off with art gangs,” Zikiki said. “Gangs that paint, make music, recite poetry. Art is how we bring our best face to the world. Art is how we dream.” ♦

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By Anjali Chandrashekar

By Roz Chast

By Dhruv Khullar

By Robert Sullivan

Why I’ll Be Observing Passover Differently This Year 

“This is the bread of affliction that our ancestors ate in the land of Egypt. All who are hungry should come and eat, anyone who is in need should come and partake of the Pesach sacrifice.” So begins the Ha Lachma Anya , the declaration that is recited at the beginning of the storytelling section of the Passover Seder. These simple words encapsulate Passover’s biggest messages of justice, hospitality, and memory. They have been said by Jews around the world for millennia. But what do they mean this year?

I was raised in a deeply culturally Jewish home. However, my hippie parents practiced every kind of spirituality but Judaism. When I was seven years old, my family celebrated Passover for the first time. I was enthralled by the tiny bowls of salt water, as well as the strange array of bitter and sweet foods. Then my father stood up and began to tell the Passover story with the words: “All who are hungry come and eat.”

At that moment, I fell in love with Judaism. I loved the drama, sure—but also the underlying message of fairness. My parents never celebrated Passover again, but this one time was enough to form a core memory. Now, every year of my adult life, I lead my own seder. I have been proud to hold up a bumpy square of unleavened bread to symbolically welcome the hungry . With joy, I have taught my child that this is the heart of both Passover and Judaism.

Read More: How to Wish Someone a ‘Happy Passover’

This year is different. Right now, over 1 million Palestinians are facing starvation and the U.N. has asserted that the Israeli military is intentionally causing this hunger. In the face of this horror, how can I possibly say the words that so inspired me as a child, or teach them to my own child?

“In every generation,” we read at the beginning of the Passover seder, “one is obligated to see oneself as someone who personally went out of slavery in Egypt.” But what does this mean now? After all, the story of the Exodus is thousands of years old. The Hebrew word for Egypt is “ Mitzrayim ,” a narrow place, giving us a clue that the story can be understood as a universal parable for the human experience of oppression. In fact, the 19th century mystic Rabbi Nachman of Bretslav once said : “The Exodus from Mitzrayim occurs in every human being, in every era.” In other words, the seder teaches us how to empathize with human struggles for justice and autonomy in every generation.

Since October 7, the Israeli military has killed over 34,000 Palestinians, including more than 13,000 children. At the same time, approximately 19,000 children have been left orphaned . And more than 1,000 children have lost limbs , leading to the largest cohort of child amputees in history. Meanwhile, more than 100 Israeli hostages may still be left in Gaza, leading their family members to protest on the eve of Passover for the government to prioritize ceasefire negotiations that would bring them home safely.

This horror must end.

As Jews, we have experienced genocide, displacement, and ethnic cleansing, and our own traditions teach us how to protect against it. In the Passover story, the Pharaoh orders all Egyptians to kill first-born Hebrew sons, but the Egyptian midwives engage in an act of civil disobedience and refuse these orders. They risk their own lives to save the Jewish babies. It is this powerful act of solidarity that begins to defeat the Pharoah’s rule.

Solidarity is not just a pretty word, but a powerful tool we need to leverage in this time. As Gazan writer Mohammed El-Kurd says: “Gaza cannot fight the empire on its own. Or, to use an embittered proverb my grandmother used to mutter at the evening news, “They asked the Pharaoh, ‘Who made you a pharaoh?’ He replied, ’No one stopped me.’”

Perhaps most importantly, the story of Passover resistance is told through questions, through curiosity. And throughout the seder, many things are done differently than usual to stimulate this curiosity. My ancestors understood that critical thinking is the enemy of dehumanizing atrocities. It’s not accidental that right now, pro-Palestinian protesters asking crucial questions are being silenced at U.S. campuses across the country , most recently at Columbia where administrators suspended protesting on April 19 and had them arrested. Questioning is what we could not do while we were enslaved under Pharaoh. It’s how we imagine freedom.

This year, when my family gathers for Passover, we will not be celebrating as usual. This year, Passover will be about freedom in Palestine. When it comes time for the meal, instead of handing out gefilte fish, I will be offering my guests the Shulchan Orech pledge; this includes asking them to donate the cost of the meal to UNWRA to help feed people in Gaza, reading writing by Gazan Palestinians, and sending letters to President Joe Biden and congress demanding that they take action to fund UNWRA once again and achieve a permanent ceasefire. This would mean an end to U.S. financial support to the Israeli military, and an end to U.S. support for regional war.

We won’t be saying the words “May all who are hungry come and eat” this year. Instead, we will take time to talk about the harsh realities of enforced starvation with even our youngest guests. And, of course, we will make time for lots of questions.

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A Brief History of Abortion in the U.S.

Abortion wasn’t always a moral, political, and legal tinderbox. What changed?

A bortion laws have never been more contentious in the U.S. Yet for the first century of the country’s existence—and most of human history before that—abortion was a relatively uncontroversial fact of life.

“Abortion has existed for pretty much as long as human beings have existed,” says Joanne Rosen, JD, MA , a senior lecturer in Health Policy and Management who studies the impact of law and policy on access to abortion.

Until the mid-19th century, the U.S. attitude toward abortion was much the same as it had often been elsewhere throughout history: It was a quiet reality, legal until “quickening” (when fetal motion could be felt by the mother). In the eyes of the law, the fetus wasn’t a “separate distinct entity until then,” but rather an extension of the mother, Rosen explains.

What changed?

America’s first anti-abortion movement wasn’t driven primarily by moral or religious concerns like it is today. Instead, abortion’s first major foe in the U.S. was physicians on a mission to regulate medicine.

Until this point, abortion services had been “women’s work.” Most providers were midwives, many of whom made a good living selling abortifacient plants. They relied on methods passed down through generations, from herbal abortifacients and pessaries—a tampon-like device soaked in a solution to induce abortion—to catheter abortions that irritate the womb and force a miscarriage, to a minor surgical procedure called dilation and curettage (D&C), which remains one of the most common methods of terminating an early pregnancy.

The cottage abortion industry caught the attention of the fledgling American Medical Association, which was established in 1847 and, at the time, excluded women and Black people from membership. The AMA was keen to be taken seriously as a gatekeeper of the medical profession, and abortion services made midwives and other irregular practitioners—so-called quacks—an easy target. Their rhetoric was strategic, says Mary Fissell, PhD , the J. Mario Molina professor in the Department of the History of Medicine at Johns Hopkins University. “You have to link those midwives to providing abortion as a way of kind of getting them out of business,” Fissell says. “So organized medicine very much takes the anti-abortion position and stays with that for some time.”

Early 19th century and before

Abortion is legal in the U.S. until “quickening”

AMA campaigns to end abortion

At least 40 anti-abortion statutes are enacted in the U.S.

Comstock Act makes it illegal to sell or mail contraceptives or abortifacients

Late 19th century

OB-GYN emerges as a specialty

Griswold v. Connecticut decision finds that the Constitution guarantees a right to privacy, specifically in prescribing contraceptives, paving the way for Roe v. Wade

Supreme Court decision in Roe v. Wade enshrines abortion as a constitutional right

Planned Parenthood of Southeastern Pennsylvania v. Casey protects a woman's right to have an abortion prior to  fetal viability

Four states pass trigger laws making it a felony to perform, procure, or prescribe an abortion if Roe is ever overturned

Roe v. Wade and Planned Parenthood v. Casey overturned; 13 states ban abortion by October 2022

In 1857, the AMA took aim at unregulated abortion providers with a letter-writing campaign pushing state lawmakers to ban the practice. To make their case, they asserted that there was a medical consensus that life begins at conception, rather than at quickening.

The campaign succeeded. At least 40 anti-abortion laws went on the books between 1860 and 1880.

And yet some doctors continued to perform abortions in the late 19th and early 20th centuries. By then, abortion was illegal in almost all states and territories, but during the Depression era, “doctors could see why women wouldn’t want a child,” and many would perform them anyway, Fissell says. In the 1920s and through the 1930s, many cities had physicians who specialized in abortions, and other doctors would refer patients to them “off book.”

That leniency faded with the end of World War II. “All across America, it’s very much about gender roles, and women are supposed to be in the home, having babies,” Fissell says. This shift in the 1940s and ’50s meant that more doctors were prosecuted for performing abortions, which drove the practice underground and into less skilled hands. In the 1950s and 1960s, up to 1.2 million illegal abortions were performed each year in the U.S., according to the Guttmacher Institute . In 1965, 17% of reported deaths attributed to pregnancy and childbirth were associated with illegal abortion.

A rubella outbreak from 1963–1965 moved the dial again, back toward more liberal abortion laws. Catching rubella during pregnancy could cause severe birth defects, leading medical authorities to endorse therapeutic abortions . But these safe, legal abortions remained largely the preserve of the privileged. “Women who are well-to-do have always managed to get abortions, almost always without a penalty,” says Fissell. “But God help her if she was a single, Black, working-class woman.”

Women who could afford it brought their cases to court to fight for access to hospital abortions. Other women gained approval for abortions with proof from a physician that carrying the pregnancy would endanger her life or her physical or mental health. These cases set off a wave of abortion reform bills in state legislatures that helped set the stage for Roe v. Wade . By the time Roe was decided in 1973, legal abortions were already available in 17 states—and not just to save a woman’s life.

But raising the issue to the level of the Supreme Court and enshrining abortion rights for all Americans also galvanized opposition to it and mobilized anti-abortion groups. “ Roe was under attack virtually from the moment it was decided,” says Rosen.  

In 1992 another Supreme Court case, Planned Parenthood of Southeastern Pennsylvania v. Casey posed the most significant existential threat to Roe . Rosen calls it “the case that launched a thousand abortion regulations,” upholding Roe but giving states far greater scope to regulate abortion prior to fetal viability. However, defining that nebulous milestone a became a flashpoint for debate as medical advancements saw babies survive earlier and earlier outside the womb. Sonograms became routine around the same time, making fetal life easier to grasp and “putting wind in the sails of the ‘pro-life’ movement,” Rosen says. Then in June, the Supreme Court overturned both Roe and Casey .

For many Americans, that meant the return to the conundrum that led Norma McCorvey—a.k.a. Jane Roe—to the Supreme Court in 1971: being poor and pregnant, and seeking an abortion in a state that had banned them in all but the narrowest of circumstances.

The history of abortion in the U.S. suggests the tides will turn again. “We often see periods of toleration followed by periods of repression,” says Fissell. The current moment is unequivocally marked by the latter. What remains to be seen is how long it will last.

From Public Health On Call Podcast

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Guest Essay

The Fantasy of Reviving Nuclear Energy

By Stephanie Cooke

Ms. Cooke is a former editor of Nuclear Intelligence Weekly and the author of “In Mortal Hands: A Cautionary History of the Nuclear Age.”

World leaders are not unaware of the nuclear industry’s long history of failing to deliver on its promises or of its weakening vital signs. Yet many continue to act as if a nuclear renaissance could be around the corner, even though nuclear energy’s share of global electricity generation has fallen by almost half from its high of roughly 17 percent in 1996.

In search of that revival, representatives from more than 30 countries gathered in Brussels in March at a nuclear summit hosted by the International Atomic Energy Agency and the Belgian government. Thirty-four nations, including the United States and China, agreed “to work to fully unlock the potential of nuclear energy,” including extending the lifetimes of existing reactors, building nuclear power plants and deploying advanced reactors.

Yet even as they did so, there was an acknowledgment of the difficulty of their undertaking. “Nuclear technology can play an important role in the clean energy transition,” Ursula von der Leyen, the president of the European Commission, told summit attendees. But she added that “the reality today, in most markets, is a reality of a slow but steady decline in market share” for nuclear power.

The numbers underscore that downturn. Solar and wind power together began outperforming nuclear power globally in 2021, and that trend continues as nuclear staggers along. Solar alone added more than 400 gigawatts of capacity worldwide last year, two-thirds more than the previous year. That’s more than the roughly 375 gigawatts of combined capacity of the world’s 415 nuclear reactors, which remained relatively unchanged last year. At the same time, investment in energy storage technology is rapidly accelerating. In 2023, BloombergNEF reported that investors for the first time put more money into stationary energy storage than they did into nuclear.

Still, the drumbeat for nuclear power has become pronounced. At the United Nations climate conference in Dubai in December, the Biden administration persuaded two dozen countries to pledge to triple their nuclear energy capacity by 2050. Those countries included allies of the United States with troubled nuclear programs, most notably France , Britain , Japan and South Korea , whose nuclear bureaucracies will be propped up by the declaration as well as the domestic nuclear industries they are trying to save.

“We are not making the argument to anybody that this is absolutely going to be a sweeping alternative to every other energy source,” John Kerry, the Biden administration climate envoy at the time, said. “But we know because the science and the reality of facts and evidence tell us that you can’t get to net zero 2050 without some nuclear.”

That view has gained traction with energy planners in Eastern Europe who see nuclear as a means of replacing coal, and several countries — including Canada, Sweden, Britain and France — are pushing to extend the operating lifetimes of existing nuclear plants or build additional ones. Some see smaller or more advanced reactors as a means of providing electricity in remote areas or as a means of decarbonizing sectors such as heat, industry and transportation.

So far, most of this remains in early stages, with only three nuclear reactors under construction in Western Europe, two in Britain and one in France, each more than a decade behind schedule. Of the approximately 54 other reactors under construction worldwide as of March, 23 are in China, seven are in India, and three are in Russia, according to the International Atomic Energy Agency. The total is less than a quarter of the 234 reactors under construction in the peak year of 1979, although 48 of those were later suspended or abandoned.

Even if you agree with Mr. Kerry’s argument, and many energy experts do not, pledging to triple nuclear capacity by 2050 is a little like promising to win the lottery. For the United States, it would mean adding 200 gigawatts of nuclear operating capacity (almost double what the country has ever built) to the current 100 gigawatts or so, generated by more than 90 commercial reactors that have been running an average of 42 years. Globally it would mean tripling the existing capacity built over the past 70 years in less than half that time, in addition to replacing reactors that will shut down before 2050.

The Energy Department estimates the total cost of such an effort in the United States at roughly $700 billion. But David Schlissel , a director at the Institute for Energy Economics and Financial Analysis , has calculated that the two new reactors at the Vogtle plant in Georgia — the only new reactors built in the United States in a generation — on average, cost $21.2 billion per gigawatt in today’s dollars. Using that figure as a yardstick, the cost of building 200 gigawatts of new capacity would be far higher: at least $4 trillion, or $6 trillion if you count the additional cost of replacing existing reactors as they age out.

For much less money and in less time, the world could reduce greenhouse gas emissions through the use of renewables like solar, wind, hydropower and geothermal power and by transmitting, storing and using electricity more efficiently. A recent analysis by the German Environment Agency examined multiple global climate scenarios in which Paris climate agreement targets are met, and it found that renewable energy “is the crucial and primary driver.”

The logic of this approach was attested to at the climate meeting in Dubai, where more than 120 countries signed a more realistic commitment to triple renewable energy capacity by 2030.

There’s a certain inevitability about the U.S. Energy Department’s latest push for more nuclear energy. An agency predecessor, the Atomic Energy Commission, brought us Atoms for Peace under President Dwight Eisenhower in the 1950s in a bid to develop the peaceful side of the atom, hoping it would gain public acceptance of an expanding arsenal of nuclear weapons while supplying electricity too cheap to meter.

Fast-forward 70 years, and you hear a variation on the same theme. Most notably, Ernest Moniz, the energy secretary under President Barack Obama, argues that a vibrant commercial nuclear sector is necessary to sustain U.S. influence in nuclear weapons nonproliferation efforts and global strategic stability. As a policy driver, this argument might explain in part why the government continues to push nuclear power as a climate solution, despite its enormous cost and lengthy delivery time.

China and Russia are conspicuously absent from the list of signatories to the Dubai pledge to triple nuclear power, although China signed the declaration in Brussels. China’s nuclear program is growing faster than that of any other country, and Russia dominates the global export market for reactors with projects in countries new to commercial nuclear energy, such as Turkey, Egypt and Bangladesh, as well as Iran.

Pledges and declarations on a global stage allow world leaders a platform to be seen to be doing something to address climate change, even if, as is the case with nuclear, they lack the financing and infrastructure to succeed. But their support most likely means that substantial sums of money — much of it from taxpayers and ratepayers — will be wasted on perpetuating the fantasy that nuclear energy will make a difference in a meaningful time frame to slow global warming.

The U.S. government is already poised to spend billions of dollars building small modular and advanced reactors and keeping aging large ones running. But two such small reactor projects based on conventional technologies have already failed. Which raises the question: Will future projects based on far more complex technologies be more viable? Money for such projects — provided mainly under the Infrastructure Investment and Jobs Act and the Inflation Reduction Act — could be redirected in ways that do more for the climate and do it faster, particularly if planned new nuclear projects fail to materialize.

There is already enough potential generation capacity in the United States seeking access to the grid to come close to achieving President Biden’s 2035 goal of a zero-carbon electricity sector, and 95 percent of it is solar, battery storage and wind. But these projects face a hugely constrained transmission system, regulatory and financial roadblocks and entrenched utility interests, enough to prevent many of them from ever providing electricity, according to a report released last year by the Lawrence Berkeley National Laboratory.

Even so, existing transmission capacity can be doubled by retrofitting transmission lines with advanced conductors, which would offer at least a partial way out of the gridlock for renewables, in addition to storage, localized distribution and improved management of supply and demand.

What’s missing are leaders willing to buck their own powerful nuclear bureaucracies and choose paths that are far cheaper, less dangerous and quicker to deploy. Without them, we are doomed to more promises and wasteful spending by nuclear proponents who have repeatedly shown that they can talk but can’t deliver.

Stephanie Cooke is a former editor of Nuclear Intelligence Weekly and the author of “In Mortal Hands: A Cautionary History of the Nuclear Age.”

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Authentic Assessment for Differing English Proficiencies

Authentic assessment is a technique for evaluating students’ knowledge and abilities through their application in the real world. Unlike standard examinations or quizzes, this assessment asks students to exhibit their knowledge and skills in a pertinent and meaningful environment (Gottlieb, 2006). Thanks to its ability to provide a more comprehensive and accurate picture of the English language development of ELs, it is an invaluable instrument for evaluating them at various proficiency levels. Due to linguistic or cultural difficulties, ELs may need help demonstrating their true talents in standard examinations. On the other hand, authentic assessments offer a more thorough and accurate picture of an EL’s language proficiency. Authentic assessments relieve the burden of a standard test by allowing students to demonstrate their language ability genuinely and organically through real-world tasks and scenarios.

Considering ELs’ linguistic background and cultural experiences is one of the main advantages of authentic assessment. Because students can complete the assessment activities using their cultural knowledge and experiences, this enables a more culturally sensitive evaluation. This produces a more accurate assessment of the student’s language competency and makes the assessment environment more inclusive. Since authentic assessments force students to utilize their understanding in real-world circumstances, they also foster critical thinking and problem-solving abilities. For ELs, in particular, this is helpful since it gives them a relevant and useful way to improve their language skills. Furthermore, students receive timely and pertinent feedback from authentic exams, enabling them to consider their areas of strength and growth.

Emerging ELs may have poor English proficiency and are generally in the early phases of their English language acquisition (Lee, 2018). A language experience approach (LEA) exercise would suit these children’s authentic evaluation. Students must engage in an activity or event for this exam and then recount the encounter in their own words. For instance, after going on a field trip to the neighborhood zoo, an emerging EL can be encouraged to recount the experience using simple phrases, drawings, or images. It provides a more accurate picture of their language proficiency and comprehension by evaluating their language skills in a realistic and natural setting.

Expanding ELs are starting to understand more intricate language structures and acquiring basic English skills. Project-based learning (PBL) activities could serve as an authentic assessment for these pupils (Gottlieb, 2006). PBL allows students to work on a lengthy project that combines their subject-matter knowledge and English language proficiency. For instance, a developing EL might be assigned to utilize their newly acquired English vocabulary and syntax to create a timeline of historical events. It evaluates their capacity to use their English language proficiency in a relevant and demanding context.

Bridging ELs can participate in most grade-level academic assignments and have advanced English language proficiency. A portfolio assessment would be a suitable real assessment for these kids. Using a portfolio assessment, students can gather and present their work throughout time, showcasing their improvement as English language learners. For instance, a bridge English language learner might compile a portfolio of their essays and short stories to demonstrate their command of the language and their aptitude for understanding and producing increasingly sophisticated texts.

To sum up, valid evaluations tailored to varying degrees of English ability are necessary to gauge the linguistic growth of a language learner precisely. Authentic assessments such as portfolios, PBL, and LEA are a few examples that can be used to evaluate ELs at the emerging, expanding, and bridging levels. Teachers can better understand the language proficiency of their English Language Learners (ELs) and modify their lesson plans to suit each student’s requirements by using genuine assessments.

Gottlieb, M. H. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement.  (No Title) .

Lee, O. (2018). Proficiency Level Descriptors for the California English Language Development Standards. English language proficiency standards aligned with content standards.  Educational Researcher ,  47 (5), 317–327.

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