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First lets talk about format and the meaning of some abbreviations.
The language changes for a HISTORY essay. And for good reasonwe dont want you writing a literature
essay for a history prompt.
EEs Events/Evidence:
EEs are similar to CDs in literature in that they are support for your theses. HOWEVER, an EE is not a
quote from your book. The evidence in an essay is the information and examples that you use from your
knowledge of the historical era about which you are addressing to prove to the reader that your argument is
convincing. Evidence can take the form of historical events, figures, concepts, images, or historical
documents or literature that are relevant to the argument that you are making. EEs ARE TYPICALLY NOT
QUOTES. Typically they are a paraphrase of some historical information. On rare occasion will you
actually quote a historical figure or document.
RSs Results/Significance:
RSs are similar to CMs. They are your analysis of the EEs you presented in support of your argument. RSs
are your opportunity to explain the connections between the various EEs youve chosen and to show how
those connections prove the position youve taken in your essay.
Introduction
Body Paragraphs
Following the introduction, the essay contains body paragraphs. These paragraphs systematically,
and in a logical order, develop and prove the main thesis, while addressing the body paragraphs
individual thesis (BT). In the body paragraphs, you present and explain the evidence that supports
your thesis.
There are at least TWO body paragraphs for an essay, but sometimes you will write THREE (at
some point you will no longer write only four or five-paragraph essays. You will use as many
paragraphs as you need to develop the arguments within your thesis.) The goal is to be as thorough
as possible, and sometimes multiple body paragraphs are necessary.
Conclusion
The essay ends with a clear conclusion. The conclusion brings together the points made in the
essay and draws out their larger significance.
MT MT MT
EE EE EE
EE EE RS
EE RS EE
RS RS RS
CS CS CS
Always write in PAST TENSE. (Nothing sounds sillier than saying, Hitler is planning to take
over Europe when hes been dead for over 70 years!) These things happened in the past, so keep
them in the past.
Write in an academic voice (this is true of literature essays, too). That means NO FIRST OR
SECOND PERSON (e.g. I and You, etc.). Theres no need for you to say I think or In my
opinion. The essay is YOUR work and therefore YOUR opinion. I already know that.
Transitions are words or phrases that connect ideas and/or show the relationship between them.
Use transitions to connect the sentences within your paragraphs. Examples of transitional words
and phrases include: Nevertheless However Therefore In addition As a result Equally
important. You can also use transitional statements at the beginning and/or end of paragraphs to
connect the paragraph to the paragraphs before or after as well as to your thesis.
HISTORY ESSAY RUBRIC
Score Comment
100-90 1. Contains a clear thesis that makes a historically defensible claim and responds to all parts
of the prompt
2. Supports thesis with relevant, focused examples that effectively substantiate the stated
thesis; multiple examples support all major assertions
3. Offers a persuasive and well-focused argument that explains the reasons for the causes
AND/OR effects of a historical event, development, or process; introduction and
conclusion are relevant to the argument; organization is clear and effective
4. Excellently written; may contain insignificant errors but generally demonstrates a strong
command of language, including appropriate grammar, punctuation, syntax, and spelling;
incorporates varied sentence structure; makes use of precise, vivid, and appropriate word
choices that show rather than tell
89-80 1. Contains a clear thesis that is adequately stated and responds to the prompt
2. Supports thesis with relevant examples, but less effectively substantiates the thesis; at least
two pieces of evidence support all major assertions
3. Offers a reasonable analysis with commentary that analyzes more than describes, although
the analysis is less thorough, less precise, and/or less convincing; organization may have
some imbalance
4. Well written over all but with occasional lapses in diction or syntax; may contain minor
errors; demonstrates a good command of language, including grammar, punctuation, and
spelling; generally speaking, the writer incorporates appropriate word choices that show
rather than tell
1. Lacks a thesis, or may not address all parts of the prompt; may restate the prompt
2. Contains superficial support that relies on general references
69-60 3. Fails to offer an adequate analysis; essay mostly describes; analysis may be partial,
unconvincing, or irrelevant; evidence may be vague or misconstrued; tends to be
repetitive; organization unclear or inconsistent
4. Poorly written; may contain major errors in grammar, punctuation, spelling, diction, and
syntax; language is more general, less precise; tells instead of shows