Style Sheet
Before writing their paper, all students should be familiar with the Style Sheet for History papers in Prof. Berkhofer's classes. They also will want to read the Citing Sources page very carefully so that they have proper references to the sources they use to make their arguments. This is the best way to avoid losing points purely because of errors in form.

How to Begin: In any writing project, the name of the game is to be focussed and well organized. Since the communication of ideas is every bit as important as the ideas themselves, your grade will be weighted to reflect your competence in three areas: 1) Style--How well do you communicate your ideas? Do you use complete sentences? Proper syntax and paragraph structure? Spelling? Consult the stylesheet page for more details. 2) Organization--Does your paper have a natural flow of ideas from one paragraph to the next? Is there a logical progression in your argument? Do you have a clearly stated thesis that is supported by the body of the paper?  See the 5-paragraph format suggestions for one possible way to organize your paper. 3) Content--How well do you use the assigned text? Can you cite textual evidence to support your claims. See the citation page for more on how to cite sources correctly. Return to top.

5-Paragraph Format: To help you organize and focus, consider using the following five-paragraph format. Every essay must have an introductory paragraph where the question is set forth, its content established, and a clear thesis presented. The second paragraph will clarify either by defining terms or by showing what the subject is not. The third and fourth paragraphs will present the body of evidence through a development of two supporting arguments. Finally, the essay must have a conclusion in which the thesis is restated and the significance of the question/argument is shown.  The resulting paper will have the following sections:

I. Introduction--question, context, thesis statement
II. Qualification--definitions and clarification
III. Evidence--supporting argument #1
IV. Evidence--supporting argument #2
V. Conclusion--thesis restatement, significance

This is a good essay format and is easily adaptable to longer papers by simply adding paragraphs of evidence in the middle. Even for much longer papers, keeping such categories in mind will help you to keep the paper focussed and clear for your reader. Many thanks to Larry Snyder who contributed to the content of this section. Return to top.

Basics: Here are some basics to be sure to remember:

Topic: Create a paper that addresses the questions provided. Be sure to read the whole question at least twice. This will require you to come up with a theme (also known as a thesis or main topic), which is supported with evidence taken from the assigned sources. The goal is to create a well written argumentative essay.
Length: Whatever the assignment specifies--don't try to "fudge" with margins..
Format: Read the Style Sheet guidelines and be sure your paper conforms to them. Remember to staple your pages together.
Identification: Put your name and your course meeting time (e.g., TR 9:15) on the first page in the upper right hand corner.
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Grading: You'll be graded in two main areas: Content and Mechanics.

Content (Argument & Evidence): Your paper must use sources and construct a viable, believable argument. A thesis should be something that is at least debatable by intelligent people (no one would choose to argue that the world was flat anymore, for example; test your argument to see if someone would take a different point of view.) You must use evidence from the sources to support your thesis. An argument without evidence is like a world-class debater who insists on speaking in nursery rhymes: he may have a lot to say, but no one will believe he really means it.
Mechanics (Spelling, Grammar, Punctuation): You can have a wonderful argument and great evidence to support it, but without mechanics, your presentation will fail. To go back to that world-class debater, imagine that he stuffed his mouth full of marbles before he began speaking--you couldn't understand him, no matter how brilliant he was. Good mechanics enhance your delivery of the argument in your paper, and you can't do without them. Your papers should demonstrate all good writing skills necessary to university-level composition. That means your essays should be free from spelling errors, improper grammar, incorrect punctuation, and awkward constructions. History is not merely "getting the facts right"--it is also about presenting an effective argument using them.

If you have questions about technical English skills, you can consult the instructor. But you should first read the style sheet page. You also might consult one of the following manuals (many are on sale at the student bookstore or are at the library in the Reference section): Mark Hellstern/Gregory Scott/Stephen Garrison, eds., The History Student Writer's Manual; The Chicago Manual of Style; or any of the style manuals written by Kate Turabian. Also remember that history writing usually is not first person singular. Unless a question deliberately asks for YOUR perspective, don't write using "I" or "my" in your essays. Unlike scholars in some other fields, most historians still write without saying "I", "me" or "my"--but this convention does not mean that historians have no opinions. A good writer must learn to write in the "third person" voice. If you need examples, look at the books for your class. Return to top.

Advice: Some step-by-step advice for working on your paper.

Before you start writing: Read the whole assignment before you begin writing. Use other reading materials assigned in this class or lecture materials (if they are relevant) in answering the question. If you are writing a "research paper" you will need to go to the libary to find source materials.
When you start writing: Read the assigned question carefully. What does the assignment want you prove or discuss? Make sure that you understand the question. Once you know what it wants, make sure your essay sticks to answering it--don't wander off on some tangent. If you are constructing your own question, be sure it is well focussed and answerable.
For your thesis and beginnings of paragraphs: Choose strong topic sentences that will make clear to the reader exactly what you intend to prove. These topic sentences will structure your analysis and help you write coherent paragraphs that stick to a main idea.
For evidence: A good essay has to have it--but be careful that your evidence is clear and legitimate, not stolen. You need to be able to cite sources specifically to support your argument. Read citing sources if you don't know how to use sources as evidence. A good essay almost always will use quotations drawn from the sources. Appropriately used quotations will strengthen your argument. But citations and quotes are no substitute for your argument, your analysis--do not quote extensively and then assume that the quote is making the argument for you. Explain how a quote fits your thesis. Be sure to give credit to the original author.
Conclusion: A conclusion makes your essay come to an end with a bang, not a whimper. To just regurgitate/restate exactly what you said in the essay is to whimper. A conclusion with "bang" will tell the reader something more than what they read in your previous paragraphs.
Finishing Up: Be sure to proofread your paper carefully before handing it in.
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Proofreading: After you've completed a first draft, go back and reread what you've written. Does it meet the requirements for a well-written essay? Does your argument have enough evidence? Or is your argument not as strong and persuasive as you thought it was originally? The third paragraph may belong in the middle, and the second paragraph at the end. Rewrite and reorganize the sections that need help. This step is the one that makes the most difference between weak and strong papers; however, you must have written the first draft far enough in advance so that you have the time to revise/rethink. Return to top.

Finishing: Before you hand in your essay, proofread a final time for errors. Unfortunately, spell-checking programs are only capable of giving a little help. For example, "there", "their" and "they're" all sound alike (homonyms) and may be spelled correctly by you, but you need to make sure you have used the right one. Check for spelling, correct word usage, punctuation, grammar mistakes, and awkward construction. One test is to read each sentence aloud; sometimes the ear can catch a mistake on paper. But beware colloquialisms, using phrases that are common in everyday speech but not used in formal writing. Another good suggestion is to have a friend proofread your essay for mistakes or logical gaps. Make sure the paper meets the guidelines of the style sheet. Look at the Common Problems page and avoid the most obvious errors. Return to top.