how to write a 16 mark history essay

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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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 243,023 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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How to structure AQA A-level History Essays

• Dr Janet Rose
• December 14, 2019

For AQA History , at both AS and A level, you need to know how to write two types of essay – a block essay and a point-by-point essay.  To be able to structure AQA history essays you’ll need to know these essay styles and where to use them.

Introductions

You don’t really need an introduction for the source questions.  In the exam you will be pressed for time so it is sensible to just start with your analysis of extract A.  However, for the essay questions you will need a short, clear introduction that references the question and states your line of argument.

The most helpful tip I can give you is this; write the introduction last .  Why do I advise this?  Because if you state your line of argument and what you intend to include, you then have to make sure your whole essay and conclusion matches your introduction.  Obviously you should have a plan to follow but it is far, far easier to write the body of your essay and your conclusion,  then make the introduction fit the essay you have just written.  It makes writing the introduction a breeze because you will know exactly what you have argued, which evidence you have used, the order you have presented your material and what you have concluded.

No Surprises

Remember there should be no surprises for your marker or examiner in history.  You are not writing a best seller where you build up the tension and then do a dramatic ‘ta da’ reveal.  That will only confuse your examiner and lose you marks – potentially a lot of marks.  What we want is a nice, clear format where we can see exactly what you are arguing, exactly what evidence you are using, and exactly what you have concluded.  Importantly, we want to know this at the start of the essay.  If you make your marker or examiner keep stopping, re-reading chunks, and going back and forth to try and understand your argument, you’ll just end up with an unhappy and frustrated reader.  And this is the person who is going to award your marks!  Be clear.  Be concise.  Get to the point quickly.  Give evidence to back up your points.  Reach a judgement.

History Essay: How to write an A-Grade Essay

Block Essays

For AQA you use these for the extract questions; the two sources for AS and the three sources for A level.  You write the essay in blocks of text which are focused on one area.

For the source questions you don’t need to get too clever with hopping back and forth between sources and points. Decide and plan what you need to say and then write it clearly, with a clear assessment of each source, in big chunks of work. Do not worry about an introduction– just get straight into the analysis. First address Source A in a block, then Source B in another block and (for A level) Source C in a final block.

Remember that you need to assess the sources.  Keep doing that all the way through.  Assess each source as you write the block and do a mini summary at the end of each section.   You can then bring the sources together in a very short conclusion at the end (no more than a couple of lines) where you can summarise your convincing/valuable assessment of the sources.  It is very important that you make a clear judgement for each source, as that is what the question asks you to do.

By the way, when we talk about blocks it does not mean you have to cram everything into one enormous paragraph. If you have plenty to say (and hopefully you will) you should use a sensible paragraph structure. The reason it is called a block essay is that you deal with one section completely, in this case each source, before moving on to the next section.

Point-by-point essays

Point-by-Point essays are much trickier to master but are well worth the effort as, done properly, they tend to achieve higher marks. For AQA you can use this style for everything that is not a source question. The key to an excellent point-by-point essay is all in the planning; it will only come out well in the writing if you know exactly what you are going to argue and the order in which you are going to introduce evidence and points. So it is crucial that you make yourself a good plan!

Essentially, all the AQA essay questions at both AS and A level ask you to argue ‘for or against’ a hypothesis. They will look something like this:

‘Victorian governments in the years 1867 to 1886 had little interest in social reform.’ Explain why you agree or disagree with this view.

‘Henry VII had successfully established monarchical authority by 1509.’ Assess the validity of this view.

Your job, therefore, is to find evidence from your course for both sides of the argument i.e. both ‘for’ and ‘against’ the hypothesis. You absolutely must have evidence for both sides – not just one side. The evidence goes down on your plan, divided into ‘for’ and ‘against’ the hypothesis. Whichever side you end with more evidence for, or more convincing evidence for, that is the side you will conclude is most persuasive.

History Exams – How to avoid being narrative

Imagine it like a tennis match

Imagine it like a tennis match, where the ball starts on one side of the tennis court, is played and then sails over to the opposing side.  A point-by-point argument is like this – it is oppositional, with two opposing sides. You should aim to bounce back and forth between the points and the two sides of the argument. Begin with one of the points from your plan, either for or against the hypothesis. Deal with the point in detail, using clear examples as evidence and linking it firmly to the question.  That’s your opening shot.

Next, pop straight over to the opposing view and deal with that point, again using clear examples and linking to the question. Repeat this ‘back and forth’ technique until you have covered all the points and evidence in your plan.

To do this really well it is usually better to put up the side of your argument that you will oppose first. You outline the ‘other’ side of the argument and show that you understand the opposing view. Then you switch over to the other side of the hypothesis, i.e. ‘your’ argument, and use powerful evidence to back it up. Remember this is all about argument and analysis.

Back to our tennis match analogy; the ball is your argument, which bounces back and forth between the players, but you need ‘your’ side to end each point with the big shot – the one that wins the game.

How to use Provenance in History Exams

The Conclusion

You must conclude in line with the most persuasive and convincing evidence you have included in your plan.   This sounds really obvious, but I have lost count of how many A-level history essays I have marked that argue effectively for one point of view, but then conclude in favour of the other side.  The most common reason for this happening is that the student has moved off their plan when writing up the essay.  Follow your plan!

At the end of the essay your conclusion should sum up all the main points of argument and then should reach a judgement.  Don’t sit on the fence, no matter how tempting it is.  You need to make a judgement.  The conclusion should mirror your introduction and the main points of argument in the body of the essay, so the work ends up as a coherent, clear argument from introduction to conclusion.

The point-by-point essay takes practice, so it will help if you can get some feedback from your teacher or tutor, or even a parent who will be able to tell you if your argument is clear and makes sense to the reader. Do persevere, however, because when you get the technique right it will gain you more marks in the end.

Do you need help with History Essays?

Our history team is ready to help you.  all our historians are graduates, experienced teachers, and skilled at getting our students the very best grades., you can contact a tutor here , or contact our friendly and knowledgeable office team to get a bespoke tutor match.

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A guide to writing history essays

This guide has been prepared for students at all undergraduate university levels. Some points are specifically aimed at 100-level students, and may seem basic to those in upper levels. Similarly, some of the advice is aimed at upper-level students, and new arrivals should not be put off by it.

The key point is that learning to write good essays is a long process. We hope that students will refer to this guide frequently, whatever their level of study.

Why do history students write essays?

Essays are an essential educational tool in disciplines like history because they help you to develop your research skills, critical thinking, and writing abilities. The best essays are based on strong research, in-depth analysis, and are logically structured and well written.

An essay should answer a question with a clear, persuasive argument. In a history essay, this will inevitably involve a degree of narrative (storytelling), but this should be kept to the minimum necessary to support the argument – do your best to avoid the trap of substituting narrative for analytical argument. Instead, focus on the key elements of your argument, making sure they are well supported by evidence. As a historian, this evidence will come from your sources, whether primary and secondary.

The following guide is designed to help you research and write your essays, and you will almost certainly earn better grades if you can follow this advice. You should also look at the essay-marking criteria set out in your course guide, as this will give you a more specific idea of what the person marking your work is looking for.

Where to start

First, take time to understand the question. Underline the key words and consider very carefully what you need to do to provide a persuasive answer. For example, if the question asks you to compare and contrast two or more things, you need to do more than define these things – what are the similarities and differences between them? If a question asks you to 'assess' or 'explore', it is calling for you to weigh up an issue by considering the evidence put forward by scholars, then present your argument on the matter in hand.

A history essay must be based on research. If the topic is covered by lectures, you might begin with lecture and tutorial notes and readings. However, the lecturer does not want you simply to echo or reproduce the lecture content or point of view, nor use their lectures as sources in your footnotes. They want you to develop your own argument. To do this you will need to look closely at secondary sources, such as academic books and journal articles, to find out what other scholars have written about the topic. Often your lecturer will have suggested some key texts, and these are usually listed near the essay questions in your course guide. But you should not rely solely on these suggestions.

Tip : Start the research with more general works to get an overview of your topic, then move on to look at more specialised work.

Crafting a strong essay

Before you begin writing, make an essay plan. Identify the two-to-four key points you want to make. Organize your ideas into an argument which flows logically and coherently. Work out which examples you will use to make the strongest case. You may need to use an initial paragraph (or two) to bring in some context or to define key terms and events, or provide brief identifying detail about key people – but avoid simply telling the story.

An essay is really a series of paragraphs that advance an argument and build towards your conclusion. Each paragraph should focus on one central idea. Introduce this idea at the start of the paragraph with a 'topic sentence', then expand on it with evidence or examples from your research. Some paragraphs should finish with a concluding sentence that reiterates a main point or links your argument back to the essay question.

A good length for a paragraph is 150-200 words. When you want to move to a new idea or angle, start a new paragraph. While each paragraph deals with its own idea, paragraphs should flow logically, and work together as a greater whole. Try using linking phrases at the start of your paragraphs, such as 'An additional factor that explains', 'Further', or 'Similarly'.

We discourage using subheadings for a history essay (unless they are over 5000 words in length). Instead, throughout your essay use 'signposts'. This means clearly explaining what your essay will cover, how an example demonstrates your point, or reiterating what a particular section has added to your overall argument.

Remember that a history essay isn't necessarily about getting the 'right' answer – it's about putting forward a strong case that is well supported by evidence from academic sources. You don't have to cover everything – focus on your key points.

In your introduction or opening paragraph you could indicate that while there are a number of other explanations or factors that apply to your topic, you have chosen to focus on the selected ones (and say why). This demonstrates to your marker that while your argument will focus on selected elements, you do understand the bigger picture.

The classic sections of an essay

Introduction.

• Establishes what your argument will be, and outlines how the essay will develop it
• A good formula to follow is to lay out about 3 key reasons that support the answer you plan to give (these points will provide a road-map for your essay and will become the ideas behind each paragraph)
• If you are focusing on selected aspects of a topic or particular sources and case studies, you should state that in your introduction
• Define any key terms that are essential to your argument
• Keep your introduction relatively concise – aim for about 10% of the word count
• Consists of a series of paragraphs that systematically develop the argument outlined in your introduction
• Each paragraph should focus on one central idea, building towards your conclusion
• Paragraphs should flow logically. Tie them together with 'bridge' sentences – e.g. you might use a word or words from the end of the previous paragraph and build it into the opening sentence of the next, to form a bridge
• Also be sure to link each paragraph to the question/topic/argument in some way (e.g. use a key word from the question or your introductory points) so the reader does not lose the thread of your argument
• Ties up the main points of your discussion
• Should link back to the essay question, and clearly summarise your answer to that question
• May draw out or reflect on any greater themes or observations, but you should avoid introducing new material
• If you have suggested several explanations, evaluate which one is strongest

Using scholarly sources: books, journal articles, chapters from edited volumes

Try to read critically: do not take what you read as the only truth, and try to weigh up the arguments presented by scholars. Read several books, chapters, or articles, so that you understand the historical debates about your topic before deciding which viewpoint you support. The best sources for your history essays are those written by experts, and may include books, journal articles, and chapters in edited volumes. The marking criteria in your course guide may state a minimum number of academic sources you should consult when writing your essay. A good essay considers a range of evidence, so aim to use more than this minimum number of sources.

Tip : Pick one of the books or journal articles suggested in your course guide and look at the author's first few footnotes – these will direct you to other prominent sources on this topic.

Don't overlook journal articles as a source. They contain the most in-depth research on a particular topic. Often the first pages will summarise the prior research into this topic, so articles can be a good way to familiarise yourself with what else has 'been done'.

Edited volumes can also be a useful source. These are books on a particular theme, topic or question, with each chapter written by a different expert.

One way to assess the reliability of a source is to check the footnotes or endnotes. When the author makes a claim, is this supported by primary or secondary sources? If there are very few footnotes, then this may not be a credible scholarly source. Also check the date of publication, and prioritise more recent scholarship. Aim to use a variety of sources, but focus most of your attention on academic books and journal articles.

Paraphrasing and quotations

A good essay is about your ability to interpret and analyse sources, and to establish your own informed opinion with a persuasive argument that uses sources as supporting evidence. You should express most of your ideas and arguments in your own words. Cutting and pasting together the words of other scholars, or simply changing a few words in quotations taken from the work of others, will prevent you from getting a good grade, and may be regarded as academic dishonesty (see more below).

Direct quotations can be useful tools if they provide authority and colour. For maximum effect though, use direct quotations sparingly – where possible, paraphrase most material into your own words. Save direct quotations for phrases that are interesting, contentious, or especially well-phrased.

A good writing practice is to introduce and follow up every direct quotation you use with one or two sentences of your own words, clearly explaining the relevance of the quote, and putting it in context with the rest of your paragraph. Tell the reader who you are quoting, why this quote is here, and what it demonstrates. Avoid simply plonking a quotation into the middle of your own prose. This can be quite off-putting for a reader.

• Only include punctuation in your quote if it was in the original text. Otherwise, punctuation should come after the quotation marks. If you cut out words from a quotation, put in three dots (an ellipsis [ . . .]) to indicate where material has been cut
• If your quote is longer than 50 words, it should be indented and does not need quotation marks. This is called a block quote (use these sparingly: remember you have a limited word count and it is your analysis that is most significant)
• Quotations should not be italicised

Referencing, plagiarism and Turnitin

When writing essays or assignments, it is very important to acknowledge the sources you have used. You risk the charge of academic dishonesty (or plagiarism) if you copy or paraphrase words written by another person without providing a proper acknowledgment (a 'reference'). In your essay, whenever you refer to ideas from elsewhere, statistics, direct quotations, or information from primary source material, you must give details of where this information has come from in footnotes and a bibliography.

Your assignment may be checked through Turnitin, a type of plagiarism-detecting software which checks assignments for evidence of copied material. If you have used a wide variety of primary and secondary sources, you may receive a high Turnitin percentage score. This is nothing to be alarmed about if you have referenced those sources. Any matches with other written material that are not referenced may be interpreted as plagiarism – for which there are penalties. You can find full information about all of this in the History Programme's Quick Guide Referencing Guide contained in all course booklets.

Final suggestions

Remember that the easier it is to read your essay, the more likely you are to get full credit for your ideas and work. If the person marking your work has difficulty reading it, either because of poor writing or poor presentation, they will find it harder to grasp your points. Try reading your work aloud, or to a friend/flatmate. This should expose any issues with flow or structure, which you can then rectify.

Make sure that major and controversial points in your argument are clearly stated and well- supported by evidence and footnotes. Aspire to understand – rather than judge – the past. A historian's job is to think about people, patterns, and events in the context of the time, though you can also reflect on changing perceptions of these over time.

Things to remember

• Write history essays in the past tense
• Generally, avoid sub-headings in your essays
• Avoid using the word 'bias' or 'biased' too freely when discussing your research materials. Almost any text could be said to be 'biased'. Your task is to attempt to explain why an author might argue or interpret the past as they do, and what the potential limitations of their conclusions might be
• Use the passive voice judiciously. Active sentences are better!
• Be cautious about using websites as sources of information. The internet has its uses, particularly for primary sources, but the best sources are academic books and articles. You may use websites maintained by legitimate academic and government authorities, such as those with domain suffixes like .gov .govt .ac or .edu
• Keep an eye on word count – aim to be within 10% of the required length. If your essay is substantially over the limit, revisit your argument and overall structure, and see if you are trying to fit in too much information. If it falls considerably short, look into adding another paragraph or two
• Leave time for a final edit and spell-check, go through your footnotes and bibliography to check that your references are correctly formatted, and don't forget to back up your work as you go!

Other useful strategies and sources

• Student Learning Development , which offers peer support and one-on-one writing advice (located near the central library)
• Harvard College's guide to writing history essays (PDF)
• Harvard College's advice on essay structure
• Victoria University's comprehensive essay writing guide (PDF)

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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

A Level History Essay Structure – A Guide

• Post author By admin
• Post date December 1, 2022
• No Comments on A Level History Essay Structure – A Guide

Getting an A Level History essay structure right is by no means an easy task. In this post we will look at how we can build a structure from which our essay can develop.

Here you can see the most simplified essay structure for tackling A level History essays. All students should be familiar with this structure. We have broken the essay down into an introduction and conclusion as well as 3 separate parts of content. Running through the entire essay at the side is our line of argument. Whilst this may seem fairly simple, many students still fail to adequately follow this structure, when writing essay answers under exam conditions.

The reasons this structure works well is that it enables you to cover 3 different factors of content. These can be aligned 2-1 or 1-2 on either side of the argument. Your essay is now balanced (covering both sides of the argument), whilst at the same time being decisive in terms of your line of argument and judgement. It is also consistent with the amount you can write in the exam time given for (20-25) mark essay questions.

Expanded A level History Essay Structure

Let’s look at an expanded essay structure. Again, we have our introduction and conclusion as well as 3 separate parts of content. Now we can see that we have added whether or not each of our parts of content agrees or disagrees with the question premise. In order to have a balanced essay we can see on this example that; Content 1 agrees, Content 2 disagrees, and Content 3 can go either way. This overall A Level History essay structure ensures a balanced essay that also reaches judgement.

Furthermore, we have now broken down each individual part of Content/Factor. This can be seen as a mini essay in its own right. The Content/Factor is introduced and linked to the question as well as being concluded and linked to the question. Then we write 2 to 3 separate points within the body of the Content/Factor. We have 2 points that agree with the overall argument of this section of content. This strongly backs up our argument.

Then we can also potentially (this doesn’t have to be done always, but when done right creates a more nuanced analysis) add a third point that balances that particular section of content. However, it doesn’t detract from the overall argument of this factor/content. E.g. In the short term ‘point 3’ occurred but of much greater significance was ‘point 1’ and ‘point 2.’

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

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How To Write a Good History Essay

The former editor of History Review Robert Pearce gives his personal view.

First of all we ought to ask, What constitutes a good history essay? Probably no two people will completely agree, if only for the very good reason that quality is in the eye – and reflects the intellectual state – of the reader. What follows, therefore, skips philosophical issues and instead offers practical advice on how to write an essay that will get top marks.

Witnesses in court promise to tell the truth, the whole truth and nothing but the truth. All history students should swear a similar oath: to answer the question, the whole question and nothing but the question. This is the number one rule. You can write brilliantly and argue a case with a wealth of convincing evidence, but if you are not being relevant then you might as well be tinkling a cymbal. In other words, you have to think very carefully about the question you are asked to answer. Be certain to avoid the besetting sin of those weaker students who, fatally, answer the question the examiners should have set – but unfortunately didn’t. Take your time, look carefully at the wording of the question, and be certain in your own mind that you have thoroughly understood all its terms.

If, for instance, you are asked why Hitler came to power, you must define what this process of coming to power consisted of. Is there any specific event that marks his achievement of power? If you immediately seize on his appointment as Chancellor, think carefully and ask yourself what actual powers this position conferred on him. Was the passing of the Enabling Act more important? And when did the rise to power actually start? Will you need to mention Hitler’s birth and childhood or the hyperinflation of the early 1920s? If you can establish which years are relevant – and consequently which are irrelevant – you will have made a very good start. Then you can decide on the different factors that explain his rise.

Or if you are asked to explain the successes of a particular individual, again avoid writing the first thing that comes into your head. Think about possible successes. In so doing, you will automatically be presented with the problem of defining ‘success’. What does it really mean? Is it the achievement of one’s aims? Is it objective (a matter of fact) or subjective (a matter of opinion)? Do we have to consider short-term and long-term successes? If the person benefits from extraordinary good luck, is that still a success? This grappling with the problem of definition will help you compile an annotated list of successes, and you can then proceed to explain them, tracing their origins and pinpointing how and why they occurred. Is there a key common factor in the successes? If so, this could constitute the central thrust of your answer.

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The key word in the above paragraphs is think . This should be distinguished from remembering, daydreaming and idly speculating. Thinking is rarely a pleasant undertaking, and most of us contrive to avoid it most of the time. But unfortunately there’s no substitute if you want to get the top grade. So think as hard as you can about the meaning of the question, about the issues it raises and the ways you can answer it. You have to think and think hard – and then you should think again, trying to find loopholes in your reasoning. Eventually you will almost certainly become confused. Don’t worry: confusion is often a necessary stage in the achievement of clarity. If you get totally confused, take a break. When you return to the question, it may be that the problems have resolved themselves. If not, give yourself more time. You may well find that decent ideas simply pop into your conscious mind at unexpected times.

You need to think for yourself and come up with a ‘bright idea’ to write a good history essay. You can of course follow the herd and repeat the interpretation given in your textbook. But there are problems here. First, what is to distinguish your work from that of everybody else? Second, it’s very unlikely that your school text has grappled with the precise question you have been set.

The advice above is relevant to coursework essays. It’s different in exams, where time is limited. But even here, you should take time out to do some thinking. Examiners look for quality rather than quantity, and brevity makes relevance doubly important. If you get into the habit of thinking about the key issues in your course, rather than just absorbing whatever you are told or read, you will probably find you’ve already considered whatever issues examiners pinpoint in exams.

The Vital First Paragraph

Every part of an essay is important, but the first paragraph is vital. This is the first chance you have to impress – or depress – an examiner, and first impressions are often decisive. You might therefore try to write an eye-catching first sentence. (‘Start with an earthquake and work up to a climax,’ counselled the film-maker Cecil B. De Mille.) More important is that you demonstrate your understanding of the question set. Here you give your carefully thought out definitions of the key terms, and here you establish the relevant time-frame and issues – in other words, the parameters of the question. Also, you divide the overall question into more manageable sub-divisions, or smaller questions, on each of which you will subsequently write a paragraph. You formulate an argument, or perhaps voice alternative lines of argument, that you will substantiate later in the essay. Hence the first paragraph – or perhaps you might spread this opening section over two paragraphs – is the key to a good essay.

On reading a good first paragraph, examiners will be profoundly reassured that its author is on the right lines, being relevant, analytical and rigorous. They will probably breathe a sign of relief that here is one student at least who is avoiding the two common pitfalls. The first is to ignore the question altogether. The second is to write a narrative of events – often beginning with the birth of an individual – with a half-hearted attempt at answering the question in the final paragraph.

Middle Paragraphs

Philip Larkin once said that the modern novel consists of a beginning, a muddle and an end. The same is, alas, all too true of many history essays. But if you’ve written a good opening section, in which you’ve divided the overall question into separate and manageable areas, your essay will not be muddled; it will be coherent.

It should be obvious, from your middle paragraphs, what question you are answering. Indeed it’s a good test of an essay that the reader should be able to guess the question even if the title is covered up. So consider starting each middle paragraph will a generalisation relevant to the question. Then you can develop this idea and substantiate it with evidence. You must give a judicious selection of evidence (i.e. facts and quotations) to support the argument you are making. You only have a limited amount of space or time, so think about how much detail to give. Relatively unimportant background issues can be summarised with a broad brush; your most important areas need greater embellishment. (Do not be one of those misguided candidates who, unaccountably, ‘go to town’ on peripheral areas and gloss over crucial ones.)

The regulations often specify that, in the A2 year, students should be familiar with the main interpretations of historians. Do not ignore this advice. On the other hand, do not take historiography to extremes, so that the past itself is virtually ignored. In particular, never fall into the trap of thinking that all you need are sets of historians’ opinions. Quite often in essays students give a generalisation and back it up with the opinion of an historian – and since they have formulated the generalisation from the opinion, the argument is entirely circular, and therefore meaningless and unconvincing. It also fatuously presupposes that historians are infallible and omniscient gods. Unless you give real evidence to back up your view – as historians do – a generalisation is simply an assertion. Middle paragraphs are the place for the real substance of an essay, and you neglect this at your peril.

Final Paragraph

If you’ve been arguing a case in the body of an essay, you should hammer home that case in the final paragraph. If you’ve been examining several alternative propositions, now is the time to say which one is correct. In the middle paragraph you are akin to a barrister arguing a case. Now, in the final paragraph, you are the judge summing up and pronouncing the verdict.

It’s as well to keep in mind what you should not be doing. Do not introduce lots of fresh evidence at this stage, though you can certainly introduce the odd extra fact that clinches your case. Nor should you go on to the ‘next’ issue. If your question is about Hitler coming to power, you should not end by giving a summary of what he did once in power. Such an irrelevant ending will fail to win marks. Remember the point about answering ‘nothing but the question’? On the other hand, it may be that some of the things Hitler did after coming to power shed valuable light on why he came to power in the first place. If you can argue this convincingly, all well and good; but don’t expect the examiner to puzzle out relevance. Examiners are not expected to think; you must make your material explicitly relevant.

Final Thoughts

A good essay, especially one that seems to have been effortlessly composed, has often been revised several times; and the best students are those who are most selfcritical. Get into the habit of criticising your own first drafts, and never be satisfied with second-best efforts. Also, take account of the feedback you get from teachers. Don’t just look at the mark your essay gets; read the comments carefully. If teachers don’t advise how to do even better next time, they are not doing their job properly.

Relevance is vital in a good essay, and so is evidence marshalled in such a way that it produces a convincing argument. But nothing else really matters. The paragraph structure recommended above is just a guide, nothing more, and you can write a fine essay using a very different arrangement of material. Similarly, though it would be excellent if you wrote in expressive, witty and sparklingly provocative prose, you can still get top marks even if your essay is serious, ponderous and even downright dull.

There are an infinite number of ways to write an essay because any form of writing is a means of self-expression. Your essay will be unique because you are unique: it’s up to you to ensure that it’s uniquely good, not uniquely mediocre.

Robert Pearce is the editor of History Review .

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How to write a conclusion for a history essay

Every essay needs to end with a concluding paragraph. It is the last paragraph the marker reads, and this will typically be the last paragraph that you write.

What is a ‘concluding paragraph?

The conclusion is the final paragraph of your essay that reminds the reader about the points you have made and how it proves the argument which you stated in your hypothesis .

By the time your marker reads your conclusion, they have read all the evidence you have presented in your body paragraphs . This is your last opportunity to show that you have proven your points.

While your conclusion will talk about the same points you made in your introduction , it should not read exactly the same.  Instead, it should state the same information in a more developed form and bring the essay to an end.

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

Concluding paragraph structure

While the concluding paragraph will normally be shorter than your introductory and body paragraphs , it still has a specific role to fulfil.

A well-written concluding paragraph has the following three-part structure:

• Restate your key points
• Restate your hypothesis
• Concluding sentence

Each element of this structure is explained further, with examples, below:

1. Restate your key points

In one or two sentences, restate each of the topic sentences from your body paragraphs . This is to remind the marker about how you proved your argument.

This information will be similar to your elaboration sentences in your introduction , but will be much briefer.

Since this is a summary of your entire essay’s argument, you will often want to start your conclusion with a phrase to highlight this. For example: “In conclusion”, “In summary”, “To briefly summarise”, or “Overall”.

Example restatements of key points:

Middle Ages (Year 8 Level)

In conclusion, feudal lords had initially spent vast sums of money on elaborate castle construction projects but ceased to do so as a result of the advances in gunpowder technology which rendered stone defences obsolete.

WWI (Year 9 Level)

To briefly summarise, the initially flood of Australian volunteers were encouraged by imperial propaganda but as a result of the stories harsh battlefield experience which filtered back to the home front, enlistment numbers quickly declined.

Civil Rights (Year 10 Level)

In summary, the efforts of important First Nations leaders and activist organisations to spread the idea of indigenous political equality had a significant effect on sway public opinion in favour of a ‘yes’ vote.

Ancient Rome (Year 11/12 Level)  

Overall, the Marian military reforms directly changed Roman political campaigns and the role of public opinion in military command assignments across a variety of Roman societal practices.

2. Restate your hypothesis

This is a single sentence that restates the hypothesis from your introductory paragraph .

Don’t simply copy it word-for-word. It should be restated in a different way, but still clearly saying what you have been arguing for the whole of your essay.

Make it clear to your marker that you are clearly restating you argument by beginning this sentence a phrase to highlight this. For example: “Therefore”, “This proves that”, “Consequently”, or “Ultimately”.

Example restated hypotheses:

Therefore, it is clear that while castles were initially intended to dominate infantry-dominated siege scenarios, they were abandoned in favour of financial investment in canon technologies.

This proves that the change in Australian soldiers' morale during World War One was the consequence of the mass slaughter produced by mass-produced weaponry and combat doctrine.

Consequently, the 1967 Referendum considered a public relations success because of the targeted strategies implemented by Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Ultimately, it can be safely argued that Gaius Marius was instrumental in revolutionising the republican political, military and social structures in the 1 st century BC.

3. Concluding sentence

This is the final sentence of your conclusion that provides a final statement about the implications of your arguments for modern understandings of the topic. Alternatively, it could make a statement about what the effect of this historical person or event had on history. 

Example concluding sentences:

While these medieval structures fell into disuse centuries ago, they continue to fascinate people to this day.

The implications of the war-weariness produced by these experiences continued to shape opinions about war for the rest of the 20 th century.

Despite this, the Indigenous Peoples had to lobby successive Australian governments for further political equality, which still continues today.

Ancient Rome (Year 11/12 Level)

The impact of these changes effectively prepared the way for other political figures, like Pompey, Julius Caesar and Octavian, who would ultimately transform the Roman republic into an empire.

Putting it all together

Once you have written all three parts of, you should have a completed concluding paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what a conclusion should look like.

Example conclusion paragraphs: 

In conclusion, feudal lords had initially spent vast sums of money on elaborate castle construction projects but ceased to do so as a result of the advances in gunpowder technology which rendered stone defences obsolete. Therefore, it is clear that while castles were initially intended to dominate infantry-dominated siege scenarios, they were abandoned in favour of financial investment in canon technologies. While these medieval structures fell into disuse centuries ago, they continue to fascinate people to this day.

To briefly summarise, the initially flood of Australian volunteers were encouraged by imperial propaganda, but as a result of the stories harsh battlefield experience which filtered back to the home front, enlistment numbers quickly declined. This proves that the change in Australian soldiers' morale during World War One was the consequence of the mass slaughter produced by mass-produced weaponry and combat doctrine. The implications of the war-weariness produced by these experiences continued to shape opinions about war for the rest of the 20th century.

In summary, the efforts of important indigenous leaders and activist organisations to spread the idea of indigenous political equality had a significant effect on sway public opinion in favour of a ‘yes’ vote. Consequently, the 1967 Referendum considered a public relations success because of the targeted strategies implemented by Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. Despite this, the Indigenous Peoples had to lobby successive Australian governments for further political equality, which still continues today.

Overall, the Marian military reforms directly changed Roman political campaigns and the role of public opinion in military command assignments across a variety of Roman societal practices. Ultimately, it can be safely argued that Gaius Marius was instrumental in revolutionising the republican political, military and social structures in the 1st century BC. The impact of these changes effectively prepared the way for other political figures, like Pompey, Julius Caesar and Octavian, who would ultimately transform the Roman republic into an empire.

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How to get a 9 in gcse history.

Alice, Keystone Tutor

Last Updated: 28 November, 2022

How hard is it to get a 9 in GCSE History?

The grade boundaries for a 9 in History vary year on year, as well as between boards and papers, however, the 2022 exams indicate that a mark of around 75 per cent or higher will receive a 9 in the History GCSE.  

What percentage of students get a 9 in GCSE History? 

There has been a steady increase in the number of students who have received the top grade in GCSE History of late, following the disruption of the previous few years. As it stands, around 7 per cent of students who sit a GCSE History paper receive a 9.  

Where can I find GCSE History past papers?

GCSE History is currently offered by three key exam boards – AQA, Edexcel and OCR. While the three share the overarching subject and answer style, there are key differences in the content and periods studied, which are outlined below.  

AQA History 

AQA divides their History exams between Britain and the rest of the world. The first paper offers a chance to look to Germany throughout the world wars, Communism in Russia or Independence in the US. For the second paper, fields of study range from the Normans and Elizabethans to the British Empire. Resources to review this can be accessed here:

AQA History Past Papers

Edexcel History

Edexcel differs from AQA as it requires students to sit a further paper. The first focuses on Britain, with options to write on War, Crime and Punishment, Medicine or Migration. Paper two requires students to respond to one British depth study, and one period study. The third paper looks to a modern depth study, on either Russia, Germany, China or the US. Resources to support this can be accessed here: 

Edexcel History Past Papers

OCR History 

Much like Edexcel, students are required to sit three papers for their OCR History GCSE. The first focuses on international relations in Britain, with the opportunity to further focus on Poland, South Africa, Russia, China or the US in more detail. The second looks to War and Power across the country. The third and final, considers the lasting impact of the reformation and the Empire on Britain. Resources to aid your understanding of this can be accessed here:

OCR History Past Papers

What are the best ways to revise for GCSE History? 

Little, often   

While there are a wide range of ways one might revise for a GCSE in History, it is generally advisable to do a little work often, as opposed to one off bursts of study. This enables you to ensure you have cemented the relevant dates and key concepts, and to gauge those which might require further focus and attention later on.  

Structure  

Structure is paramount in receiving a 9 in your History GCSE, both enabling you to include all the relevant information in your work, as well as providing a clear indication of your knowledge to the examiner. It is generally a wise idea to utilise a standard PEEL (Point Evidence Explain Link) structure where possible.  

Plan  

While writing mock answers to questions is always preferable, time may not always allow for this. As such, there is merit to writing plans for the questions posed in past papers instead, including key details and dates that you can slot in to your eventual answer. These plans can then be translated to your final exam answers.  

Read around your subject  

Any and all reading around your subject will benefit you in the final examination. Be it developing a further sense of the overarching historical context, or finding key pieces of information to incorporate into your answers, the more information you have, the better you will do.  

Explain it away   

A number of students find that explaining key concepts, timelines, and events to someone else can be helpful in cementing their ideas. Find someone who is willing to sit with you for half an hour, and talk them through your subject. Often you will find they ask questions you had not yet thought about, which you can review in turn.  

Perfect practice makes perfect  

When you are completing past papers, ensure that you compare your answers with the mark scheme. Check for additional information that ought to be included in your answers, and edit accordingly. Do you best to include these the next time you answer a similar question. Perfect practice makes perfect.  

Get board 

As highlighted above, the exam board through which you are sitting your History GCSE will offer a range of past papers and mark schemes to support your studies. Using these can be one of the best possible ways to ensure you are well versed in the type and style of questions that will be posed in your final examination. Ultimately, reviewing these past papers will ensure you are best prepared for your eventual examination.  

Ask your teacher   

One of the best founts of knowledge for your GCSE History examination is your teacher. Ensure you ask them any questions of which you are unsure, and ask whether they will mark any work you complete outside of class.  

Mocks 

Your mock exams will also provide the perfect opportunity to gauge which areas you excel in, and those which require more focus and attention. This could range from a particular type of question to a specific subtopic, and offer an excellent chance to further tailor your revision.  

GCSE History last minute revision tips

Plan to incorporate History GCSE revision into your timetable as soon as you are able. As discussed above, the little, often policy will help you to do your very best in the final examination. Use your in class work and homework to gauge which areas require further review, and those which you feel more confident in. Creating summary guides may also prove helpful in breaking down the information you are required to learn for the examination, and help to commit it to memory. For more tricky areas, a timeline can also help to cement events in your memory. 

If you are sitting a range of arts and sciences, try to partner your subjects up in your revision timetable so that you are not working purely on essay based subjects on the same day. Look through the past papers available, in addition to the notes you need to make, and split these up accordingly. Remember not to overwork yourself.  

In the run up to the exam, ensure you have developed an exam technique, and know how long to spend on the relevant questions. Familiarise yourself with the format of your paper too to ensure that you are well aware which parts of the examination you ought to answer.  

The night before the exam, resist the urge to cram. Review your notes, but avoid any further past papers at this point.  

How do you answer a how far do you agree question in GCSE History? 

How far questions are a key element of the History GCSE, and can appear in both sourced based, and non-source based questions.  

In the former, which will ask how far a source explains a key concept, or how far the source illustrates a concept or subject, it is first prudent to set your question in context, before moving on to an examination of the limitations of the source. You must then consider other reasons to explain the issue at hand.   

In the latter, you are required to use your own knowledge entirely, and must first explain two reasons for one side of the argument. Following on from this, it is wise to then consider two reasons on the opposing side of the argument, and to write these down. A strong conclusion ought to follow this, with an overall judgement as to the statement in the question, supported by your evidence.  

Tips for answering a 16 mark question in the GCSE History exam and how long should you spend on the question?

The 16 mark question in the History GCSE is, in essence, a short essay, and ought to be treated as such. This will usually be structured around the question “How far do you agree?” and ought to take around 24 minutes including planning time. You should expect to write around two sides of A4 in answer to the question. The most important thing you can do to help yourself with this question is to spend a few minutes planning what you would like to include in your answer, and which evidence you will use to support it.  

From here, you ought to move on to an introduction of the topic at play, stating your argument, and explaining any context prudent to the question. It is also important to write down how you have interpreted the question.  

Following this, adopting the standard PEEL (Point, Evidence, Explain, Link) model will ensure your greatest chance of success. Remember to include as much detail as possible while also linking back to your question. Your opinion is important, but so too is basing it in fact.  

Your conclusion should centre around the information you have written in your answer, and use this to ultimately develop your response to the question. A strong conclusion is key.  

Key findings from past examiners reports for GCSE History

As discussed throughout this article, structure is absolutely key in ensuring you perform well in your History GCSE. Throughout the examiner reports, the importance of structure is highlighted time and time again, with the highest scoring candidates employing the correct structure throughout the paper.  

Read the question  

While this may seem apparent, examiners identify the importance of reading the question in its entirety, in addition to highlighting key words to ensure the answer offered responds well to the question.  

Be specific  

Answers which scored more highly in the History GCSE were specific in their use of dates and concepts, and were ready and able to apply these to the questions asked. Through relating contextual knowledge to the questions posed, candidates were able to accrue marks with ease.  

Have an argument  

Students who scored a 9 were distinguished from their cohort by their ability to identify and describe the arguments used in the source based questions. This ensured that they were able to apply their interpretation as part of their eventual answer, and to score highly as a result of this.  

It’s all about context  

Setting your answer in historical context will offer you marks, and demonstrate to the examiner your knowledge of the period you have been studying. A quick line or two can provide more than enough information to score the requisite marks.  

Elaborate  

In the PEEL structure, elaborate could be understood as the second E of “explain”. The most successful candidates are willing and able to elaborate on the points they have made, ensuring that they link to the question.  

Provenance  

In questions that require a discussion of the limitations of the source, a discussion of provenance is key, according to the examiner report. Consider the role of the author, the time period, or the place of publication as a helpful starting point for this type of question.  

Discrete factors 

When asked to list different contributing factors, examiners noted that marks could not be afforded to students who rephrased the same factor in a different way. Ensure that your factors are distinguished from one another to avoid falling foul of this.  

Don’t repeat the source  

While including the source in your answer is key to writing a lucid and cogent answer, there is little value in repeating the source verbatim. Instead, use the source as a starting point for your answer, and analyse as the question demands. Examiners identified that those who scored most highlight were able to demonstrate a clear line of argument in line with this.  

Use the mark scheme  

The marks available ought to indicate how long an answer ought to be. The more marks available, the longer an answer ought to be, and vice versa. In light of this, ensure that you neither over write nor under write your answers, to ensure you score the most marks possible in a timely manner. 

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