Historians are always trying to understand

Alex Zukas HIS 233

SUGGESTIONS FOR ESSAY EXAM WRITING

1. Analyze the exam question: Figure out precisely what the exam question is asking you to do. If there is a key noun (causes, consequences) or verb (follow, diverge) in the question, be sure that

your answers focus on it. This is the most important and often the most difficult part of the writing process.

2. Collect and sort information:

Read and re-read the textbook and the web sites. Make notes on the passages in the textbook and website(s) that contain the answer(s) you are seeking. Review the passages to see if they are the ones that best answer the question(s).

3. Develop your thesis: The thesis is your essay's main point in response to the essay exam questions you chose to answer. Answer them as directly and clearly as you can. Having collected

and sorted information and formulated a thesis, it is now time to compose your essay.

4. Write the introduction:

The introduction should lead the reader smoothly to the thesis. It should provide necessary background information and let your reader know that the piece of writing to follow is well thought out.

You may want to start your essay with a challenge to the reader: a striking quote, an unusual piece of evidence, or an intriguing claim from the theory or website. Engage the reader's interest. Use active verbs and active voice to keep the reader's

interest. Does the introduction state the essay's thesis? Have you placed the rest of your essay in a helpful but brief context?

5. Write the body:

You may present your information and ideas in any order you wish but be sure they have a logical relationship to each other. Your evidence needs to support your ideas. Be sure each paragraph has a topic sentence which states the main idea of

that paragraph. Everything you write in that paragraph must elaborate, defend, or support that topic sentence. That is, each paragraph must develop an identifiable

idea and only one idea. If you need more than one paragraph to develop an idea, be sure that the paragraphs develop different parts of the idea.

The sentences in your paragraphs will either be interpretive (they present your

understanding and are often topic sentences) or evidential (they provide examples to support your interpretation).

Keep the coherence of your paper in mind. Is there a clear relationship between your examples and your topic sentence in every paragraph? If read as a group, do

your topic sentences line up in support of your thesis?

Be sure to use transitional words and phrases (for example, however, nevertheless, thus, still, therefore, on the other hand, in addition, furthermore, indeed, so far,

again, in conclusion, etc.) to signal the continuity of your thought within and between paragraphs. Ask yourself if your ideas flow easily from one paragraph to

another by means of clear transitions. Sometimes using conjunctions (but or yet) or adverbs (for example, thus, furthermore, however, nevertheless) helps. Repeating key words (for example, feudal, ecstatic, unconventional, Babylon) can be a

successful strategy if they are not overused. Using pronouns and other words which make a direct reference to ideas in the preceding sentence or paragraph can help.

6. Write the conclusion: In the conclusion you should emphasize the main point of your essay in language

slightly different from your stated thesis. You should address the question of the topic’s significance and leave the reader with an idea to ponder. If you can leave

the reader with a sense that you have not only mastered the details of a topic but that you have also thought about why it is important, you will write a very effective essay.

7. Read over the essay:

Proof-read carefully. Check for grammatical and mechanical (spelling) errors. Read the paper over for coherence. Does each paragraph express and develop only one

central idea and do you have transitions between paragraphs so that the reader is led smoothly to your conclusion? Do the ideas in one paragraph lead naturally to the ideas in the next one?

The three most common types of comments I make on student writing involve the following issues: 1) (not) addressing the topic clearly and directly; 2) (not) giving enough concrete and persuasive evidence; or 3) (not) adequately explaining how

the facts given support the argument.

Plagiarism

In every course at National University, the way you present your ideas in the papers you

write and the ideas themselves must be your own work. You may not use essays or exams

in another class to fulfill the requirements for this class. If the ideas and the way they are

presented is not your own work for this class, then you have engaged in plagiarism. The

root of plagiarism is the Latin word plagiarius, which means "kidnapper." Plagiarism is the

presentation of someone else's ideas as your own; that is, you've "kidnapped" those ideas.

An obvious form of plagiarism is stealing someone else's words and claiming they are yours.

Borrowing another author's sentence, phrase, or even a word that person coined requires

you to use quotation marks and to properly cite the source of the quotation. Restating

another author's ideas in your own words still constitutes plagiarism unless you properly cite

the source of the ideas. Anytime you use three words in a row from another author you

must cite your source.

You must give credit for factual information that is not either the result of your own original

research or common knowledge. Major historical facts, like the dates of the Crusades are

considered common knowledge, so you would not need to cite a source for them. You

would, however, need to give credit to an author who provided you with ideas or an

argument about the impact of the Crusades on the Eastern Mediterranean.

You do not need to cite the source for a well-known proverb ("It takes one to know one") or

a familiar quotation ("To be or not to be"). If you are not sure whether or not you should

cite a source, go ahead and cite it. It is better to be safe than sorry.

Plagiarism, like kidnapping, is a serious offense. Students found plagiarizing may:

a) receive an "F" for the paper in which the plagiarism took place

b) receive an "F" for the course in which the plagiarism occurred

c) be expelled; and/or

d) be barred from graduate or professional schools at this or other universities.

Copying another student's work and passing it off as your own is also plagiarism. In the

case of a student copying another student's work, both or all students will receive the same

academic penalty for plagiarism. That is, not only will the person(s) who copied the work

get an "F," so will the person(s) who allow their work to be copied.

To avoid unintentional plagiarism, be sure that you properly quote, paraphrase, and cite the

sources for your ideas. The History program at National University follows Chicago Style

Citation.

Chicago Manual of Style (CMOS) citation guides are available at the following websites:

http://www.chicagomanualofstyle.org/tools_citationguide.html

or

http://www.press.uchicago.edu/books/turabian/turabian_citationguide.html

A CMOS-Formatted Essay with explanations is available at

https://owl.english.purdue.edu/media/pdf/1300991022_717.pdf.

Final Exam Evaluation Rubric

0 1 2 3 4

Score 0-4

The Final Exam is evaluated on a 4-point scale where 1 = D and 4 = A. An exam that does not achieve the benchmarks in Level 1 or is plagiarized will earn 0 points or an F.

Purpose and Requirements

Demonstrates no attention to the purpose and requirements of assignment.

Demonstrates minimal attention to the purpose and requirements of assignment.

Demonstrates awareness of purpose and requirements of assignment.

Demonstrates solid understanding of the purpose of the assignment and a clear focus on the assignment’s task(s).

Demonstrates a thorough understanding of purpose of the assignment that is responsive to the assigned task(s) and focuses all elements of the exam.

Content Development

Does not use concepts learned in course to answer exam questions.

Employs information and concepts from the course but few are appropriate and relevant and their development or application is limited.

Employs appropriate and relevant information and concepts from the course but their development or application is limited.

Employs appropriate and relevant information and concepts from the course and their development or application is consistent throughout the exam.

Employs appropriate and relevant information and concepts from the course and their development or application is exemplary throughout the exam and indicates mastery of course content.

College-Level Writing

Conventions

Demonstrates no attempt to use a consistent system for basic organization, presentation, and documentation.

Attempts to use a consistent system for basic organization, presentation, and documentation.

Follows conventions appropriate to college- level writing for basic organization, presentation, and documentation.

Demonstrates consistent use of important conventions of college-level writing regarding organization, presentation, style, and documentation.

Demonstrates detailed attention to and successful execution of conventions of college-level writing including organization, presentation, formatting, style, and documentation.

Control of Syntax and Mechanics

Uses language that obstructs meaning because of errors in usage or imprecision.

Uses language that sometimes impedes meaning because of errors in usage or imprecision.

Uses language that often conveys meaning to readers, although writing may include some grammatical or mechanical errors.

Uses straightforward language that conveys meaning to readers clearly. The writing has few grammatical or mechanical errors.

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency and is virtually error- free.

Sources and Evidence

Demonstrates no attempt to use sources to support ideas.

Demonstrates an attempt to use sources in support of some ideas.

Demonstrates inconsistent use of relevant sources to support ideas.

Demonstrates consistent use of relevant sources to support main ideas.

Demonstrates skillful use of relevant sources to support and develop all ideas.

Total Points: