A way to teach students how to develop historical questions. This is the beginning of a multi-step research paper process that encourages sophisticated historical thinking. While these types of assignments are great for building historical thinking skills, we firmly believe that the research paper has been around for a long time for a reason: We have developed a comprehensive process with clear steps that walk the students through the creation of a research paper.
September Remember the essays you had to write in high school? Topic sentence, introductory paragraph, supporting paragraphs, conclusion. The conclusion being, say, that Ahab in Moby Dick was a Christ-like figure. So I'm going to try to give the other side of the story: Or at least, how I write one.
Mods The most obvious difference between real essays and the things one has to write in school is that real essays are not exclusively about English literature.
Certainly schools should teach students how to write. But due to a series of historical accidents the teaching of writing has gotten mixed together with the study of literature.
And so all over the country students are writing not about how a baseball team with a small budget might compete with the Yankees, or the role of color in fashion, or what constitutes a good dessert, but about symbolism in Dickens.
With the result that writing is made to seem boring and pointless. Who cares about symbolism in Dickens? Dickens himself would be more interested in an essay about color or baseball. How did things get this way? To answer that we have to go back almost a thousand years.
AroundEurope at last began to catch its breath after centuries of chaos, and once they had the luxury of curiosity they rediscovered what we call "the classics.
These earlier civilizations were so much more sophisticated that for the next several centuries the main work of European scholars, in almost every field, was to assimilate what they knew.
During this period the study of ancient texts acquired great prestige. It seemed the essence of what scholars did. As European scholarship gained momentum it became less and less important; by someone who wanted to learn about science could find better teachers than Aristotle in his own era.
In the 19th century the study of ancient texts was still the backbone of the curriculum. The time was then ripe for the question: The answer, of course, is that the original raison d'etre of classical scholarship was a kind of intellectual archaeology that does not need to be done in the case of contemporary authors.
But for obvious reasons no one wanted to give that answer. The archaeological work being mostly done, it implied that those studying the classics were, if not wasting their time, at least working on problems of minor importance.
And so began the study of modern literature. There was a good deal of resistance at first. The first courses in English literature seem to have been offered by the newer colleges, particularly American ones. But Harvard didn't have a professor of English literature untiland Oxford not till Oxford had a chair of Chinese before it had one of English.
This idea along with the PhD, the department, and indeed the whole concept of the modern university was imported from Germany in the late 19th century.
Beginning at Johns Hopkins inthe new model spread rapidly.
Writing was one of the casualties. Colleges had long taught English composition. But how do you do research on composition? The professors who taught math could be required to do original math, the professors who taught history could be required to write scholarly articles about history, but what about the professors who taught rhetoric or composition?
What should they do research on? The closest thing seemed to be English literature. This had two drawbacks: High schools imitate universities.
The seeds of our miserable high school experiences were sown inwhen the National Education Association "formally recommended that literature and composition be unified in the high school course.Amazingly, the question of an actual historical Jesus rarely confronts the religious believer.
The power of faith has so forcefully driven the minds of most believers, and even apologetic scholars, that the question of reliable evidence gets obscured by tradition, religious subterfuge, and outrageous claims.
|The Best Way to Write a Thesis Statement (with Examples)||This web page explains the different parts to a thesis statement and helps you create your own. You can click on the example button in each section to see an example of a thesis statement.|
|WRITING A SCIENTIFIC RESEARCH ARTICLE||By definition, the modern practice of history begins with written records.|
|The Example of the Warthegau Forced Laborers||Recommendations and tips for writing good discussion questions, including examples.|
Recommendations and tips for writing good discussion questions, including examples. Example 1: Promote Discussion. Part 1: Write your critical evaluation of the article and explain your points using examples from the article. Part 2: Find two sources that support your evaluation of the article and give a brief summary of both.
Now that you have successfully identified your research question, you need to find the places where your early answers might exist. This page will guide you through the process of imagining the kinds of evidence that may exist and finding the sources that do exist.
Edit Article How to Write a Thesis Statement. In this Article: Article Summary Crafting Great Thesis Statements Getting it Right Finding the Perfect Thesis Community Q&A Whether you’re writing a short essay or a doctoral dissertation, your thesis statement can .
How to Write a History Research paper. Skip Navigation. Home Menu. Academics; Once you reach this stage try to formulate your research topic as a question. For example, suppose that you decide to write a paper on the use of the films of the 's and what they can tell historians about the Great Depression.
Write a preliminary . Historical criticism has also often sought answers to the ever-elusive question of what is called “authorial intent”: For example: Did Moses really write the Pentateuch (first five books of the Bible)? Historical Criticism Today.