In other words, give a very brief overview of how you plan to tackle the question.
▪ Start each paragraph with an argument (analysis).
Leave space underneath each sentence so it can be completed. Their job is to explain the points you make using evidence.
▪ Finally, take your essay back (or pass it to a third person) to write a conclusion.
▪The teacher should take an article available in a digital format (e.g.
from the History Today archives), paste it into a Word document, and then remove all of the paragraph marks and (as a final act of stylistic sadism) make it ‘fully justified’.To avoid this, students should be asked to remove any quotes which they actually agree with.Instead, they should use quotes as a means of setting up a debate and demonstrating clear evidence of independent thinking (“Although AJP Taylor argued that…(quote)…this does not bear close scrutiny because…(contrary evidence))”. Clarify any key concepts that are mentioned (“Marxist”, “Propaganda”); outline which events and time period you will consider, and why ▪ Signpost the reader through your essay.The knack of writing a good essay in a subject like history is a skill which is a challenge to acquire for many students, but immensely rewarding and useful.The ability to carry a reader along with a well-crafted argument is no easy feat, since it involves carefully synthesising the creative arts of the storyteller with the scientific rigour of the evidence-driven empiricist.Students then have to guess the title of the essay from the results.If a writer has clearly focused on the command terms then these will appear at a higher frequency in the word count and therefore will be displayed more prominently in the word cloud.Students should then be presented with this essay from hell, and challenged to deduce by reading it carefully where they think that each of the original paragraphs began.This can then lead into a discussion about how a writer determines when to start a new paragraph – for example, when they are about to make a brand new point in relation to the question, ▪The teacher should take an article available in a digital format (e.g.With this in mind, it is not enough to simply take in an essay, mark it and provide feedback, and then hurry on to the next lesson or activity.Much better is to take in a first draft of the essay, involve the students in some reflection and redrafting, and then take it in for final marking so that the advice is immediately being put into effect rather than going stale whilst the class awaits the next essay assignment several weeks later.