1.     A title that summarizes the topic of the paper in a few words.

2.     Structurally, the paper must include an introductory paragraph that states the central thesis, a body that supports this thesis with historically relevant examples, and a conclusion that reiterates the thesis and summarizes the central points of the essay.

3.     Italicize or underline foreign words.

4.     Provide proper citations.  You must consistently give credit for information.  Citing only quotations is inadequate.  Citations must be provided whenever you use information or paraphrase from a source.  Failure to properly cite your sources and information constitutes plagiarism and an “F” for the assignment and possibly for the course.

5.     Use footnotes based on the Chicago Manual of Style.  For the purpose of this course and most history writing, use the “Humanities Style” style for footnotes and bibliography (noted as “N” and “B”) at: http://www.chicagomanualofstyle.org/tools_citationguide.html.  Further local examples are available at Chicago-style citations (C of I)

6.     All assignments must be typed with 12-point type (Times New Roman or Courier), double-spaced, and with one-inch standard margins.  Avoid creative margins, fonts, and line spacing. 

7.     Due dates and times are firm. 

Common Writing Mistakes

(a.k.a. Abusing the English Language)

1.      Lack of clarity.

2.      Lack of organization.

3.      Lack of evidence.

4.      Lack of proper citations.  Remember, you must cite the INFORMATION from your sources.  When in doubt, cite.

5.      Incomplete or run-on sentences.

6.      One sentence paragraphs or overly-long paragraphs.

7.      Paragraphs with no topic sentences.

8.      Inconsistent verb tenses.

9.      Sweeping generalizations.

10.    Use of personal pronouns such as “we,” “us,” and “you” in formal writing.

11.    Abusing the apostrophe.

12.    Overusing and abusing quotes: 

a.       Direct quotes are not necessary for citing the text(s).  Citations are required for information and thus, you can write an entire paper and properly cite all of the sources without ever quoting a single sentence from a text. 

b.      Avoid direct quotes unless you are trying to illustrate a unique point.

c.       Stringing along quote after quote does not constitute an academic paper. 

d.      Quoting from a text does not tell me that you carefully read and understood the text. 

e.       Avoid drop quotes (example: "Princess Isabel was the most important female figure in nineteenth century Brazil."  "Princess Isabel was heir to the Brazilian throne for almost forty years, from 1851 to 1889.")

Evaluations for all Assignments:

Introduction:  Does the essay include an introduction indicating the broader historical significance of the topic?  Does the introduction include specific background information necessary for placing the topic in context?

Thesis:  Does the essay include a clear and historical relevant thesis (a claim provable within the limits of the essay)?  If appropriate, does the thesis answer the question provided?

Analysis:  Does the essay show a clear and accurate understanding of the source materials? Are key terms and concepts clearly defined?  Is the analysis logically consistent? Is the argument of the paper sufficiently sophisticated?

Evidence:  Is the thesis supported by examples from the historical evidence (primary and/ or secondary readings, lectures, discussions, and logic)?  Are the sources fairly summarized, in your own words?  Does the essay show a clear and accurate understanding of source materials?

Conclusion:  Does the essay include a conclusion, revisiting the thesis and reiterating key evidence?  Does the conclusion suggest the historical impact or outcome of the paper topic, beyond its specific context?

Citation:  Does the essay property credit others’ words and ideas?  Does the paper follow the Chicago Style?

Organization:  Does the essay have a definable introduction, body, and conclusion?  Are the paragraphs topically organized and connected by means of clear transitions?

Style:  Is the language in the essay appropriately formal?  Is the vocabulary precise and well chosen?  Does the writing flow easily and from sentence to sentence, and is the rhythm variable?  Does the essay avoid passive voice constructions, run-sentences, and sentence fragments?  Are verb tenses consistent?

Proofreading:  Does the paper show good editing to eliminate errors in grammar, punctuation, spelling, and format?

GRADES AND WHAT THEY MEAN:

A: Lively engagement of the material and shows superior writing and analysis.  There is clear evidence that the writer has a solid grasp and an understanding of the significant events, connections, issues, and themes.  The essay/ paper contains sophisticated arguments and insights supported by historically relevant evidence.  Shows exhaustive research and use of evidence.  Assignment thoroughly answers the question.

B: Solid writing and analysis.  There is evidence of a general grasp of the information and understanding of the events, issues, and themes covered in class but the essay/ paper lacks thorough analysis.  Generalizations are kept to a minimum and the essay contains convincing arguments and insights supported by good examples.

C: Regurgitating the information.  Listing rather than discussing and not analyzing the information.  A rather broad understanding of the events, issues, and themes covered in class.  Organization and construction needs attention and the essay contains some factual errors and broad generalizations.  There is minimal integration of readings and the thesis is vague.

D: Poor writing and analysis.  Lacks accurate factual information and contains convoluted and confused arguments that make it difficult for the reader to understand.  Fails to adequately integrate the readings or answer the question.  Relies heavily on broad generalizations and lacks specific examples. 

F: Does not address the question.  Minimal discussion of the issues and shows a lack of basic comprehension of the issues and its significance.  Excessively poor writing that make it difficult for the reader to understand the essay.