A Guide to Success in History Courses.pdf

A Guide to Success in History Courses:
Research, Writing, Argumentation
Holly Powers (Sr. Ed.) Ashley Mateiro
Derrick Lang
Departm story
FLORIDA ERSITY
Introduction and Purpose
r high school stereotypical history teacher
and
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sting historical debates. As a
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Sitela Alvarez Michel Potop
ent of Hi
INTERNATIONAL UNIV
July 2008
Most of us have experienced the middle o
whose teaching methods never extend beyond basic factual recall. These teachers were
experts at drilling us on dates, locations, and the names of historically significant people
events. While such facts are important to the study of history, they are really a very small
piece of what history is about as an academic discipline. And the dirty little secret is this: the
sooner you leave such strategies behind, the sooner your minds will be able to adapt and
absorb the college-level, more professional way of writing history. Obviously, facts are
important: you're not going to get far in a course if you stipulate that Columbus embarked
his first discovery to the west in 1518; or if you identify Bolivia on a map where France
belongs; or if you recite verses learned from the Flat Earth Society, such as "slavery in Latin
America was better than in Anglo-America." The facts are an important part of the larger
process of contributing to the historical debate.
When writing for a history course you become part of exi
participant in historical debates you will ask questions about historical subjects, search f
answers to those questions in historical sources, and come to your own unique conclusions.
The writing assignments given by your professors will require you to construct arguments on
specific topics and provide ample support for your conclusions. As you progress in your studie
-- and subsequently in your chosen profession -- you will learn that developing these skills will
enhance your success both in academia and beyond. This guide will provide you with a strong
foundation on which to build these skills. The following sections represent a collection of the
knowledge and experience of the Department of History's most successful recent graduates:
people who were in your shoes not so long ago! We, too, have written numerous academic
papers. We have spent many hours doing historical research. And, yes, we've learned a few
things painfully from making mistakes. From these experiences, we have learned invaluable
lessons that we would like to pass on to the next generation of students.

A Guide to Success in History Courses 2
Argumentation
Your academic career thus far has most likely exposed you to a variety of essay types. You
may or may not have some experience authoring the compare and contrast essay, the general
essay, the personal essay, or the persuasive essay. No doubt you have also undertaken the
arduous task of compiling information to create some sort of research project along the way.
These experiences combined are good training for the college-level skill of developing
argumentation. As you undertake the assigned reading for your college classes, it will become
apparent that, text books aside, authors who write for academic purposes do so with a specific
argument in mind. Assigned readings in your history courses will be the end product of
exhaustive research and critical analysis that will ultimately have one singular message, or
argument for the reader to take away. The historian who writes a book on “The Mayflower”
will do not only to present the gritty details he or she discovers about the event, time period,
or people involved. The goal will be to prove an idea, a hypothesis, or to answer a question.
History is, after all, constantly changing and transforming. The very nature of history is
perpetually examined and re-examined by new generations of scholars, each of which
contributes new insight, and discovers new truths revealing the challenging nature of
understanding the past. Posing questions, challenging past interpretations, and digging up
previously unknown material contributes to the overall understanding of our field. After all, to
understand the present, we have to understand our past. Everything in our immediate world
right now is the result of ideas, innovations, actions, and contributions from the generations
before us. Without the efforts, advancements and improvements of others, life as we know it
right now would simply not exist. All that we know, the very world that we live in, is the result
of historical processes. The study of history is the examination of those historical processes
through questioning, analyzing and interpreting the conclusions of others. To achieve this it is
necessary to apply reasoning that proceeds methodically from a statement to a conclusion.
Ask yourself questions about the material you are studying in order to develop your point of
view. This main point of view expressed in your academic writing becomes the argumentation.
From the argumentation the history writer progresses to a premise that provides evidence and
a conclusion. It is the journey from argument to conclusion that makes the world of academia
go around!
Understanding the Learning Process
History courses are typically designed to incorporate several useful modes of learning.
Professors will normally use a combination of the techniques below:
• Lecture (often using audio and visual technology to complement the lectures).
• Assign reading in the form of books, articles and online data for class discussion and
historical writing.
• Require participation in group projects.
All three activities oblige the student to exercise different learning styles and techniques. It is
important as a student to understand your own learning styles. To do so we recommend the
following techniques:
• Take notes while the lecture is going on. Later that same day, or the next morning, sit
down and rewrite your notes in full hand. This will help collect and organize what you
have learned earlier.

• If you record lectures, take notes and compare them with your lecture notes. Did you
miss anything the first time around? What themes are often repeated? Is there
anything you did not understand, or that needs further explanation? If so, you should
jot these questions and concerns down and either consult your text or ask the instructor
during the next class meeting. Remember to obtain your Professor’s permission before
recording, as some no longer allow recording devices in the classroom.
• When reading, write out short summaries at the end of each chapter highlighting the
author’s main points. Again you should jot down any questions or concerns and
comments on the readings.
Taking Notes
There are several important reasons to take lecture notes. Taking notes in class forces you to
listen and pay attention. When you take notes and review them later, those notes help you to
remember what was covered in class. In class professors usually give clues to what is
important. Some of the common clues are: material written on the blackboard, repetition,
emphasis (by voice and gesture), word signals, summaries at the end of class, and reviews at
the beginning of class.
1. Students over the course of their academic career will develop their own methods. Here
are some suggestions:
Make notes brief: never use a sentence when you can use a phrase, never use a phrase
where you can use a word. Don’t write down everything you hear or read. Pay attention
to the key terms and main points in the lecture. If the professor gets sidetracked it is
often possible to go back and add further information.
2. Use abbreviations and symbols; you can develop your own. However, be consistent. If
necessary develop a key in one corner of the page to remember your abbreviations.
3. Don’t take notes just to take notes, be an active note-taker. Take notes that will be of
real value to you later for an exam or essay. Take notes on dates of events, names of
people, theories, definitions, arguments, debates, images, exercises, questions (raised
by students and that you remember) and other stuff (readings addressed by the
professor, examples, etc).
4. Omit full descriptions and full explanations. Condense notes so that you can grasp them
quickly later on.
5. Put notes into your own words. However, formulas, definitions and specific facts should
be noted exactly.
6. Indenting, outlining and/or numbering your lecture notes helps you in distinguishing
major and minor points.
7. If you miss a definition, leave some space and get the information later from either the
readings, professor, or teaching assistant.
8. Don’t try to use the entire page, leave room for organizing your notes and adding notes
from your readings. You may want to list key terms or make a summary of the contents

of the page.
9. Always date your notes.
10.Don’t keep notes on oddly shaped pieces of paper; keep notes organized in one place.
Use a laptop, notebook or binder to keep them organized.
The following websites provide further details on note-taking:
Taking Lecture and Class Notes:
http://www.dartmouth.edu/%7Eacskills/success/notes.html
Taking Notes for a Research Paper -
http://owl.english.purdue.edu/workshops/hypertext/ResearchW/notes.html
Some students find the Cornell System of note-taking as helpful. The following website
describes the Modified Cornell System of Note-taking.
Tackling Writing Assignments
No matter the topic, length, or restrictions of the writing assignment, a good academic paper is
always composed of three main things:
1. Thesis
2. Supporting Paragraphs
3. Conclusion
Most of the writing you will do as an undergraduate will be on topics assigned by your
professor. When developing a thesis for an assigned topic, you are in essence turning the
assignment into a question. No matter how broad or complex a topic, the thesis defines the
question your essay will answer. Whether the assigned topic asks a specific question or not the
thesis is “the central idea of your paper around which all your evidence and claims are
organized. It’s your answer to the professors’ writing assignment that addresses the
assignment requirements by conveying your knowledge of the material. In your essay, the
thesis should be stated as clearly as possible. In fact, many teachers will expect your thesis
statement to appear in the last sentence of your essay's first paragraph. A clear thesis
statement will announce the steps of its argument, not just provide a flat statement of the
essay's ultimate goal. Think of the thesis as a roadmap that gives directions to your reader
rather than as a picture of your final destination” (Turn-it-in.com).
A good thesis contains a strong argument. A good thesis expresses one main concept that
outlines a subject matter capable of prompting debate and communicates your conclusions
about the subject. It will assert your position on the topic with clearly supported ideas and
specific language. It does not have to be written in one sentence. Consider the thesis
statements below:

Here is an example of an unacceptable thesis:
The North and South fought the Civil War for many reasons, some of which were the
same, and some that were different.
Here is an example of a single-sentence acceptable thesis:
The South Manchurian Railway acted as the provisional government for the Japanese
colony of Manchuria well before the colony was administered by the army.
Here is a more complex example:
The American Revolution was not a radical revolution as some historians, such as Gordon
Wood, have argued. When comparing the American Revolution with the French
Revolution, for example, one can argue that the American Revolution was mild and
conservative; it consisted of a simple change of government rather than a complete
alteration of politics, religion, and society as in late eighteenth-century France.
The paragraphs that you will develop following any of the statements above have one
purpose only: to support and defend your thesis. Detours, digressions, personal
anecdotes—anything you write that is NOT in direct support of the initial thesis—wastes
effort and risks the good grade. So, stay focused on your thesis as you write to develop it.
Supporting Paragraph
The first thing read, an introduction presents your argument and structure. Proper
introductory paragraphs mirror the rest of the essay. An introductory paragraph can be
broken down into three basic parts: historical background about the problem, a 'road map'
to your evidence, and your thesis statement.
1. Background. All essays answer a question. The question posed will be either selected by
the professor or created by the student. This question will relate to a historic event or
problem in the field. The answer is intended to display proficiency in critical thought and
language. The best critical thought will suffer if the problem is not presented with clarity.
Always include a clear mention of the time (dates are better than vague use of 'periods'
or 'eras') relating to the problem. It is important to note this in historical essays since the
problem is based on history. Also important is to note any authors, theorists, or historical
figures which are central to the analysis. If the essay is about Napoleon Bonaparte, then he
should be mentioned in relation to the nature and scope of the problem.
2. Road map. A road map comes after the problem is introduced, presenting how you will
defend your argument. This will detail what evidence you will use, similar to the
introductory sentences used in the body paragraphs. This shows that you have both thought
about your thesis in an analytical way and keeps things organized. Again, check your road
map after you finish the paper to make sure you haven't deviated from it, or neglected to
explain something. It's easier to edit this than to change/add entire paragraphs.
3. Thesis. Your thesis is the most basic statement summarizing your argument. Everything
in the paper should reflect this thought. The thesis is ideally within the last part of the first
paragraph, but should present within the first two paragraphs. There are of course
exceptions depending on what you are writing. Some professors prefer the thesis statement

to be underlined, which helps them grade and lets them know that you know both what a
thesis is and where it should be. A thesis statement must be presented in a simple and
direct manner that clearly defines what you're arguing. You can—and should—expand on
what you are arguing later on in your work, but the thesis statement is not the time for
expanded argumentation.
Body Paragraphs
Body paragraphs support and defend your thesis. These paragraphs contain evidence and
analysis, framed by an introductory topic sentence. This sentence is the first sentence of the
paragraph. Each body paragraph MUST relate to the thesis and road map. Also, each body
paragraph MUST contain evidence from either a primary or secondary source that supports
the thesis.
Every paragraph in a paper should be:
z Unified—all of the sentences in a single paragraph should be related to a single
main idea (often expressed in the topic sentence of the paragraph).
z Clearly related to the thesis—the sentences should all refer to the central idea, or
thesis, of the paper.
z Coherent—the sentences should be arranged in a logical manner and should follow a
definite plan for development.
z Well-developed—Every idea discussed in the paragraph should be adequately
explained and supported through evidence and details that work together to explain
the paragraph's controlling idea.
Conclusions
The content of your conclusion will depend upon the audience you are writing for,
the specifics of the assignments, and the academic discipline your paper relates to.
Different academic disciplines have distinct styles. The advice presented below relates
specifically to the study of History, but can be beneficially applied to other courses. The
conclusion or purpose for the paper is spelled out in the beginning. Many students will
abruptly end a paper, falsely secure that the main idea has been stated. Your paper should
not abruptly stop, but do not conclude by summarizing all that you have already said. As
you bring your paper to a close, the reader will want to know "so what?" "Why is this
important?" The final paragraph of your paper should answer these two questions by
stating the most important conclusions you have reached about your subject and the
reasons you think those conclusions are significant.
The following are examples of effective and ineffective conclusions:
Ineffective
The Jesuits missionaries were sent to China in the Ming Period. Some had good
relationships with the emperor, but others didn't. Some learned Mandarin Chinese and
dressed in court robes. The people wouldn’t let the Chinese worship their ancestors, but
some Jesuits thought that Confucianism and Christianity were compatible. Another
interesting aspect of Chinese Culture at the time was the practice of foot binding.
This paragraph is ineffective because it does not provide verbal clues to indicate that this is,
in fact, the conclusion. In addition, it is too general and vague; which missionaries had
good relationships with the emperor, and which didn't? Moreover while it lists some of the

key elements of the paper, it fails to indicate how these ideas are connected. Most
important perhaps, this conclusion does not present why the various ideas presented in the
paper are important; it fails to answer the questions "So what? Why is this important?"
Finally, a new topic is introduced in the last sentence. In the paragraph below, these
problems have been corrected.
Effective
Thus, it is clear that the success or failure of the Jesuits’ missionary activity in China
depended largely on the degree to which they were able to adapt to Chinese culture. The
most successful missionaries learned Mandarin, adopted Chinese court dress, and looked for
parallels between Christianity and the teachings of Confucius. It was only when the church
became more conservative—forbidding Chinese Christians, for example, to venerate their
ancestor—that the Christian missionary effort in China began to fail. The Jesuit missionary
experience in China then, provides an important clue about what determined the success or
failure of missionary activity: ultimately cultural flexibility may have been a more effective
religious ambassador than a sophisticated theological argument.
This conclusion has been improved in several ways. In the first place, it includes key
transitional words (thus, then) that indicate that the writer is drawing conclusions. It
reiterates important elements of the paper's argument but leaves out information that is
either very general or too vague. It is explicit how the key topics in the paper are related.
It does not add any new topics and clearly outlines the significance of the conclusions that
the writer has reached:
The Jesuit experience in China tells us something about the relationship between cultural
and religious belief. (Rampola, Mary Lynn, A Pocket Guide to Writing in History, Bedford/St
Martins, Boston, New York 2004 63)
Common Mistakes
• Writing in the past tense.
• Using the phrase "in conclusion".
• Overstating findings.
• Introducing additional evidence to support your thesis: support should always be
contained in the supporting paragraphs.
• Introducing a new idea or topic.
• Making emotional appeals that are out of sync with the rest of the paper.
• Simply restating the original thesis.
• Contradicting your thesis.
• Using a passive voice to sum up what you have said.
For examples of well-written papers, follow the link below:
http://bcs.bedfordstmartins.com/rules6e/Player/pages/Main.aspx
Book Reviews
A book review is an analysis of a work and the evidence used by the author to support his

or her argument. When writing a book review, remember to take notes while reading the
book. You may also base your review on one particular aspect of the author's argument and
just go from there. A BOOK REVIEW IS NOT A SUMMARY.
The following serves as a guideline to writing successful book reviews:
1) The title of the book should appear at the start.
2) What is the author’s argument? What are the argument’s strengths and weaknesses?
3) What sources does the author use? What evidence does the author use: primary and
secondary sources? Are there more primary than secondary or vice versa? What is the
significance of using such sources? Did the author visit museums, archives, historical
societies or universities? This information can usually be found in the preface and
acknowledgement. The book’s bibliographic resources, represented by the bibliography and
footnotes, provide an essential key to assess the author’s strategies and approaches to the
subject area. EVERY PAGE IN THE BOOK COUNTS!!!!
4) What is the current state of previous studies in this subject area? What contributions
does the author make to the field? What areas in the research have/have not been
addressed in the context of the research field’s development?
5) What did the author find in his work? DO NOT WRITE A BOOK REPORT. PROVIDE A
BRIEF SUMMARY OF THE AUTHOR'S FINDINGS. REMEMBER THE PURPOSE OF THE REVIEW
IS TO ANALYZE THE AUTHOR'S ARGUMENT.
6) Are the findings of the author reliable? How does the author frame the argument and is it
supported by the evidence?
7) Analyze the author's argument. What are its flaws? Does the author ignore something
that needs to be addressed in the argument? Is the evidence appropriate? What did the
author forget to do and how would addressing this improve the argument?
8) Identify the type of study undertaken by the author. Is it political history? Does it take a
biographical approach? Is it economic history? Does it study elites, or does it use a
“bottom-up” strategy to develop the thesis?
9) Citations: You may cite from the work. Do not overdo citations. It is difficult to set
boundaries dealing with the number of citations, but use common sense. For example,
quoted passages require citations, as do references to specific ideas or events expressed by
the author. Remember that citations strengthen and legitimate your points and arguments.
10) Images: Does the author use them in the work? Are they solely for decoration or do
they serve a purpose by giving support to argument?
11) Footnotes / Endnotes: Are they useful to the reader? Is the information provided
needed in order to understand the work? Are they located in the text or in the back of the
book? How are the citations organized?
12) Recommendations: Who should read this book? Is the book relevant only to specialists
in a field, or can specialists in other fields read and benefit from the work?

The following sites provide some information on the structure of a book review:
http://www.lavc.edu/Library/bookreview.htm
http://library.queensu.ca/research/guide/book-reviews/how-write
Language, Style, and Grammar
Common Grammar Problems
Fragments: Fragments often occur when the writer is distracted from writing an otherwise
complete sentence. A fragment is an incomplete clause, containing either a subject or a
predicate, but not the two.
Example: Unlike other Russian Universities.
Solution: Unlike other Russian Universities, Odessa University features a large chemistry
department. Odessa University's chemistry department employs a large number of
professors, unlike other Russian Universities.
Run-ons: Run-on sentences consist of two or more sentences presented as one.
Sometimes, they are excessively long, but not always, or contain too many subjects and/or
predicates. A period is a natural pause. Run-ons lack that pause and confuse the reader.
Often complicated sentences can be identified by length, excessive commas, and/or many
clauses.
Example: The sunny beach as beautiful as it was, encompassed the whole of her view with
sunny sand and an azure ocean, featured a long bar filled with many different drinks and
foods collected from the local ocean to entertain the tourists.
Solution: The sunny beach featured a long bar. Sunny sand and an azure ocean
encompassed her view. Many different drinks filled the bar. The bartender served local foods
collected from the ocean. The atmosphere entertained the tourists.
Note how the whole scene becomes less complicated when it is divided into multiple
sentences. The run-on portrays the scene in a hectic fashion, and it is not clear if the drinks
are from the local ocean, or just the food is. Semi-colons also serve to clarify a complicated
sentence. Click here for more information on how to use semi-colons.
Subject-verb agreement: Improper subject-verb agreement remains a major problem in
student writing. A plural subject does not agree with a singular verb. This often occurs if the
writer changes the subject or uses a pronoun improperly.
Example: There is two reasons for change in the colony.
Solution: There are two reasons for change in the colony.
Punctuation: Students often misuse punctuation. The two most misused punctuation
marks are apostrophes and semicolons. Apostrophes mark possession in some cases, but
not in all cases. The greatest error regarding improper apostrophe use involves “its.” “It's”

represents the contraction “it is.” “Its” is the possessive pronoun.
Improper use of semicolons produces similar errors linking clauses. Semicolons should only
be used to link clauses, which are topically related into a single sentence, or the minor use
to indicate a list. Colons are used more often to list items.
Punctuation placement in the context of quotations presents a challenge, especially for
immigrants. For example, in countries where Romance languages prevail, periods are
placed outside the quotation marks. However, in the United States, periods and commas
are placed inside the quotation marks.
Example: It's development marked a change in American history.
Solution: Its development marked a change in American history.
Example: He made the speech in the autumn; it took some time for the Indians to respond
after protracted internal debates.
Solution: He made the speech in the autumn; the reaction would take some time.
Example: He responded assertively, “ this lands belongs to my people”.
Solution: He responded assertively, “this land belongs to my people.”
Word usage: An author's misuse of words reduces a paper's validity. It is the student’s
responsibility to ensure correct word usage. The dictionary and the thesaurus serve as
valuable writing tools. Modern Internet technology puts such tools at only a mouse-click
away.
Example: There are many reasons for the Empire abandoning Rome, significantly, the
encroaching barbarian armies.
Solution: There are many reasons for the Empire abandoning Rome, in particular, the
encroaching barbarian armies took on significant importance.
Colloquialisms: A colloquialism is a figure of speech not used in formal writing.
Colloquialisms are vague and distract from the essay’s main subject. For example, a
colloquial phrase such as “fighting like cats and dogs” indicates conflict. Yet, presenting
conflicts in a research paper requires the type of context and depth that “fighting like cats
and dogs” cannot convey. A colloquialism is slang, and should not be used in formal writing.
Example: In the world we live in today, Marco Polo looms way off in the distance.
Solution: Marco Polo remains an enigmatic figure in history.
Subject Identification: Proper identification keeps a paper clear and understandable.
Often, it is easy to overuse pronouns and vague titles to describe someone or something.
Some people are very recognizable, but others need more precise identification.
Example: He performed great in the senate. His views on government were not shared by
the party. He often voted against current party lines.

Solution: Lincoln Chaffee, the senator from Ohio, performed well in the senate. His views on
government were not shared by his party. The Senator often voted against current party
lines.
Example: Rousseau changed the world.
Solution: Jean-Jacques Rousseau, the Enlightenment figure, changed the world with his
philosophies on government and the individual.
Verb: tense and voice
Use the simple past tense when writing essays for history. The simple past tense is
used to express an action that started and finished at specific time in the past. It's possible
that your first language uses different rules; for example, it's not unusual in Spanish to use
the present tense sometimes to express events in the past. This is not the rule for English.
See the following examples.
I saw the Pirates of the Caribbean movie last night.
I wrote the essay last night.
Did you call Becky?
For a full list of simple past forms see the following website:
http://www.englishpage.com/verbpage/simplepastforms.htm
Avoid using the passive voice. Active voice sentences are stronger and maintain the
reader's interest. The passive voice uses the forms of “be” (e.g. be, am, is, are, was, were,
being, and been). In sentences using the active voice, the subject performs the action. In
the passive voice the subject is acted upon.
Active Voice: The dog bit the boy.
Passive Voice: The boy was bitten by the dog.
Avoid shifting from the active to the passive and vise versa. The following sentence shifts
from the active voice and then to the passive. Notice the change from the original to the
revised. Try to maintain the essay entirely in the active voice.
Original Sentence: He tried to act cool when he slipped in GC, but he was still laughed
at by the girls.
Revised Sentence: He tried to act cool when he slipped in GC, but the girls still
laughed at him.
Person
Using the first person weakens your argument.
Some professors don’t like to see the use of the second person in academic papers. Make
sure to check with your professor about the use of pronouns such as “we,” “you,” and “I.”
Writing in the third person is perfectly acceptable.
For additional guidance on writing and grammar visit the FIU

undergraduate writing program at: http://w3.fiu.edu/enc/
Using Primary and Secondary Sources
Primary vs. Secondary sources
Primary sources include diaries, newspaper articles, photos, government documents,
speeches, maps, and personal letters. Primary sources are documents produced by
individuals in the time period you are researching. "Primary sources are the basic stuff of
history. They are found among and within the following locations: Public records (e.g.
censuses, court and church records), Official records (e.g. laws and treaties), Personal
documents (diaries, letters and other documents which give insight into the daily lives and
thoughts of individuals in a certain time period), Artifacts/relics (music, paintings and other
objects produced and owned by individuals from the period researched), Business/ Other
Organizations' documents (documents produced by organizations that document their
activities such as meeting minutes and registration records), Images (photographs, videos
and paintings) , Architecture/City Plans/Maps (building styles and neighborhood maps),
Media/Other public communication (magazines, news and radio broadcasts and
newspapers), Literary texts (novel, poems, short stories).
Secondary sources are documents from the time period which you are studying. Secondary
sources are written on past events and include scholarly articles and books, biographies,
films. It is usually an assessment or analysis of, or commentary on, events or people of the
past.
The following links are good starting points for both primary and secondary sources and are
available on the web and through the FIU library site:
• FIU Library--http://library.fiu.edu/
• Library of Congress site-- http://www.loc.gov/index.html --This site can be accessed
through any Internet browser and is free to all.
• http://www.jstor.org/-- This site provides and huge digital database on many topics.
• Humanities and Social Sciences on line--http://h-net.org/-- With H-net, you can
subscribe to different discussion boards (H-Spain, H-Portugal, etc). Under each H-
net section, make sure you check 'links' for more information on your area of
interest.
• World Cat--
http://firstsearch.oclc.org/WebZ/FSPrefs?entityjsdetect=:javascript=true:screensize
=large:sessionid=fsapp2-39093-fhakcxy3-cphy8t:entitypagenum=1:0—World Cat is
the largest online academic database to date. This database can be accessed
through the FIU Library page. FIU students enjoy free access to this database.
• Project Muse--http://muse.jhu.edu/--This website can be accessed through the FIU
library page. FIU students enjoy free access to this database.
Primary sources can also be found in museums, libraries, universities, county record offices,
public and personal archives.
The FIU library has a Special Collections area on the fourth floor of the Green Library.
There are also historical societies such as the South Florida Historical Museum that has

great digitized sources. The link for the South Florida Historical Museum is:
http://www.hmsf.org/
A list is available from the University's library website with the names of archives, organized
by area and region of study: http://www.uidaho.edu/special-collections/latam.html
For more information on primary sources, please check:
http://www.lib.berkeley.edu/instruct/guides/primarysources.html
Annotated Bibliography
Annotated bibliographies are a good way of maintaining an organized reading list in your
area of specialty for present and future use. The format of annotated bibliographies is
similar to the well known bibliography forms except that beneath the bibliographical
entrance there is a short paragraph discussing the argument of the book in addition to a
brief summary.
Below are examples of entries from an annotated bibliography
summarizing the book and stating the purpose or goal of the author:
Example #1:
Graham, Helen and Jo Labanyi, eds, Spanish Cultural Studies: An Introduction
(New York: Oxford University Press 1995). This study looks at the influence of culture
in bringing forth the modernization movement in 20th century Spain. Foreign influences,
such as foreign capital and investment, in addition to the increase of tourism, changed
culture in Spain, resulting in the conflicts plaguing Franco's fascist regime. There was an
influx in foreign influences in the 1960s hence pushing forth Spain's modernization. The
entrance of foreign influence into Spain conflicted with Franco’s government whose goal was
to control Spanish culture and society without interference from other groups, both inside
and outside of Spain.
Example #2:
Preston, Paul, Franco: Caudillo de Espana (Barcelona: Grupo Editorial Random
House Mondadori, S.L. 1993). Preston analyzes the human psyche of the dictator to
show how Franco maintained a firm grip on power for almost forty years. Franco is
portrayed as a man who desired solitude, both personally and professionally. Examples
provided by Preston to show the desire for solitude by Franco in the personal realm are
demonstrated in his favorite past times of fishing and golfing. Preston's study provides an
analysis of Franco which ultimately shows and allows readers to understand how and
why Franco’s regime passed specific policies / laws.
For more information on annotated bibliography see the link below:
http://lib.trinity.edu/research/citing/annobibs.shtml

Quoting
Writing a History essay requires using sufficient evidence from primary and secondary
sources. Above all, evidence taken from text must be relevant to the issue being
argued. The writer must not include superfluous information from text. Essays should
provide sufficient information or evidence in your own words. When using a quote, use it to
reinforce and support your argument. Follow quotes with an analysis. All direct quotes must
be accurately reproduced and cited.
If quotes are short (three lines or less) they can be incorporated into the text and enclosed
with double quotations marks. Below is an example of a quote that is properly introduced
into a paragraph.
Arlene J. Díaz’s Female Citizens, Patriarchs, and the Law in Venezuela, 1786-1904
provides a detailed analysis of patriarchy in terms of women in Venezuela. Focusing on the
“gendered nature of the Venezuelan state” and how patriarchy was imposed and
“reproduced during the process of nation-building,” she divides her work into three
separate parts (the late colonial period, the early republic, and the late nineteenth
century) (13). Using this periodization allows Díaz to provide a complex analysis on how
patriarchy evolved during the late colonial period, early republics and late nineteenth
century.
For a quotation within a quotation, single quotation marks are used. Always place periods
and commas inside the quotation marks; semicolons and colons go on the outside. Below
is an example.
“I’m not convinced,” said the student, “that he really meant ‘nothing.’ ”
Quotes longer than three lines (also known as block quotes) should be indented and single-
spaced (the rest of the essay would be double spaced). Indented quotations do not need
quotation marks.
Do not use ellipsis points (three dots) before or after a quotation. If you omit words or
phrases within a quotation then you should indicate that something was omitted by using
the three ellipsis points at the point of omission within the quote.
Footnotes are to be inserted at the end of the sentence outside of the period.
Citations
History essays normally use the Chicago Manual of Style. For more details see the website
for the Chicago Manual of Style:
http://www.chicagomanualofstyle.org/tools_citationguide.html.

For excellent examples on a variety of citation styles visit www.dianahacker.com
DISCLAIMER
We have tried to present a basic glimpse into the field of History and provide
you with some basic guidelines on which to build and develop writing and
research skills. Our work with undergraduates has revealed a pattern of
common undergraduate mistakes. We have done our best to present the
most frequent occurrences to our reader. This is by no means a complete
and comprehensive guide to writing. It is the basics for students studying
History. While the sources recommended in this document are tried and
trued, we HIGHLY recommend that you purchase a membership to a noted
writing guide web site or get the Chicago Manual Style or the Turabian
Manual for Writers as soon as possible. These resources will help to ensure
your academic success and help you to become a proficient writer for both
personal and professional purposes.
Recommended Readings:
Berkin, Carol and Anderson, Betty S. The History Handbook. New York: Houghton
Mifflin Company, 2003.
Grafton, Antony. The Footnote: A Curious History. Cambridge, MA: Harvard University
Press, 1999.
Presnell, Jenny L. The Information-Literate Historian: A Guide to Research for History
Students. Oxford: Oxford University Press, 2007.
Rampolla, Mary Lynn. A Pocket Guide to Writing in History. Boston: Bedford/St.
Martin's, 2007.
Weiner, Tracy. "Phrases and Clauses: A Ten Minute Tour." University of Chicago
Writing Program.
http://writing-program.uchicago.edu/resources/complex-sentences.htm (accessed
May 9, 2007)
http://www.dianahacker.com/student.html (accessed May 12, 2008). Student
information for writing style, rules for writers, etc.
Special thanks to:
Rampolla, Mary Lynn. A Pocket Guide To Writing In History, Boston: Bedford/St. Martin's,
2007.
University of North Carolina Writing Lab Web Site.

Presnell, Jenny. The Information-Literate Historian: A Guide to Research for History
Students.
Literate Historian: A Guide to Research for History Students. Oxford: Oxford University
Press, 2007.
Road State Community College Writing Lab Web Site
Rosen and Behrens Writing Guide
Turnitin.com
Dr. Jeremy Rowan, Associate Chair, Department of History, FIU
Dr. Mark D. Szuchman, Chair, Department of History, FIU
Dr. Kirsten Wood, Department of History, FIU

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