"History is complex. Acknowledging that is one way to demonstrate that you are thinking historically. It is essential to generalize, but when you do so, be aware--and let the reader know--that that is precisely what you are doing."
First of all, read the assignment very carefully. Even if you choose to alter or challenge it, you must understand it precisely. Then,
1. Write
clearly.
Among other things, that means developing a major theme or themes; introducing
that thesis in the first paragraph; reviewing subsequent paragraphs to check
that they are relevant to your point; eliminating sentences which are convoluted
or meandering; checking to see that you have not used the same adjective
repeatedly; spelling correctly; and using correct punctuation.
2. Back up your assertions
with evidence. What is evidence?
Not the opinion of a historian, but rather an article published at the time, a
government document, a pamphlet produced by the organization you are discussing,
a transcript of an interview of a person who was involved in or personally
observed that organization, or similar material. You can find quite a bit
of evidence in the readings assigned for the class. Look also at the
bibliographies of the secondary works the professor is using. If you want to go
further, your professor should be glad to offer suggestions.
3. Always put your subject(s)
in context.What was the general
situation in that society at that time that helps us understand why the person
or a group of people whom you are discussing acted as they did?
4. Be wary of simple
explanations. Among other points,
examine your essay critically for statements like "farmers felt...,"
"Business leaders acted...," or "but to women this meant..."
Virtually all the groups discussed in this course were diverse.
Do not be shy
about conceding the existence of variations within the groups under consideration,
even if that partially contradicts your thesis. History is complex.
Acknowledging that is one way to demonstrate that you are thinking
historically. It is essential to generalize, but when you do so, be
aware-and let the reader know-that that is precisely what you are doing.
5. Offer comparisons.
This is one of the best ways to develop a historical point. You might
compare your subject-for example, the white textile workers who were living
under highly repressive conditions in North Carolina in the early twentieth
century but nonetheless went out on strike in 1929-to other people
living in
that society (e.g., the black people excluded from the cotton mills, the
families of the white mill workers who had remained on the farm, or
industrial workers living in other parts of the country), to their predecessors
or people living in the same place at a later date, or, if it is relevant, to
similar people in other nations.
6. Cite your sources. When in doubt, cite. An example of a proper citation is as follows: C. Vann Woodward, Origins of the New South, 1877-1913 (Baton Rouge: Louisiana State University Press, 1951), 51. However, do not assume that a citation by itself proves a point.
7. Revise, revise, and revise.
*Ronald Schatz is Professor of History at Wesleyan University. Jeff Nelson'95 served as a writing apprentice in Professor Schatz's labor-history class.