12/30/98/updated: 1/25/2004
ELECTRONIC STUDY GUIDE
Dr. Winsboro

"If you would understand anything, observe its beginning and its development"--Aristotle.

Studying History:
The study of history is a demanding and rewarding task. History coursework involves a precise methodology, which requires studying the record of the past, developing the scholarly habits of skepticism and criticism, judging evidence, reaching conclusions, and developing and communicating new perspectives. In short, the study of history demands the ability to problem solve and to communicate results and views. These are career skills that will serve one throughout life, regardless of one's profession or intellectual pursuits.

Preparing for Class:
Learning history in a classroom involves intensive student preparation and commitment. It is imperative that students approach the task with the understanding that a history course:
- Involves frequent and intense student-instructor interaction and, therefore, regular class  attendance and class participation.
- Requires not only a major time commitment, but quality "contemplative" time, as well.
- Involves copious reading, critical thinking, and writing exercises.
- Requires the mastery of current technology and bibliographic skills, especially in regard to computer-assisted research projects.
- Involves examinations that call on the student to critically analyze historical data and to  defend his or her interpretation of these data. As in all coursework, regardless of the discipline, facts and data are meaningless without critical analysis and justifiable conclusions.
- Requires constant review of current events in order to make the study of history    Arelevant,@ as well as rewarding in numerous other ways.

Taking Notes:
Be attentive in class. Your instructor will emphasize the points he deems most important. Don't try to write down everything said. As the instructor speaks, mentally outline the lecture or discussion and transfer to paper only the stressed themes and conceptual matter. You should outline these ideas at a later time and expect to use them for ensuing class discussions and examinations.
Initially, it may seem as if you are trying to make order out of chaos. There are numerous ways to address this concern. Sometimes it helps to take notes in the company of a classmate; one student may catch what escapes the other. Frequently, it helps to compare notes at a later date with a classmate. By so doing, you can determine if one set of notes is more thorough than another and why such is the case. Effective notes are critical; without them, it is extremely difficult to do well in a college-level history course.

Your instructor for this course discourages the use of student's using recording devices as a substitute for completing hand-written class notes. The reasons are that students often come to rely more upon their recorder for information than on their own note-taking skills (essential for most professions), and that students sometimes feel that they can send their recorder to class with a classmate instead of attending class themselves.

Studying for Examinations:
The best way to master information is to depend upon recall and association, not memorization. Knowledge of history, like all knowledge, is something that is retained in detail only if one makes intelligent, practical use of it. In that way historical knowledge is like a foreign language; if the language is practiced it is more easily retained, but if the language is not used for a long period of time, much of it is forgotten.

When preparing for an examination, review all the relevant material thoroughly and organize it into meaningful blocks of information so that recall and association will be at their maximum. The following steps will prove useful in this process:

First, early in the course, sit down and skim through all the materials that are assigned for the entire term. Leaf through each page and get a feel for the scope and themes of the subjects.

Second, read each assignment carefully as it comes due. Make marginal notes or underline the passages you think are important in your book(s). Also, study your lecture notes systematically. For the best results, go over class notes that same day to make certain they make sense. If an important point is unclear, check the textbook or ask your instructor--but don't ignore it. Your notes are the foundation for this course; without clear, well-ordered notes, your goal of earning a respectable grade is jeopardized.

Third, well before your tests, go back and reread the assignments that you will be responsible for on the exam. Pay special attention to themes and section headings, especially those that correlate with your class notes and identifications. When you come to a section you have forgotten, or that is confusing, study the section especially carefully.

There is no substitute or shortcut for investing the time to complete this process. By examination time, you will have gone over the material three times: once skimmed, once read carefully, and once reviewed carefully. You also will have used your notes three times; as you took them, as you reviewed and reorganized them, and as you studied them for the exam.

One caveat: Don't be discouraged if you cannot read the text or other works for long stretches of time (few students can). Psychologists say that working in short bursts (20 minutes at a time) is quite productive, provided one fully concentrates for that period. Read for as long as you can concentrate, then relax at another activity for a few minutes before returning to the book or article.

Suggested Readings:
For more comprehensive discussions on the study of history, consult:

Barzun, Jacques, and Henry F. Graff. The Modern Researcher. New York: Harcourt Brace Jovanovich, 1993.
Benjamin, Jules R. A Student=s Guide to History. New York, St. Martin=s Press, 1994.
Campbell, William G., et al. Form and Style: Theses, Reports, Term Papers. Boston: Houghton Mifflin, 1986.
Conkin, Paul K., and Roland N. Stromberg. Heritage and Challenge: The History and Theory of History. Arlington Heights, IL: Forum, 1989.
Hellstern, Mark, et al. The History Student Writer's Manual. Upper Saddle River, New   Jersey: Prentice Hall, 1998.
Gilderhus, Mark T. History and Historians: A Historiographical Introduction. Englewood Cliffs, NJ: Prentice Hall, 1996.
Marius, Richard. A Short Guide to Writing About History. New York: Harper Collins,  1995.
Wassman, Rose and Lee Ann Rinsky Reading Critically about History: A Guide to Active Reading. Upper Saddle River, NJ: Prentice Hall, 1998.
 
 

Writing exercises in my courses generally consist of two parts: short answer examination questions (i.e., written clarification of historical identifications, AKA: "IDs"), and assigned essays, book reviews and research papers. In order to pass the course, you will need to demonstrate competence in one or more of these exercises.

Identifications (IDs):
An identification consists of three parts. First, you should chronologically identify the term. Exact dates are not normally required, but an awareness of the interrelatedness of historical events is necessary. The second part of an ID should identify or define the term. The third part, and the most important one, should explain the historical significance of the term. ID answers on tests should be written in complete sentence and paragraph form and should follow the conventions of proper English.

Essays:
Answering an essay assignment is much like writing an extended paragraph. A historical essay is an analytical and interpretative composition dealing with a narrowly defined subject. All essays begin with a thesis statement that identifies and projects the unifying intellectual thread of your composition. All paragraphs have topic sentences that explain the subject; the remainder of the paragraph critically explains and analyzes the topic. The properly constructed essay is drawn together into a meaningful statement, based on logic, reason, and argument (evidence).

In essay questions, ask yourself how you would answer the challenge in one or two sentences. Think about it and then write a general answer to the question or write a short outline to get underway. That would be comparable to the topic sentences in a paragraph. In your explanation, be specific and analytical and refer to the facts as needed. Then you must add a meaningful conclusion.

Why should a good essay follow such a form? Because it forces you to think directly about the question as you attempt to answer it. Also, it provides you with a focus and helps you keep from rambling or going off on tangents. As you seek to explain yourself, after writing your one-sentence general answer or outline, you will find that one explanatory fact will generally bring other coherent facts to your mind. Moreover, your brief statement is an aid in helping you to organize your answer in a logical way without having to waste time mentally constructing an answer. A clear, logical, well-organized essay that is to the point will receive a better grade than a disjointed essay in which all the information is present but difficult for the reader to decipher. Remember, you need not agree with your professor or the textbook; but whether you agree or disagree, you must justify and document your analysis with accurate facts.

Other points to remember: It is not only the length of the essay that counts, but the information and analysis contained therein. Write in clear, proper English and use complete sentences. Do not use colloquialisms, slang, or sexist terms and language in your formal written work. Since you will be graded on grammar, spelling, and punctuation, as well as content, be concerned with these aspects of your written work. Textbooks, encyclopedias, study guides, and non-scholarly Web sources are not considered credible sources for history research projects. However, properly documented primary research on the Internet is not only accepted, but encouraged (we will be exploring this option in class visits to the FGCU Computer Lab).

Completing the Book Review:
The most important step in any writing project is to determine why you are doing it. If an instructor has assigned a book or an article, he or she probably feels that it contains useful information, an interesting or controversial viewpoint, or an argument with which you should be familiar. If you have selected the work yourself, it should be on a subject of personal interest and in consultation with your professor. Whatever your reason, take a little time to decide what you want to get out of a book and then "scout the territory" before you start reading to:

- Determine the historical significance of the book; what it contains, and how it is organized. Start by examining the table of contents and glancing at the bibliography and notes to get an idea what topics are covered and whether the work has been well researched. Then look at the Preface or Introduction, where authors usually try to explain their intent.

- Determine the author's thesis, the "big idea"--the point of view with regard to the subject being discussed. The author may have several sub-theses (important ideas related to each other), but usually reasons for writing involve presenting and defending a central thesis. Often the thesis will be stated in the Preface or Introduction, the beginning or end of chapters, or in a Conclusion. Look for key phrases which authors use to announce their theses, such as "I will show that," "In conclusion," "The main point is that," or something similar. Once the thesis is identified, most books and articles are easier to follow and evaluate. Always think critically about what you are reading as you proceed.

A book review should translate your conclusions into a clear, well-organized, and appropriately researched example of formal writing. It is a critical commentary, not a summary! Every review
should begin by citing at the top of page one the author, title, place of publication, publisher, copyright date, and pagination as shown in this example:

Shorter, Edward L. The Making of the Modern Family. Boston: Basic Books, 1987. pp. 10.

The review should identify the author's thesis, his or her method of supporting the thesis, the strength or weakness of the evidence and argument, the quality of the writing, and such other points as:

- How well does the author defend the thesis? Does he or she present evidence to support all important points or assume that the reader will understand and agree with unsupported conclusions. Does he or she present arguments in chronological, narrative, or a topical fashion? Does the author analyze or merely describe events? What is the nature of evidence, primary sources (first-hand observations) or secondary (the work of other scholars)? Is the evidence presented relevant, contradictory, inadequate, or convincing?

- Does there appear to be a bias, a sympathy for a social or political view, or a blind spot that distorts the argument? Does the author appear impartial? Does the author seem competent by training or experience to write on the subject? (A visit to the reference section of the library may give you helpful information on the author so that you can decide questions of bias and competence.)

- Is the book or article clearly written, well-organized, easy to follow, dull, or confusing? The way in which the author presents material may suggest how he or she feels about it, or how well he or she understands it. Does the work include helpful maps, graphs, tables, appendices, or a bibliography, or are these items neglected to the detriment of the book?

- Is the book worthwhile? Does it say anything new, or does it just repeat what others have said? Has it dealt with an important topic? Has it overlooked relevant issues? What have other scholars and book reviewers said about this work in published sources (e.g., scholarly journals and Book Review Digest)? Does the book have historical significance? If so, why? You will need to do quality research in the library in order to properly answer these questions.

- At an appropriate juncture in the review, you should discuss the author's qualifications for writing on this subject. This discussion should include relevant information on the author's academic training, honors, previous publications, and employment history. Again, you will need to visit the reference section of the library in order to properly address this concern.

Appropriately addressing all these guidelines should result in a strong review. However, please remember that your grade is based on the total effectiveness of your work, not on a systematic checklist of the above mentioned points (see Appendix A).
In this class, your instructor will use proofreader's symbols on your graded papers. If you are not familiar with proofreader's symbols, be sure to review them prior to receiving your graded papers. Descriptions of proofreader's marks can be found in most collegiate dictionaries and writing guides.

Please note that plagiarism will be considered as a serious matter in this course and dealt with as such.

Students are advised, as well, that all submitted assignments should be typed (double spaced) and include at the top of page one the title of the assignment, and in the right-hand corner the student's name, the course number, and the date on which the work is submitted. Students are urged to complete all essays, book reviews, and other written assignments on a computer. If you don't own one, they are available for student use in the FGCU Computer Lab.

Research Papers:
Students who have not completed research papers prior to their current history class should consult the works listed in the "Suggested Readings" of my "Electronic Study Guide."

The following writing guides will be accepted for written work in this course:

Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations. Chicago: The University of Chicago Press, 1996.
The Chicago Manual of Style. Chicago: The University of Chicago Press, 1982.

Note: - When using Turabian's A Manual for Writers ..., refer to and use only the information on "notes and bibliography," found primarily in chapters 8 and 9. Do not use the "parenthetical" style (similar to the MLA and APA styling) found primarily in chapter 10.
- Proper style for documenting electronic sources may be found in your "Electronic Research Guide," which is linked to my home page.

Please do not submit work completed in writing styles other than the ones noted here. Papers submitted with other styles (e.g., MLA or APA) will be downgraded accordingly.

Suggested Readings:
For a more comprehensive discussion on the writing of history, consult:
Barzun, Jacques, and Henry F. Graff. The Modern Researcher. New York: Harcourt Brace Jovanovich, 1993.
Campbell, William G., et al. Form and Style: Theses, Reports, Term Papers. Boston: Houghton Mifflin, 1986.
Marius, Richard. A Short Guide to Writing About History. New York: Harper Collins,  1995.
The Chicago Manual of Style. Chicago: University of Chicago Press, 1995. Rampolla, May Lynn. A Pocket Guide to Writing American History. Boston: Bedford, 1997.

For a more comprehensive discussion of Internet of web searches and how to document them, consult:
Irvine , Martin. Web Works. New York: W.W. Norton & Co., 1997.
Kurland, Daniel J. and John Soares. Internet Guide for History. Belmont, CA:    West/Wadsworth, 1997.
Rampolla, Mary Lynn. A Pocket Guide to Writing History, Boston: Bedford/St. Martins,   1998.
Hellstern, Mark, et al., The History Student's Writers' Manual., Upper Saddle River, NJ; Prentice Hall, 1998.
Credits:
The University of Akron History Department, Student Guidelines.
Mary C. Evans
Connie Holzinger
Betsy L. Winsboro
APPENDIX A

Checklist For The Penultimate Draft and The Final Paper

I. Continually ask these questions:
A. What is my major reason for writing this paper?
B. What points do I want to make in this paper?
C. Am I expressing myself clearly to the reader?
D. What parts of the draft do not contribute directly to the above questions?
E. What evidence do I advance to reinforce my argument (Is this the best possible evidence?)?
F. What conclusions might my reader infer from the evidence?
G. What is my tone in this draft? Do I sound professional & knowledgeable?
H. Does my paper flow (proper transitions)?
I. Am I using appropriate level grammar & word choice?
J. Do I repeat some words/phrases too often?
K. Do I use too many quotes? Do I attempt to string quotes together inappropriately?
L. Do I use cliches & slang?
M. Is my conclusion appropriate? Logical?
N. Am I ready for a solid revision (do I have to do more research?)?

II. By asking these questions, writers can better see all parts of their work:
A. mechanical
B. conceptual
C. grammatical
D. evidence

The criteria for grading the papers and presentations will include, but will not be limited to, the following:

- precision of main points of theses
- significance of main points of theses
- technical conventions (e.g., grammar, syntax, spelling, organization, footnotes, and bibliography)
- accuracy and thoroughness
- appropriateness of discussions and conclusions
- usage of non-sexist, bias-free language
- absence of slang, confusing metaphors and colloquialisms
-  usage of appropriate documentation and primary sources