Preparation
Successful preparation for in-class essay exams require you to review ALL of the class readings to locate important themes we discussed in class. You should avoid the Internet at all costs. You should instead locate key pieces of evidence (textual quotes) from your readings that relate to the question/prompt. Make sure you review the parameters of any question: for example, how many countries/leaders/philosophers/revolutions/social groups must you discuss? We use parenthetical citations ONLY for in-class essay exams, such as (author, page #) or (Manchester, 56).
CATENA SECTION
To answer a catena on a test, define the first term with specificity and then define the second term with specificity. In a final third sentence, draw a connection or explain the relationship between the two terms. This third sentence may have more than a single answer.
EXAMPLE: Humanists studied the "rediscovered" Greco-Roman texts of antiquity in order to educate and inform how better to rule politically. They argued, to engage in princely rule, princes should aspire to the values of honor and virtue found in the Greco-Roman world. Thus, humanists forged a new role or occupation for themselves, as secular political advisors, using history as their guide. OR Thus, Machiavelli undermined the humanist idea of princely rule, claiming it was idealistic and potentially detrimental to the stability and preservation of the prince's rule by pointing to examples from the same "rediscovered" Greco-Roman texts.
ESSAY SECTION
Effective Thesis
An effective thesis should (1) suggest an answer to a question you have posed as a result of your reading; (2) be specific, rather than general; (3) be debatable; and (4) be supported by evidence from the sources. You do not, however, place any of that evidence in your introduction/thesis. Rather, you prove your thesis in subsequent body paragraphs using such evidence.
EXAMPLE: By 1650, the Dutch Republic had entered its “Golden Age,” aided by the prosperity brought by its dominance in trade and shipping and the unity of the confederated states. However, over the next sixty-five years, the Dutch Republic found itself insecure, internally divided and fraught with financial difficulties as other European powers repeatedly declared war in an effort to steal the shipping and trade routes that brought the Dutch to the heights of prosperity.
EXAMPLE: By 1650, the Dutch Republic had entered its “Golden Age,” aided by the prosperity brought by its dominance in trade and shipping and the unity of the confederated states. However, over the next sixty-five years, the Dutch Republic found itself insecure, internally divided and fraught with financial difficulties as other European powers repeatedly declared war in an effort to steal the shipping and trade routes that brought the Dutch to the heights of prosperity.
EXAMPLE: Bismarck's realpolitik strategies differed domestically and internationally, depending on the power and prestige of Prussia. Domestically, Bismarck first ignored middle class liberal sentiment, but ultimately granted concessions after securing his goal of German unification and consolidating “new conservative” rule. Internationally, Bismarck’s foreign power became increasingly punitive; although he treated foreign powers respectfully when Prussia needed allies, he grew to treat European powers such as Austria and France as pawns as Prussian power grew.
EXAMPLE: As an instrument of the French Revolution, the Terror allowed the revolutionary government to protect itself from its enemies and make an example to (and deter) others, but also served to wrongfully accuse the innocent and delegitimize the revolutionary government and its objectives, thereby bolstering its opponents’ movements against the revolution.
EXAMPLE: Contemporary historical accounts routinely stress the importance of tangible military intervention by foreign countries in the Greek War of Independence. These accounts omit the intangible (psychological) and tangible (material) significance of foreign, non-military acts which inspired, aided, and benefitted the revolutionaries. Every act, regardless of how seemingly insignificant, propelled them to fight on for their cause.
EXAMPLE: As an instrument of the French Revolution, the Terror allowed the revolutionary government to protect itself from its enemies and make an example to (and deter) others, but also served to wrongfully accuse the innocent and delegitimize the revolutionary government and its objectives, thereby bolstering its opponents’ movements against the revolution.
EXAMPLE: Contemporary historical accounts routinely stress the importance of tangible military intervention by foreign countries in the Greek War of Independence. These accounts omit the intangible (psychological) and tangible (material) significance of foreign, non-military acts which inspired, aided, and benefitted the revolutionaries. Every act, regardless of how seemingly insignificant, propelled them to fight on for their cause.
Integrating, Rather than Floating, Quotations
When you quote from another source, you must also link the quotation to your own writing. A quotation must not float independently in your paragraph. Instead, make sure you introduce your quotation properly by fitting it grammatically and logically to your own words. Make sure you use a parenthetical citation to cite properly the idea of another when you quote OR paraphrase his/her idea.
EXAMPLE: Zweig criticized Late Modernity for its rigid and unnatural gender relations. For example, Zweig applauded postwar society with "boys and girls together in free and easy companionship, competing with each other in studies, sport and games without false shame or bashfulness, racing over the snow on skis, rivaling each other in the swimming pool with the freedom known in the ancient world." (111) Thus, Zweig believed - rightly or wrongly - that postwar society had saw the "world anew" and reconstituted gender relations for the better.
EXAMPLE: Manchester, an American historian of wide-ranging interests, claimed that humanists ultimately decided that "man's happiness and welfare in this lifetime should come first." (114) Although a rejection of the Christian focus on the heavenly afterlife, this Renaissance worldliness described by Manchester was not as self-interested as it seems at glance. Rather, humanists strove for "the earthly good of all humanity" (Ibid.). Accordingly, humanism tempered individualism with the cultivation of virtues that would better society.
EXAMPLE: Manchester, an American historian of wide-ranging interests, claimed that humanists ultimately decided that "man's happiness and welfare in this lifetime should come first." (114) Although a rejection of the Christian focus on the heavenly afterlife, this Renaissance worldliness described by Manchester was not as self-interested as it seems at glance. Rather, humanists strove for "the earthly good of all humanity" (Ibid.). Accordingly, humanism tempered individualism with the cultivation of virtues that would better society.
Analyzing Quotations
Raw data can never, ever stand alone to support your mini-thesis. It must always be interpreted and analyzed. This is especially true of quotes. Never just plop a quote in and expect it to be clear to the reader how it supports the mini-thesis. Following each citation of raw data, you must analyze and interpret it -- tell me how it supports the point. In the case above, you must supply the connection between the primary source evidence (the quotation above) and your "mini-thesis." An analytical statement will be made up of your words and thoughts, not others.
EXAMPLE: Manchester, an American historian of wide-ranging interests, claimed that humanists ultimately decided that "man's happiness and welfare in this lifetime should come first." (114) Although a rejection of the Christian focus on the heavenly afterlife, this Renaissance worldliness described by Manchester was not as self-interested as it seems at glance. Rather, humanists strove for "the earthly good of all humanity" (Ibid.). Accordingly, humanism tempered individualism with the cultivation of virtues that would better society.
EXAMPLE: Manchester, an American historian of wide-ranging interests, claimed that humanists ultimately decided that "man's happiness and welfare in this lifetime should come first." (114) Although a rejection of the Christian focus on the heavenly afterlife, this Renaissance worldliness described by Manchester was not as self-interested as it seems at glance. Rather, humanists strove for "the earthly good of all humanity" (Ibid.). Accordingly, humanism tempered individualism with the cultivation of virtues that would better society.
EXAMPLE: Zweig criticized Late Modernity for its rigid and unnatural gender relations. For example, Zweig applauded postwar society with "boys and girls together in free and easy companionship, competing with each other in studies, sport and games without false shame or bashfulness, racing over the snow on skis, rivaling each other in the swimming pool with the freedom known in the ancient world." (111) Thus, Zweig believed - rightly or wrongly - that postwar society had saw the "world anew" and reconstituted gender relations for the better.
For more information on best practices in using quotations or learning techniques for paraphrasing, see https://writing.wisc.edu/Handbook/QPA_paraphrase2.html.
No comments:
Post a Comment