The questionThe question

Historians have traditionally labeled the Historians have traditionally labeled the period after the War of 1812 as the “Era period after the War of 1812 as the “Era of Good Feelings” Evaluate the accuracy of Good Feelings” Evaluate the accuracy of this label. of this label.

1. Read the question or prompt carefully: The basic purpose is to answer the question. Read the question three 1. Read the question or prompt carefully: The basic purpose is to answer the question. Read the question three times times

and be able to paraphrase the question and know the essential task demanded by it. Answering the question will and be able to paraphrase the question and know the essential task demanded by it. Answering the question will be the be the

central focus of your essay. Many essay prompts will "suggest" a particular format to follow for organizing your central focus of your essay. Many essay prompts will "suggest" a particular format to follow for organizing your response. response.

Create a framework or hypothesis for answering the question. Create a framework or hypothesis for answering the question.

• • Break the question down with dates, points asked for, make sure you are aware of the entire question Break the question down with dates, points asked for, make sure you are aware of the entire question

• • Be mindful of the verb – what exactly are you supposed to do? Be sure that you understand the required task. Be mindful of the verb – what exactly are you supposed to do? Be sure that you understand the required task.

• • Look for words that need defining: words like "effective", liberal/conservative, imperialism, etc. Look for words that need defining: words like "effective", liberal/conservative, imperialism, etc.

• • Look for ways to answer the question in a sophisticated manner; not with a simple yes or no, or right or wrong – it Look for ways to answer the question in a sophisticated manner; not with a simple yes or no, or right or wrong – it is is

more comfortable to stick with black and white; as historians we must learn to dwell in the gray more comfortable to stick with black and white; as historians we must learn to dwell in the gray

• • Look for multiple points of view. Look for multiple points of view.

2. Brainstorm on paper everything that comes to mind regarding the topic at hand. What do you know about the 2. Brainstorm on paper everything that comes to mind regarding the topic at hand. What do you know about the

topic? Put this down on paper to get your brain in gear for writing the essay. topic? Put this down on paper to get your brain in gear for writing the essay.

3. Organize your thesis, develop three main points (if not already provided), and put your brainstormed 3. Organize your thesis, develop three main points (if not already provided), and put your brainstormed

information in a chart format for your three body paragraphs. information in a chart format for your three body paragraphs.

4. Write your introductory paragraph. Your introduction is essentially your thesis… nothing more. No flowery set 4. Write your introductory paragraph. Your introduction is essentially your thesis… nothing more. No flowery set

up, no meaningless elaboration. Just your THESIS! up, no meaningless elaboration. Just your THESIS!

The The “Top Bun”“Top Bun” of your essay! of your essay!

4-6 sentences4-6 sentences

The Introductory The Introductory ParagraphParagraph

The Introductory The Introductory ParagraphParagraph

1.1. Establish Establish TIME & PLACETIME & PLACE..

2.2. Create a clear, Create a clear, THESIS THESIS STATEMENTSTATEMENT..[underline or highlight it!][underline or highlight it!]

3.3. Allude to the Allude to the SUB-TOPICSSUB-TOPICS or or categories you will discuss to categories you will discuss to support your thesis statementsupport your thesis statement

4.4. Focus on the question at hand—Focus on the question at hand—do NOT begin with a “flowery” do NOT begin with a “flowery” sentence!sentence!

The Introductory ParagraphThe Introductory ParagraphThe Introductory ParagraphThe Introductory Paragraph

No “laundry No “laundry list!”list!”

The The “tasty” part“tasty” part of your of your essay!essay!

8-12 sentences+ per 8-12 sentences+ per paragraphparagraph

The “The “””MeatMeat””” Paragraphs” ParagraphsThe “The “””MeatMeat””” Paragraphs” Paragraphs

1.1. Identify your sub-topic or category Identify your sub-topic or category in the first sentence.in the first sentence.

2.2. 2. Evidence 1 with 2. Evidence 1 with significance/explanationsignificance/explanation

3.3. 3. Analysis (relate to thesis)3. Analysis (relate to thesis)

4.4. 4. Evidence 2 with 4. Evidence 2 with significance/explanationsignificance/explanation

5.5. 5. Analysis (relate to thesis)5. Analysis (relate to thesis)

The “The “””MeatMeat””” Paragraphs” ParagraphsThe “The “””MeatMeat””” Paragraphs” Paragraphs

2. SUPPLEMENTARY PARAGRAPHS SHOULD HAVE CLEAR AND RELEVANT TOPIC SENTENCES THAT 2. SUPPLEMENTARY PARAGRAPHS SHOULD HAVE CLEAR AND RELEVANT TOPIC SENTENCES THAT

FOLLOW THE ORGANIZATIONAL LIST IN THE INTRODUCTORY PARAGRAPH. The supplementary paragraphsFOLLOW THE ORGANIZATIONAL LIST IN THE INTRODUCTORY PARAGRAPH. The supplementary paragraphs

can be quite cluttered. For the National Exam it is imperative that students unleash an avalanche of names, dates, can be quite cluttered. For the National Exam it is imperative that students unleash an avalanche of names, dates,

people, bills, pieces of literature, and ideas that are relevant to the essay. Your thesis must be backed up with facts!people, bills, pieces of literature, and ideas that are relevant to the essay. Your thesis must be backed up with facts!

This is what separates thoughtful essays from random musings and pontification. This said, students should not This is what separates thoughtful essays from random musings and pontification. This said, students should not

simply laundry list or data dump without taking into consideration the element of judgment and analysis. Make sure simply laundry list or data dump without taking into consideration the element of judgment and analysis. Make sure

there is relevance to the thesis! there is relevance to the thesis!

3. THE ESSAYS FOR THE NATIONAL EXAM ARE TO BE EXPOSITIONS AND NOT JUST NARRATIVE ESSAYS. 3. THE ESSAYS FOR THE NATIONAL EXAM ARE TO BE EXPOSITIONS AND NOT JUST NARRATIVE ESSAYS.

Expositions state a thesis. Again, there is one possible pitfall to some of the ideas in the preceding section. Don't just Expositions state a thesis. Again, there is one possible pitfall to some of the ideas in the preceding section. Don't just

tell a story and spit out tons of details… present those details with the context of a thesis. 4. STUDENTS SHOULD DISPLAY tell a story and spit out tons of details… present those details with the context of a thesis. 4. STUDENTS SHOULD DISPLAY AN APPRECIATION OF THE COMPLEXITY OF HISTORY. There are a plethora of AN APPRECIATION OF THE COMPLEXITY OF HISTORY. There are a plethora of

events, emotions, and ideas that impact human history. As a result, students should reveal their appreciation of the events, emotions, and ideas that impact human history. As a result, students should reveal their appreciation of the

fragile and complex nature to human history by avoiding overtly simplistic comments in their essays, such as fragile and complex nature to human history by avoiding overtly simplistic comments in their essays, such as

something is "bad", "good", "great", or "fantastic." As stated above, students should stay away from absolute phrases something is "bad", "good", "great", or "fantastic." As stated above, students should stay away from absolute phrases

and the idea of single causation.and the idea of single causation.

5. THE VOCABULARY AND NARRATIVE STYLE OF THE ESSAY SHOULD BE ATTENDED TO. The verbs used in an 5. THE VOCABULARY AND NARRATIVE STYLE OF THE ESSAY SHOULD BE ATTENDED TO. The verbs used in an

essay are a critical element in presenting a more sophisticated and descriptive essay. In conjunction with their essay are a critical element in presenting a more sophisticated and descriptive essay. In conjunction with their

adjectives and other descriptive tools, the students should strive to go beyond the more mundane verbs. For example adjectives and other descriptive tools, the students should strive to go beyond the more mundane verbs. For example

"The assassination caused the war…" Versus "The assassination provoked the outbreak of war…""The assassination caused the war…" Versus "The assassination provoked the outbreak of war…"

"The diary showed the prejudice…" Versus "The diary vividly illustrates the deep prejudice…" "The diary showed the prejudice…" Versus "The diary vividly illustrates the deep prejudice…"

The The “Bottom Bun”“Bottom Bun” of your of your essay!essay!

It holds it all together!It holds it all together!

3-4 sentences3-4 sentences

The Concluding The Concluding ParagraphParagraph

The Concluding The Concluding ParagraphParagraph

1.1. Start with a “concluding phrase.”Start with a “concluding phrase.”

2.2. Restate your thesis statement Restate your thesis statement a bit a bit differentlydifferently..

3.3. Put your essay answer in a larger Put your essay answer in a larger historical perspective.historical perspective.

End of some trend/movement/idea, End of some trend/movement/idea, etc.etc.

Beginning of some Beginning of some trend/movement/ideatrend/movement/idea

End of one & beginning of another.End of one & beginning of another.

Do NOT end on the note that this is Do NOT end on the note that this is the reason we are where we are the reason we are where we are today!today!

The Concluding” ParagraphThe Concluding” ParagraphThe Concluding” ParagraphThe Concluding” Paragraph