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Mongols Essay Writing

Mongol essay writing

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Mongol essay writing skills

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Page 1: Mongol essay writing

Mongols Essay Writing

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Answer these quick questions in your workbook…

1. Describe Mongol money.2. What were some of the languages that were used

across the Mongol Empire?3. How did the Yam system work?

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Feedback on research reports

• Read and answer the question• Look for the author (especially of websites)• Explain reasons for choosing/not choosing a source• Avoid “because of this I will/will not use this source” – it should be obvious• Don’t limit yourself to the top 3 Google hits• Don’t copy slabs of text and call it your notes• Organise your notes using headings, tables, bullet points, indents etc.• Usefulness in part 2 needs to show reflection, growth, & development of thinking• Please highlight what you will use for your speech• Use formal and correct language in all assignments

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History Essays

Why do we write essays?• ‘To essay’ as a verb means to attempt – don’t expect it to be easy• Thus, an essay is an attempt to explain something or to persuade

someone of a point of view• At their best essays provide a more balanced, considered, and clear

perspective on an issue than other forms of writing• The world today has an unprecedented need for leaders who can

clearly and accurately present an account of the past, the complexities involved in constructing such an account, and its ongoing relevance to modern communities.

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Analytical vs. narrative

• Many history books, documentaries and articles are narratives – retellings of events in the order they happened• But history essays are analytical - don’t just describe what happened• History essays analyse WHY the event happened and/or relationships

between things/concepts/factors• But history essays still use the descriptive categories of who, how,

what, where, & when

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Analysing the question

• Highlight key words in the question• Identify the verb(s) in the question

– what are you being asked to do?• Identify the key noun group(s) –

what are you talking about?

• Decide on a strategy• What kind of information will you

need to answer the question?• What will you have to do to that

information to answer the question?

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Research, research, research

• Choosing resources and sources• Critical reading of sources• Notetaking• POV• Arguments• Evidence• ‘Cloud of witnesses’

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Sorting process

• Break down the facts into categories• Look at the relationship between each category• Examine how each category contributes to the big picture • Can you find one idea or concept that controls all your categories?• Draw conclusions about their significance• Organise your points logically• Strongest to weakest• Weakest to strongest• Chronologically• Etc.

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Basic outline

• Introduction• 3-4 body paragraphs• follow the PEEL method you have been taught• Include explanations of points and the implications of the explanation

• Conclusion

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Introduction

• How do you intend to answer the question?• What line of argument do you want to take?• Begin with a bold, attention-grabbing statement to show what you are doing• Answer the question as briefly as possible in the first sentence• Second sentence should then enlarge upon the argument• This is called your thesis statement and should DIRECTLY answer your question• Give an overview of major arguments you will advance in the paper, showing how you

will organise the discussion and indicating the conclusion you will draw.• You can add three or four sentences briefly indicate why the topic under discussion is

important and should be of interest to the reader• Define key terms

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Body paragraphs

• Each new paragraph discusses only ONE idea• Each paragraph has a topic sentence

and the paragraph should prove this topic sentence• You need to provide strong historical

evidence that will support your thesis. • Evidence needs to be explained.• Each paragraph should conclude with a

sentence that links back to the question and reminds the reader of your purpose

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Topic & link sentences

• Make explicit the POINT of the paragraph• Show how the paragraph fits into the argument of the essay as a whole• Cluster your sentences so they flow from one to another, building the bigger

picture• Give your marker a sense of where your opinion ends and the supporting

evidence begins• May run over 2 sentences• Each paragraph needs a concluding sentence that sums up what you have said and • There needs to be a clear link to the next paragraph• How does this paragraph lead into the next point that continues your analysis

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Conclusions

• You need a carefully thought out conclusion which follows logically from the points made and affirmed in the essay

• It restates your thesis and sums up all points mentioned, reminding the reader what your essay has been about

• Never introduce new material/points not discussed in the essay• This is your last opportunity to make your argument convincingly• DO NOT just rearrange your introduction• Does your conclusion answer this question: What was the issue I was trying to highlight?• Highlight the original work you have done and conclusions you have reached (either in terms of

methodology or the generation of knowledge)• The significance of the understanding your thesis leads us to• Qualify your thesis: Qualify your thesis/position in light of any evidence that does not support

your thesis, or if there are any limits built in to your response, or remaining unanswered questions for future research (even if they are unlikely to be answered due to a lack of evidence or appropriate methodology)

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Referencing/citations

• All good historians include references in their work to substantiate evidence and to acknowledge the ideas of others.

• The initial evidence is called primary sources (i.e. ancient texts, artefacts) and the ideas or interpretations of this evidence by scholars secondary sources or modern studies.

• Most importantly, you always need to be aware of showing that you’ve looked at the primary sources and evaluated them for yourself, along with secondary sources, and that you have not stolen any ideas.

• In-text references are quicker to write and the preferred system for this sort of essay• Use references whenever you

• Quote verbatim words “”• Paraphrase• Summarise

• Example: Following the siege of Nishapur Genghis Khan ordered “every man, woman, and child” to be beheaded (Craughwell, 2010, p. 139).

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Titles

• Are a good way of getting a reader’s attention and/or foreshadowing your line of argument• Usually an essay will not have subheadings• Alliteration yes, rhythm yes, rhyming no, puns no

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Things to avoidLanguage• Flowery language and awkward phrases• Clichés• Colloquialisms• Spelling & punctuation errors• Impossible to read handwriting

Argument• Irrelevant facts• Weasel words (some say)• Generalisations (always, never, all) • Highly opinionated statements

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1. Highlight/underline in different colours:• Thesis statements• Topic sentences• Evidence• Explanation of evidence• Linking sentences

2. What was the student’s ‘controlling idea’?3. What evidence is there of sustained, logical and

well-structured assessment of the question?4. What evidence is there of accurate and detailed

knowledge of the topic?5. Does she support his response comes with

detailed and accurate information from relevant sources?

6. Does she analyse and evaluate his sources?7. Does she use a range of appropriate terms and

concepts?8. Is it more narrative or more analysis?9. Has she used proper referencing?10. What score would you give it on the rubric to the

right (/25)?

Marking Criteria Marks • Answers the question asked with a sustained argument, which demonstrates an excellent understanding of the Mongol army • Presents a logical, well–structured response • Uses detailed, relevant and accurate evidence and makes use of appropriate terms and concepts

21–25

• Answers the question asked with a sound attempt at argument, which demonstrates a well-developed understanding of the Mongol army • Presents a logical, well–structured response • Uses detailed, relevant and accurate evidence and makes use of appropriate terms and concepts

16–20

• Responds to the question in a relevant but largely story-telling way, which may hint at an understanding of the Mongol army • Presents a structured response • Uses adequate, relevant and accurate evidence and makes some use of appropriate terms and concepts

11–15

• Presents information about the Mongol army, which is largely relevant but may be generalised AND/OR incomplete • Presents a simple response, with some identification of the key features of the Mongol army• Provides limited, relevant and accurate evidence using some historical terms •

6–10

• Presents information about the Mongol army, which is somewhat relevant AND/OR seriously incomplete. • May be disjointed AND/OR very brief • Provides very limited evidence

1–5

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801

• Jock• Luke• Thomas• Josh• Keiran• Jack• David

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805

• Jack• Jack• Tim• Charlie• Lewis• Tim• Tim• Ben• Mohammad• Andrew

• Matt• Rowan• High• Max• Lachlan• Armando• Max• Nick W.