Writing History Daniel W Blackmon Coral Gables Sr

Writing History Daniel W. Blackmon Coral Gables Sr. High

Source: • The material in this presentation is excerpted from: • Rampolla, Mary Lynn. A Pocket Guide to Writing in History. 3 rd Edition. New York: Bedford / St. Martin’s, 2001. ISBN 0 312 24766 4

Evaluating Sources • All sources, primary as well as secondary, must be used critically. (14 -15)

Evaluating Primary Sources • Who was the author? What do you know about the author? • Why was the source written? What was the author’s purpose? What was the audience? • When was the source written?

Evaluating Primary Sources • What is the historical setting of the source? What events or cultural concerns / assumptions might have influenced the writer’s point of view? • What individual biases are evident in the source? • Are there other contemporary sources with which to compare this one? (15)

Using Editions and Translations • Use the most recent translation available. • Read prefaces and introductions carefully to learn about the assumptions and biases which guided the editor. • Read footnotes and endnotes, which will discuss contested issues. • Follow hot links to the source.

Evaluating Secondary Sources • In addition to the same questions asked of a primary source: • When was the source published? • Does the author provide solid logical support for his / her thesis? • Does the source agree or disagree with other scholars on the same subject? (18 -19)

Internet Sources • “Is the author’s identity clear, and if so, what are his or her academic credentials. . . ? • “Does the author of the Web site provide evidence for his or her assertions, and does the site include source citations, bibliographies, and so on?

Internet Sources • “Is the Web site affiliated with an academic institution, press, or journal? . . If ‘. edu’ or ‘. gov’ appear in the address, it has been posted by an educational or governmental institution, which may give you some confidence in the material it contains.

Internet Sources • “Is the Web site sponsored by any particular group or organization? (Look for ‘. org’ in the URL. ) Do you know anything about the interests and concerns of the individual or group that publishes the Web site?

Internet Sources • “Does the information on the Web site coincide with what you have learned about the subject from other sources? • “Has the Web site been updated recently? • “Does the Web site contain useful links to other sites? ” 19 -20)

Writing a Research Paper • “Choose a topic that interests you. ” (33) • “Consider the availability of sources. ” (33) • “Narrow your subject down to a workable topic. ” (33) • “Start your research early. ” (34)

Writing a Research Paper • “Begin by consulting your professor. ” (35) • “Generate a working bibliography. ” (35) • “Use both primary and secondary sources. ” (36) • “Use nonwritten materials where appropriate. ” (36)

Internet Searches • Use more than one search engine. • Use metasearch engines such as Meta. Crawler or Inference. Find • Use as many key words as you can think of, and try different spellings of the key words. (37 -39)

Issues of Style • • “Avoid anachronism” (44) “Be aware of your own biases. ” (44) “Do not open with a global statement. ” (45) “Include your thesis in your first paragraph. ” (46)

Issues of Style • “Make clear connections between ideas. . To choose transitions that are appropriate, you will need to consider how your ideas are related to each other. ” (48)

Effective Transitions • “To compare: also, similarly, likewise • “To contrast: on the other hand, although, nevertheless, despite, on the contrary, still, yet, regardless, nonetheless, notwithstanding, whereas, however, in spite of

Effective Transitions • “To add or intensify: also, in addition, moreover, furthermore, too, besides, and • “To show sequence: first (and any other numerical adjectives), last, next, finally, subsequently, later, ultimately

Effective Transitions • “To indicate an example: for example, for instance, specifically • To indicate cause-and-effect relationships: consequently, as a result, because, accordingly, thus, since, therefore, so” (48)

Issues of Style • “Anticipate and respond to counterevidence and counterarguments. ” (50) • “Avoid conversational language, slang, and jargon. ” (51) • “Make your language as clear and simple as possible. ” (52)

Issues of Style • “Avoid biased language. ” (52) • Use the past tense in preference to the historical present tense. (53 -54) • Under most circumstances, the active voice is preferable to the passive voice. (54 -55)

Issues of Style • Consult your professor on the use of the pronouns I, you and me • Your teacher strongly believes that the use of personal pronouns I, you, and me should be avoided if at all possible!