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How to write and essay

This guide offers a structured process for writing an essay, from brainstorming and organizing ideas to crafting arguments and supporting them with evidence. It includes tips on creating impactful introductions, conclusions, and answering source-based questions. Helpful for students looking to improve their essay writing skills.

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How to write and essay

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  1. How to write and essay

  2. Process • On a big A3 piece of paper make a brainstorm of everything you know about the topic first. Then go through your notes and text books to add more knowledge. Your page should be full. It may not be neat or in any order. That is ok for now. • ‘Capture’ good words and phrases on your sheet. These do not have to be quotes you use but ways that you will describe and explain things in your own essay. • Take a break. • Look at your A3 sheet. Can you group any of the evidence and ideas them into a system? E.g. these ideas are all similar/the same. They might all be economic points, or ones about a particular issue. • Take a separate new piece of A4 lined paper. Using these collections of ideas write out a series of POINT sentences using the WFTQ and SPERM (where relevant). Think of these as like mini-titles that directly answer the question. They should be short. Write as many as you can, even if some are repetitive and you think some are a stretch. • Take a break. • Go over POINT sentences. Eliminate the rubbish ones. Combine the ones that could be combined. E.g. these social and political points could be united into one POINT. You should now have 4-6 POINT sentences. • Using your A3 sheet find evidence to back up the POINT sentences. • Either on a new A3 piece of paper, or on a series of A4 lined pieces of paper, write your point sentences out again. Add evidence in bullet points underneath your POINT sentences. • Write EXPLANATORY sentences. These start with “This means that…because…” “Therefore…WFTQ…” • Write Intro. These are 3 sentences long. One sentence gives the arguments for, one sentence gives the arguments against. The last sentences reaches a judgement using the WFTQ. • Write your conclusion. 3 – 5 sentences. Explain which arguments are the strongest and why. Reach a final judgement in the last sentence uising the WFTQ. • Take a break • Using your plan write your essay. • Go to sleep • Re-read your essay and improve it the next day.

  3. TWE do you agree with the view that Chartism was primarily the product of economic depression in the years 1838 – 1848?

  4. DIRT Time L.O. to develop an understanding of how to improve my essay by reviewing past essays. Key words: Historical Materialism = Marx’s idea that at root all history is the story of economic change.

  5. Judgemental adjectives: Exaccerbated Fundamentally Set a precedent Catalyst Long term Short term Intensifiy Exagerated Encouraged Gave a voice piece to National issue Put it on the agenda Set the agenda Prohibited Limited Hindered Detered Undermined Prevented Transformed Highlighted Emphasised Restrained Discouraged Dissuaded Impeeded Obviate Obdurate Divert

  6. The industrial revolution caused the deterioration of the living and working conditions of the new working class and this led to Chartism. In the long term the industrial revolution and the conditions it created fostered the climate in which the working classes demanded political representation to improve their living conditions. The Poor Law of 1834, and failed reforms exacerbated the poor living and working conditions endrued by the working classes. The frustrations of the political disappointments of the Reform Act of 1834 were compounded by the failures to improve the economic condidiotns of the lives fo the working classes which caused the growth of a political movement. The economic depression in the years 1837 – 1848 exacerbated the poor living and working conditions of the working classes. The short term deterioration of the living and working conditions of the working classes was the direct trigger that caused the writing of the Charter in 1838.

  7. Sophisticated language French revolution: ‘set a precedent’ ‘blue print’ for revolution ‘Theoretical foundations upon which demands for reform are based.’ Pitt’s repression caused… ‘pent up frustrations which emerged in the long term.’ ‘backlash’ ‘reaction’

  8. How to write an introduction: • 3 sentences (up to 5) • Explain why ewe agree with the argument using the WFTQ and SPERM • Explain why we disagree with the argument using the WFTQ and SPERM • Reach a jjudgment

  9. How to answer Source Based Questions L.O. to develop an understanding of the system we will use to anwersoruce based questions in the exam. COK NOPT Content Own Knowledge Nature – what type of source it is Origin – Who wrote it? When did they write it? Where did they come from? Purpose – the aim of the source. What does it want you to think, feel or do? Tone – the attitude. It is conveyed in the language.

  10. Write 4 paragraphs and an intro and conclusion. The source’s content backed up by OK for focus 1 The source argues…. . This is backed up by my own knowledge because… This is therefore valuable for telling me about the behaviour of the crowd at St Peter’s field because… The sources NOPT for focus 1 The soruce is a ….. . This makes it valueable for telling me about the behaviour of the crowd at St Peter’s field because… X2 for the second foci

  11. The source is of value for focus 1 - COK NOPT The source is limited in value for focus 1 - COK NOPT The source is of value for focus 2 - COK NOPT The source is of limited value for focus 2 - COK NOPT

  12. TO DEVELOP YOUR SKILL IN MAKING JUDGEMENTS BASED ON SOURCES AND HISTORICAL KNOWLEDGE / UNDERSTANDING OF THE HISTORICAL CONTEXT How balanced (objective) is it? Evaluating the primary / contemporary sources How accurate is it? How complete (wide ranging/ far reaching) is it?

  13. EVALUATING THE PRIMARY / CONTEMPORARY SOURCES How balanced (objective) are they? Detached, neutral, fair , one-sided – not balanced. Positive view only / negative view only / too opinionated without proof. Here you must think about why (purpose) the source(s) would have been produced -to inform public or to make a profit or change public’s views, propaganda? Is the source(s) one sided? Is it only displaying one view? Is the view distorted on purpose? Do NOT use the terms bias/ed Is the source(s) isolated? Does it represent more than one view or only one? Think about author’s intention or background to explain the balanced/unbalanced content of the sources. THE ANALYSIS WITH OWN HISTORICAL UNDERSTANDING / CONTEXT How accurate is it? Trustworthy, honest, precise, correct, exact. Here you must continually determine whether you trust the source(s) and state why you do or why you do not. Is it correct (accurate)– own historical knowledge to support Your own historical knowledge and comparing the content of the source(s) will permit you to determine accuracy. How complete(wide ranging/ far reaching) is it? Whole , comprehensive, wide ranging, thorough, representative, reflective. Here you must determine if the source(s) illustrate only one view/focus, only on one group? i.e. if Giolitti is representing everyone’s views or just a section of society? Think national and break down i.e. soldiers, farmers, regional, politicians, veterans, Church. Does the origin/providence make the source(s) limited? Would other sources be needed to check particular facts / dates / figures? What details are included and what details are missing? Do the details in the source(s) support each other or not? Do the details in the different sources determine what actually happened in reality?

  14. MOVING ON – QUESTION 3. ROBSON p. 19 With reference to Sources 1 and 2, and your understanding of the historical context, assess the value of these sources to a historian studying the stability of the Liberal regime in the years 1896 – 1914. SET YOUR CRITERIA

  15. MOVING ON – QUESTION 2. ROBSON p. 19 How far could the historian make use of Sources 1 and 2 together to investigate why groups opposed to the Liberals emerged in the years 1896 – 1914? Explain your answer, using both sources, the information given about them and your own knowledge of the historical context. SET YOUR CRITERIA

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