WRITING ESSAY EXAMINATIONS

1. Identifications: 

Identifications are short paragraph-length essays. Most of the items are included in the lecture material and are listed on the board; others are from major topics covered in the readings. A good response will:

a) identify or define (who, what, where, when) the item clearly and accurately, and

b) explain its historical significance (why).

Ask yourself "What important things did this person do, what important events happened here, how did these things occur?" Try to be as specific as possible and include the truly important elements. Mark this part of the ID. Organization and even whole sentences are not necessary.

[Example] Akkadians: first Semitic people in lower Mesopotamia, Sargon was their greatest leader; 3500 BC on. HS: Interacted with and dominated culturally by Sumerians. Sargon created first empire to take in all Lower Mesopotamia. Akkadian language became administrative language of Mesopotamia and remained so. [did you notice the "HS" for "historical significance?]

2. Essays: 

Essays are made up of paragraphs which develop (argue or illustrate) a topic (theme or thesis) in a logical manner. A good essay has a clear introduction, a body of evidence and argumentation, and a firm conclusion based on what was written. Introductions and conclusions in an in-class essay should be very brief and specific. The bulk of the essay should be in the body. Remember that clarity is of utmost importance in your essay.

Some pointers:

a. BE SURE YOU UNDERSTAND THE QUESTION. Read it carefully, and ask the instructor to clarify unclear items. Do not write unless you are sure what is being asked.

b. MAKE AN OUTLINE. Plan what you intend to say. The outline should be brief but should contain enough to guide you through the essay and prevent meandering.

c. A GOOD INTRODUCTION IS ESSENTIAL. This should be a clear but short paragraph that indicates what you will discuss. Do not rewrite the question, start in with your own words. Make sure that you are confronting the entire question and only that question.

d. USE PARAGRAPHS. If the question requires you to discuss or evaluate several different items, use a separate paragraph for each. Tie the paragraphs together with transitional sentences. Above all, be clear.

e. USE PRECISE AND RELEVANT EVIDENCE. Make sure it supports your argument. Use factual evidence such as names, important events, dates, and similar information. Do not, however, simply list information without showing how and why it fits your theme.

f. TIE IT ALL TOGETHER WITH A CONCLUSION. Summarize your argument and relate it to your thesis. Do not simply repeat, but do not add new material here.

g. KEEP TO THE POINT. Try to be as concise as you can without omitting important information. Write enough to do the job, but don't use the occasion to try to write War and Peace. While I might be lenient for a paper that is a page longer than the limit, I will be very irritated by one which is written in 8-point type, single spaced, or 3 or 4 pages longer than the limit.

h. READ WHAT YOU HAVE WRITTEN. You need to look over your draft, make changes, edit what you have done, think about the answers you have given. This is a good time to PROOFREAD your work. If you are using a computer, run a spell-check, but don't rely on it to find all your mistakes. There are still those misused, but correctly spelled, pesky little words.