Reading is a key component of learning in this class. The reading material is largely "primary" sources--examples of historians' reflections about the doing of history. These daily readings assignments form the basis of class discussion. You are expected to have read and thought about the material before coming to class and to be prepared to engage in dialogue about the issues raised in the readings. Four things may help you with the reading.

• First, review any background reading in Wilson or in the introductions to selections so that you know the context for the excerpts assigned in the World History texts or in the handouts.
• Second, read with a purpose. Think about the themes of the class and read looking for how the source relates to the issues we are discussing. Many of these excerpts were not written to you, a student in a study of history class. Some details are irrelevant to your purpose and you can ignore them. Instead, look at the larger picture of how this historian's view contributes something to the dialogue on what history is and how it functions.
• Third, keep a reading journal. Instead of taking massive notes while you read, wait until you have finished an excerpt and then write a brief (2 or 3 sentences) journal entry summarizing the main point AND your reaction to it, perhaps comparing it to other readings. Bring your journal to class, as these entries will help you participate more effectively in class discussion.
• Fourth, talk to each other and the professor both inside of and outside of class, live or in virtual reality through email.

You should begin work on this assignment in the second week and have a rough draft of your bibliography by the end of the fifth week. On the last day of class, when the assignment is due, each student will give a short (maximum 5 minute) presentation on what they learned.

• Pick a historical subject (person, place, object, or issue) and search for it electronically on Voyager (scholarly books, journal articles) and on the Internet (including sites with bibliographies, popular films, museums, class syllabi).
• Write a review of the results in the form of an annotated bibliography. Assess the quality of the Internet resources using the guidelines linked on Surfing the Internet.
• You may separate your bibliography into sections, depending on your subject: primary sources, secondary sources, Voyager results, Internet sources, teaching resources, etc.
• Use the Chicago Manual of Style for the bibliography (see Rampolla 2c-3); place annotation paragraph in an indented block beneath each entry.

Writing is an integral part of what history is. Since the content of this class is history itself, rather than a particular time or place, writing is the main skill taught, both as a process for learning and as a product of historical reflection.

The reading content of this course is philosophical, often very abstract; writing about such concepts is a skill best acquired gradually. Consequently, the paper assignments build on one another through the semester, "snowballing," as you add new ideas and rethink old ones. Each successive paper question is designed both to elicit a new response but also incorporate the earlier issues. Each paper is therefore longer and worth more. The last paper, due the last day of class, is your ultimate product applying what you have learned to real life outside the ivory tower of academia.

Guidelines:

• Format. Citation style in these papers should follow the Chicago Manual of Style as explained in both Rampolla and Hacker. Problems with grammar, punctuation, spelling, and syntax will be marked with references to the Hacker Pocket Style Manual. Such writing errors will affect your grade to the degree that they make the content incoherent. All papers should be typed, double-spaced in 12 point font.
• Style. The papers should be analytical, arguing a specific thesis in response to the question. They should be organized around sub-arguments, and contain evidence--references from the material we or you have read. Rampolla chapter 4 has guidelines on style in history papers. If you want an idea of my grading standards, look at Grading Rubric, which explains the criteria used by Advanced Placement tests in evaluating writing.
• Voice. The papers should not be personal opinion ("I feel that history is important to me because I. . ."), but should express what you think in a clear and logical way ("History has three main uses in society. . .). All thoughts expressed are assumed to be your own, so the use of "I" or "me" is generally unnecessary.
• Quotes. Do not use quotes from the readings as a substitute for your own sentences, but use them sparingly to illustrate someone else's views that you wish to analyze or discuss. Quotes from the sources serve as evidence in your paper, so don't string together a series of quotes and call it an argument. If you are in fact adopting someone else's argument, then put a footnote on it. Excessive quoting or footnoting is evidence of not enough digestion and reflection on your part.
• Plagiarism. Know what it is and don't do it. Check Rampolla and Hacker for guidelines and these sites for definitions: Bramer at Widener University;. Plagiarism and academic dishonesty in general are violations of the Student Conduct Code that will result in serious penalties.

• I have some writing strategies on the web that may be useful to you:
  • Matrix: Organize and conceptualize material
  • Mindmap: Generate ideas, develop thesis
  • Outline: Construct your paper
• The Writing Workshop in Kuykendall 402 provides consultation in the writing process. Call 956-7619 to make an appointment.
• The Manoa Writing Program home page has information on the goals of the Writing Intensive designation as well as links to advice on writing.
• Paradigm is a useful page for writing process.
• Writing Research Essays in North American Academic Institutions is an excellent overview of what a research paper looks like and some common errors

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kjolly@hawaii.edu 7/13/01