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Stage I: The Structural Outline
Overall Instructions
The history research paper should constitute an important part of the class.
The student should learn to form an opinion on a particular topic and to
provide supporting documentation. The first stage of the writing
process, the search for a general topic, allows the student—prior to any
research—to construct, organize, and arrange his or her paper in a clear,
concise fashion. Following this, the student should narrow the paper
to a specific area, developing a thesis. The instructor should collect
the student’s results two to three weeks after the original assignment,
marking these with approval, rejection, or a recommended modification.
Step 1: The General Topic
This is the easiest of the steps since the student need only pick a time
period, person, or event. Women in colonial America, World War I,
slavery, or George Washington are all possible topics.
Step 2: The Specific Topic
After selecting the general topic, the student should examine the choice
and refine it into a more manageable topic. A good rule of thumb
is that the specific topic should be as small as possible so that the student
can concentrate on one aspect of the general topic. For example,
a specific topic concerning women in colonial America might be to find
two or three women who made a substantive impact on colonial culture; a
specific topic concerning World War I might be to examine either two or
three significant battles or the technological advancements of the war;
and a specific topic concerning George Washington might be to examine two
or three beliefs or traits that he held or used throughout his life which
enabled him to manage difficult situations. Notice that all of the
examples contain a number for the specific topic (two or three).
The reference to a specified number of elements derived from the general
topic will permit the student to handle the material and provide a more
convincing argument in the complete thesis.
Step 3: The Thesis
Once the student chooses the specific topic, he or she then needs to devise
a thesis around it. When developing a thesis the student should ask
him or herself some of the following questions: do I have a positive or
negative view of my subject?; was my subject beneficial or detrimental
to the nation?; what do I want the reader to know about these specific
elements and overall general topic?; and most important, what is the point
of the paper? It is more than informational and, thus, should be
persuasive. One example would be: “Throughout his entire career,
Washington relied on three important beliefs to solve difficult situations
and problems:——————.” (see Step 5 for completion of thesis). While
this thesis is potentially good, it is not complete since it still needs
the three beliefs or traits. It does, however, show that the writer
possesses an opinion concerning Washington, and that—in and of itself—is
extremely important. To be convincing, however, the student will
need to outline the three beliefs that directly support the thesis (Step
5).
Step 4: The Components
This may well be the second most important step in the process (the first
being the thesis). The student needs to read about the subject matter
so he or she can filter and analyze the evidence necessary to support the
thesis. The first part of the example thesis reads: “Throughout his
career, Washington relied on three very important beliefs or traits for
his ability to handle and solve difficult situations and problems:——————.”
After reading some information on Washington, the student should finish
the thesis by finding, for example, three character traits that Washington
possessed and used to his advantage. The three attributes might be:
“consistent patience, analytical memory, and ability to connect seemingly
unrelated events together.”
Step 5: The Complete Thesis
When coupled with the thesis, the components fit nicely together and form
the complete thesis: “Throughout his entire career, George Washington relied
on consistent patience, analytical memory, and his ability to connect seemingly
unrelated events together to help resolve difficult situations and problems.”
Step 6: The Bibliography
The Bibliography should never contain any reference works (dictionaries,
encyclopedias, textbooks, etc.)!! Instead, it should contain monographs,
books on the specific or general topic that will be used for informational
purposes throughout the paper. Articles from magazines, journals,
or newspapers should also be included if possible. The bibliography
should be stapled to the Stage I work sheet each time the work sheet is
turned in for review.
Stage II: Substance
The objective of the second stage is to demonstrate the necessity of taking
detailed and organized notes which directly support the components of the
complete thesis. The student needs to illustrate significant evidence
to convince any reader of the thesis. In short, this stage forces
the student to take notes and organize his or her thoughts prior to the
actual writing process. The instructor should require the students
to photocopy this stage since it should be given back ONLY after the final
paper is completed.
Step 7: The People
The student should examine each component separately, discovering the significant
people involved; the work sheet has sixteen spaces for possible name entries.
THE STUDENT DOES NOT HAVE TO FILL ALL SIXTEEN LINES. Rather, the
student should have at least two or more names for each component.
On the lines provided the student should write the name of the author (title/position
if applicable) and the component(s) to which that person corresponds.
Remember, the student should obtain the names of the scholars who support
the thesis.
Step 8: The Events
Much like Step 7, this step involves events within each component which
support the thesis. On the lines provided, the student should fill
out as much information about the event as possible, including the component
to which it relates. On the work sheet there are sixteen spaces for
possible event entries. AGAIN, THE STUDENT DOES NOT HAVE TO FILL
OUT ALL SIXTEEN LINES. He or she should, however, have at least two
or more names for each component.
Step 9: The Quotes
The student needs to list the ACTUAL source of the quote: author, title,
page number, indication of whether it is a primary or secondary work, and
the corresponding component. For example: Washington’s quote, Smith
book, p. 169, primary, component # 2; or Smith’s statement, Smith book,
p. 184, secondary, component # 3).
Remember: the shorter the quote, the better the presentation of the
supporting evidence. In other words, the student should cut right
to the quote’s heart, discarding all extraneous material. The quotes
should support at least one of the components of the thesis.
Name: Date:
Pd:
Paper Writing Guide Stage I
United States History
Directions: PRINT OR TYPE EVERYTHING ON THIS HANDOUT!!! REMEMBER
TO ATTACH A COPY OF THE BIBLIOGRAPHY TO THIS SHEET.
1) General Topic:
2) Specific Topic:
3) Thesis:
4) Components of the Thesis:
a)
b)
c)
d)
5) Complete Thesis:
Evaluation: Approved Rejected
Work on:
Name: Date:
Pd.:
Paper Writing Guide Stage
II
United States History
Directions: PRINT OR TYPE EVERYTHING ON THIS HANDOUT!!! REMEMBER
TO PHOTOCOPY
THIS STAGE SINCE IT IS ONLY RETURNED AFTER THE PAPER IS COMPLETED.
Components (List each component as approved for Stage I):
a)
b)
c)
d)
Step 7: People (Full names, positions/titles, etc.)
1) Name: Component:
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3) Name: Component:
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Step 8: Events (Provide specific dates/times, etc.)
1) Name: Component:
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Step 9: Quotes (Note whether primary or secondary)
1) Name: Component:
2) Name: Component:
3) Name: Component:
4) Name: Component:
5) Name: Component:
6) Name: Component:
7) Name: Component:
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