What is an exam essay?

The exam essay is a wonderful opportunity for you to demonstrate your knowledge of the material covered in class and in the assigned reading.  But more importantly, the essay is an opportunity for you to show the cause and effect relationship between the many “facts,” events, stories, or patterns that make up our collective past.  Knowing the time, date, or era in which an event happened or pattern was established is only a small part of the equation which leads to understand the past.  Real understanding is evidenced by explaining the all-important reasons why, or cause and effect story of the past.

Your responsibility in the essay is to assemble information into a coherent explanation of the past based, of course, on the original question.   The essay exam is not designed to encourage you to simply recount the information presented in lectures and assigned reading.  Recall is neither knowledge or understanding.  History, after all, is not simply a series of loosely piled, jumbled, or recounted facts.  History, and our understanding of it, is the relationship between those facts.  As a result, it is vitally important that you demonstrate the cause and effect relationship between the facts, events, patterns, or eras that makes history understandable and meaningful. 

How is this done?

The first step is ordering the all the information available to you.  Depending on the question, a straightforward chronology may be helpful.  Once you’ve settled on a chronology or orders aimed at answering the question, link that structure together by demonstrating the relationship between the facts, events, patterns, or eras you've identified.  It may sound simple, but forcing yourself to use the word “because” may be helpful.  Things happen for a reason.  The reasons may be very idiosyncratic or the result of years, decades, or centuries of carefully planned policy.  Either way, it is the responsibility of historians (and students of history for that matter) to explain that relationship.   

Crafting a good essay is like assembling a brick house, building an automobile, or sewing a quilt.

• First, be certain you have all the bricks, parts, patches, or information you need to complete the process.  In the case of history, this is accomplished by attending lectures, taking part in the in-class and on-line discussion, being an active reader, and asking questions (of lectures and readings) early and often.  And most importantly, offer your own answers (with carefully researched evidence). 
• Next, order those bricks, parts, patches, or information.  Foundation pieces belong on the bottom, detail on the top.  
• Now, as you are constructing your essay, add mortar, tighten the bolts, connect the patches with thread, or explain the cause and effect relationship.
• And lastly, summarize your project/essay in a brief conclusion
  

Sounds good.  Now what do I do?

Be active!  You are not a sponge.  You will not be able to simply "soak up" the information required by passively listening to lectures, reviewing slide lectures on-line, or mouthing the words in the assigned reading as your eyes glance over them.  All you'll be able to do then is wring yourself out into a puddle on a bluebook!  Doing so will only create more work for the custodial staff.

Instead, prepare for the exam by listening to lectures in an interactive fashion, making sure you understand how the pieces fit together by testing yourself as you listen.  Ask questions when things don't make sense.  Engage the reading in the same way.  Ask questions as you go along.  Take notes and work to answer to your questions as you complete the reading.

As the exam approaches, align your notes (from lectures and readings) with each of the questions from the study guide.  Separately outline the facts (in order) for each of the essay questions from your reading and lecture notes. Fill in the detail (cause and effect relationship) connecting those facts.  Do not simply highlight key points in your notes.  (If you have a highlighter, throw it as far as you can--be careful not to hit anyone).    People learn best by writing and explaining things.  Highlighting will help you find information in the future, but will not help you in outlining the essays.  Use a separate sheet, (or several sheets) of paper as you outline each question.  Now, and here's an important point, find someone to which you can explain your answer.  Ideally, this might be someone else in the class.  Alternately, find a friend, roommate, dog, or cat.  Encourage your audience to ask questions as you go along.  (This is more difficult with the cat.)  Be prepared to answer their questions.  This is why it's best to have a study partner from the class--they will ask the most appropriate questions.   Reverse the process and listen to their answers and ask questions as they proceed.  People learn best by "doing" and can demonstrate their knowledge when explaining their understanding to others.  This process helps identify gaps in your understanding before the exam!  Following this process will eliminate the possibility of your answering the question for the very first time while completing the exam in class.

Ok, exam day is here, what do I do now?

• Come to class on time--maybe a few minutes early.  

• Relax

• Read the question (be sure what you’re writing answers the question)

• Think of the outline you created while studying for the exam and jot down a brief version that outline, perhaps on the inside cover of your bluebook

• Relax

• Provide a thesis in your opening paragraph  (do not be afraid to use the word "because" here)

• Provide ordered, connected evidence in support of your thesis

• Relax

• Include a clear and concise conclusion  
  

So, what's an "A" on these exam essays?

Elements of an "A" essay:

• A clear, immediately available, reasonable and accurate thesis which provides an answer to the question

• An ordered examination of the facts/patterns/eras which support the thesis

• A clear, accurate, and complete description of the cause and effect relationship between the facts/patterns/eras presented 

• Coherent grammar, spelling, and punctuation

• A solid progression, paragraph by paragraph, leading up to a conclusion in support of the thesis presented

Ok, so what's a "B" essay?

• A  reasonable thesis which provides an answer to the question

• An ordered examination of the facts/patterns/eras which support the thesis (may include minor problems in order or the discussion of the relationship between the key points examined)

• An  accurate and complete description of the cause and effect relationship between the facts/patterns/eras presented (may include minor problems in order or the discussion of the relationship between the key points examined)

• Coherent grammar, spelling, and punctuation (minor grammar, punctuation, and spelling errors)

• A solid progression, paragraph by paragraph, leading up to a conclusion in support of the thesis

How about a "C" essay?

• A  thesis which provides an answer to the question

• An ordered examination of the facts/patterns/eras which support the thesis (more serious problems in order or the discussion of the relationship between some the key points examined)

• A description of the cause and effect relationship between the facts/patterns/eras presented (with some minor problems in order or in the explanation of the relationship between the key points examined)

• Coherent grammar, spelling, and punctuation (minor grammar, punctuation, and spelling errors)

• A solid progression, paragraph by paragraph, leading up to a conclusion in support of the thesis

And a "D" essay?

• No thesis

• A limited examination of the facts/patterns/eras which lacking order 

• Only the most limited connection between the facts/patterns/eras presented 

• Consistent problems in grammar, spelling, and punctuation 

• A jumbled progression 

• No conclusion

And lastly, a failing essay?

• No thesis

• A limited examination of the facts/patterns/eras which lacking order 

• Inclusion of material not related to the question

• Invented information included as fact

• Only the most limited or mistaken connection between the facts/patterns/eras presented 

• Consistent problems in grammar, spelling, and punctuation 

• A jumbled progression 

• No conclusion