With over twelve years of experience as a History tutor, the question I get asked most from students and parents is ‘How can I turn content knowledge into a good essay response for my History exam?’

It may seem like an obvious, early skill to master but no matter how bright or gifted a student is this seems to be an elusive piece to the exam puzzle. The truth is if I had a pound for every time I was greeted with this question I would now have enough for a pretty decent all-inclusive somewhere sunny.

Parents, you might feel peripheral to the whirlwind of skills and habits that your child needs in exam preparedness. When I get an opening phone call from a concerned parent I can almost hear the hand-wringing, that niggling sense that if your child is not performing as well as they should be, it’s because you are failing them too. But that’s not true at all – the fact you have sought a tutor is demonstrating some solid strategic thinking! After all, a good tutor is not just a talking book (roll up, roll up, press a button and hear a story folks!), but an experienced guide through the challenging terrain of academic study and exam preparation.

Your job is to make a judgment that the tutor you employ has the specific skills that you lack to solve this problem – as the saying goes, you don’t keep a dog and bark yourself! So let’s go through the steps needed to turn your child’s fancy book learning into precision essays.

1. Push-On, Chaps: Read wider than the core

Read the core until you are confident, but don’t be shy in reading in more depth on areas of your course that intrigue you or that you feel could be crucial. A deeper knowledge of some areas will broaden your appreciation of causes of change in history – and may spark a genuine strongly held opinion that you can use in an exam.

A recent student was studying the economic policies of the 1951-64 Conservative Governments and lacked confidence in her essay writing on this dry subject. I recommended some wider reading on specific policies not used in 1951 – the road not taken. The examples she studied were not part of her core content but helped her answer several questions on that same theme with some style when it came to her history exam. Perhaps crucially, it was information she retained. Now those early examples appear in several essays asking different questions on the same period or subject.

GCSE HISTORY: UNDERSTAND SIGNIFICANCE

2. Inked: Start writing now and DON’T stop

Rookie error: read a tonne before picking up a pen. You will forget far more than you will learn if you try to do this. Instead, get writing as soon as possible so you get accustomed to the style and rhythm of a good A-level history essay. For example, read chapter one in your core textbook. Now try writing a few separate paragraphs concerning the chapter content. Studying Germany? Try a paragraph on Bismarck’s early Second Reich – the politics, the ideas and the man himself. Now attach an opinion to all that info. What does it all mean to you as a historian? Now try writing about his economic policies, or his approach to socialism. As you read, write something meaningful and memorable to you. Your hand muscles will remember some of this for you if you do it often enough!

3. Glue: Decide on an argument and stick to it

If you constantly change your mind regarding the importance of events to triggering a ‘historical cause’, you run a high risk of forgetting both general arguments and the important facts. Instead, try to develop a handful of core arguments that span the course content and stick to them always. If you stick with an argument from the start of your study up to the history exam and have repeatedly practiced writing that argument until your hand hurts, you will remember the rhythm of the argument in the exam. Again, use the ‘standard paragraph’ method outlined in Point Two.

HISTORY EXAMS – HOW TO AVOID BEING NARRATIVE

4. Armoury: Use bullet points and paragraphs as weapons in your ‘war’

Writing a winning essay is like fighting to win a war – you need reliable weapons. Once you are happy that you have read and learned some substantial content, start writing some paragraphs. This allows you to form your basic argument and presentation of facts. To elaborate more on Point Two, these paragraphs, constructed by you in ‘peace time’ will be your weapons in ‘war time’. For example, if you are studying Tsarist Russia, it would be a good idea to get a polished ‘standard’ paragraph concerning the liberal reforms of Nicholas II following the Crimean War. Get comfortable writing about the importance of the Emancipation of the Serfs or the Russification policy of the 1880s. These are the big events of your study. Later, when you are attempting to answer an exam question, you can quickly draw those paragraphs like the fastest gun in the west.

5. Crystal: Be clear with your stated position

Don’t prevaricate about the bush! Your introduction should be sharp and focussed, listing briefly the highlights of your essay. Whet my appetite but don’t give me the full meal. And remember to make it very clear what your own argument is. It could be about the importance of one decision, policy, or action in relation to an event embedded in the question. The key phrase is “This essay will…” and then lay out your argument as clearly as possible.

HOW TO STRUCTURE AQA A-LEVEL HISTORY ESSAYS

6. Commit: Never deviate from a clearly stated position

I’ve read so many essays that begin with a good introduction arguing strongly in favour of one ‘primary cause’ pertaining to the premise of the question, before concluding that an alternative cause deserves the greatest support! This makes the writer appear ignorant of their study and their own ideas regarding the causes of events in history.

As made clear in Point Five, your clearly stated argument in the introduction must accurately be reflected in the essay conclusion. Never deviate as you write the main body. It is perfectly normal to change your opinion the more you study and write (we all do that quite often), but it is a grave error to carry that process into the exam. You should by that point have a settled position in your own mind and be able to demonstrate it professionally in a reasoned written argument. That is, after all, the fundamental test provided by an A-level in History.

So get reading and most definitely get WRITING. Make good, clear, engaging sentences and arguments a habit in your studies. This will allow you to build them into mighty weapons for your war in the exam hall. Good hunting, historians.

A bit about the author, Stephen L:

Stephen has over twelve years of experience tutoring A-level History, Politics and Government across various exam boards.

He has a BA (Honours) in History and Politics (First Class) from Northumbria University and a MA in British History (Merit) from Newcastle University.

Stephen’s study interests include the British Government and politics since 1900, the constitution, the role of the prime minister and international affairs in the age of the Cold War. Stephen approaches tutoring history and politics with a firm belief that any problems with writing can be solved with clear communication and practice. His love of writing and clever word-play help with this!

You can enquire about tutoring with Stephen here

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Significance is becoming an increasingly important skill in GCSE history and IGCSE history. All the exam boards are now looking for an understanding of significance to get a high grade, so it needs to appear in essays.

The AQA British paper has questions on significance and importance. This new skill has really extended the idea of consequence into a clear field: now consequences must have a great impact.  

Write an A-Grade essay

For GCSE history and IGCSE history students this means that they must be able to explain an event clearly. As well as being able to connect it to events that may be much later in time and explain their connection. For students aiming for grade 7-9 the more complicated the consequence the better. They should consider wider long-term gaps in time and wider topics (eg socio-economic connected to political).  

Significance in KS3 and GCSE history

This is beginning to impact KS3, as well as GCSE history, and students are often asked to consider significance over time. I have been asking my students to consider it via a significance star. This is based around the LISTS criteria.  This may be helpful for any GCSE students when considering their answers.

How to structure AQA A-level History essays

About Simon

Simon has studied History to Masters Degree Level and gained a 1st in his Dissertation. He has studied the Tudors, Modern America, Russia and many more subjects in great depth.  Simon is Head of History in a prestigious UK independent school and is an expert tutor for The Tutor Team. You can contact Simon here.

You can find out more about Simon, and The Tutor Team, on our Facebook page.

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1. Choose to study something interesting for your history coursework

If you have the chance to choose whichever topic you like for your history coursework and set your own question, or if you are given a list of different topics, choose one you are genuinely interested in. You will be working on this piece for months, so it makes sense to choose something that will hold your interest.

2. Make sure there are no clashes with your other topics

In practice, there are constraints set by the various exam boards to make sure that your topic does not overlap with the components you are already studying for your A level or Pre U. Your exam centre (school, college or independent centre) will need to have your question approved by the exam board and they will not approve a topic with an obvious overlap. For example, if you are already studying the Tudors for AQA, it is unlikely that you can  study a topic set in England between 1485 to 1603. Therefore, if you are setting your own question, ask yourself if it overlaps in date or topic with one of your components. If it does, you will need to find an alternative. Each exam board has slightly different rules, so check on their website to see what the rules are for your exam board.

3. Find your source material early

For your history coursework, you will need to find two types of source material – primary and secondary:

• Primary sources are those that were written at the time and you will also need to find a range of these to support your investigation. To achieve high marks you should look for a variety of primary sources, for example, a letter, a report, a painting, a speech etc.

• Secondary sources are scholarly books or articles by historians, or what the A-level exam boards call ‘interpretations.’ This means that your investigation will only be viable if historians have written about the topic and, preferably, argued over it. You will need to understand the arguments that provide a framework for your chosen topic. Historians call this the historiography.

Therefore, the question you set yourself will only be able to achieve high marks if you make sure there are both secondary sources (scholarly argument) and primary sources (original material) to support your investigation. If you cannot find these, you should re-think your question.

4. Remember you actually have to answer the question!

It sounds really obvious – but remember that you actually have to answer the question you set yourself!  You need to choose something that is achievable in the time frame and gives you a good chance of success. A good question will give you a framework within which to research and write – you are looking for something that is not too vague nor too wide.

You also need something that you can address in the historical time frame (e.g. around 100 years for AQA) and a topic that you can analyse and evaluate in approximately 3, 500 words (check the word limit for your own exam board). In practice, any question that is too wide, too vague or unlikely to be achievable should be vetoed either by your school/college/independent centre or the exam board. However, this will waste your valuable time and is not totally foolproof, so choose an achievable project to give yourself a fighting chance of achieving that elusive A grade.

5. Choose a good format for your history coursework question

The standard ‘for and against’ question format will always be a good choice and will give you a framework within which to set your investigation. There are various ways to word such a question e.g. ‘How far…’, To what extent…’ ‘Within the context of … how important was…’ which will give you a clear framework and a direction for your investigation. Keep it simple is good advice here. Remember, though, to define your framework by including the date range in your question. For example ‘Within the context of 1790 to 1890, how important was…?’

Done well, the NEA or Personal Investigation will teach you a huge amount about how historians work, how sources are used and how to construct an argument. This will help you enormously when you come to the final exams and it can be a very valuable contribution to your qualification. It can also be enjoyable as it is your first chance to ‘do’ some real historical research. Choose your question with care and you automatically give yourself a head start.

Exam Board History Coursework Guidance

AQA Guidance

Cambridge Pre U Guidance

OCR Guidance

Edexcel Guidance

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Introductions

You don’t really need an introduction for the source questions.  In the exam you will be pressed for time so it is sensible to just start with your analysis of extract A.  However, for the essay questions you will need a short, clear introduction that references the question and states your line of argument.

The most helpful tip I can give you is this; write the introduction last.  Why do I advise this?  Because if you state your line of argument and what you intend to include, you then have to make sure your whole essay and conclusion matches your introduction.  Obviously you should have a plan to follow but it is far, far easier to write the body of your essay and your conclusion, then make the introduction fit the essay you have just written.  It makes writing the introduction a breeze because you will know exactly what you have argued, which evidence you have used, the order you have presented your material and what you have concluded.

No Surprises

Remember there should be no surprises for your marker or examiner in history.  You are not writing a best seller where you build up the tension and then do a dramatic ‘ta da’ reveal.  That will only confuse your examiner and lose you marks – potentially a lot of marks.  What we want is a nice, clear format where we can see exactly what you are arguing, exactly what evidence you are using, and exactly what you have concluded.  Importantly, we want to know this at the start of the essay.  If you make your marker or examiner keep stopping, re-reading chunks, and going back and forth to try and understand your argument, you’ll just end up with an unhappy and frustrated reader.  And this is the person who is going to award your marks!  Be clear.  Be concise.  Get to the point quickly.  Give evidence to back up your points.  Reach a judgement.

History Essay: How to write an A-Grade Essay

Block Essays

For AQA you use these for the extract questions; the two sources for AS and the three sources for A level.  You write the essay in blocks of text which are focused on one area.

For the source questions you don’t need to get too clever with hopping back and forth between sources and points. Decide and plan what you need to say and then write it clearly, with a clear assessment of each source, in big chunks of work. Do not worry about an introduction– just get straight into the analysis. First address Source A in a block, then Source B in another block and (for A level) Source C in a final block.

Remember that you need to assess the sources.  Keep doing that all the way through.  Assess each source as you write the block and do a mini summary at the end of each section.   You can then bring the sources together in a very short conclusion at the end (no more than a couple of lines) where you can summarise your convincing/valuable assessment of the sources.  It is very important that you make a clear judgement for each source, as that is what the question asks you to do.

By the way, when we talk about blocks it does not mean you have to cram everything into one enormous paragraph. If you have plenty to say (and hopefully you will) you should use a sensible paragraph structure. The reason it is called a block essay is that you deal with one section completely, in this case each source, before moving on to the next section.

Point-by-point essays

Point-by-Point essays are much trickier to master but are well worth the effort as, done properly, they tend to achieve higher marks. For AQA you can use this style for everything that is not a source question. The key to an excellent point-by-point essay is all in the planning; it will only come out well in the writing if you know exactly what you are going to argue and the order in which you are going to introduce evidence and points. So it is crucial that you make yourself a good plan!

Essentially, all the AQA essay questions at both AS and A level ask you to argue ‘for or against’ a hypothesis. They will look something like this:

‘Victorian governments in the years 1867 to 1886 had little interest in social reform.’ Explain why you agree or disagree with this view.

Or

‘Henry VII had successfully established monarchical authority by 1509.’ Assess the validity of this view.

Your job, therefore, is to find evidence from your course for both sides of the argument i.e. both ‘for’ and ‘against’ the hypothesis. You absolutely must have evidence for both sides – not just one side. The evidence goes down on your plan, divided into ‘for’ and ‘against’ the hypothesis. Whichever side you end with more evidence for, or more convincing evidence for, that is the side you will conclude is most persuasive.

History Exams – How to avoid being narrative

Imagine it like a tennis match

Imagine it like a tennis match, where the ball starts on one side of the tennis court, is played and then sails over to the opposing side.  A point-by-point argument is like this – it is oppositional, with two opposing sides. You should aim to bounce back and forth between the points and the two sides of the argument. Begin with one of the points from your plan, either for or against the hypothesis. Deal with the point in detail, using clear examples as evidence and linking it firmly to the question.  That’s your opening shot.

Next, pop straight over to the opposing view and deal with that point, again using clear examples and linking to the question. Repeat this ‘back and forth’ technique until you have covered all the points and evidence in your plan.

To do this really well it is usually better to put up the side of your argument that you will oppose first. You outline the ‘other’ side of the argument and show that you understand the opposing view. Then you switch over to the other side of the hypothesis, i.e. ‘your’ argument, and use powerful evidence to back it up. Remember this is all about argument and analysis.

Back to our tennis match analogy; the ball is your argument, which bounces back and forth between the players, but you need ‘your’ side to end each point with the big shot – the one that wins the game.

How to use Provenance in History Exams

The Conclusion

You must conclude in line with the most persuasive and convincing evidence you have included in your plan.   This sounds really obvious, but I have lost count of how many A-level history essays I have marked that argue effectively for one point of view, but then conclude in favour of the other side.  The most common reason for this happening is that the student has moved off their plan when writing up the essay.  Follow your plan!

At the end of the essay your conclusion should sum up all the main points of argument and then should reach a judgement.  Don’t sit on the fence, no matter how tempting it is.  You need to make a judgement.  The conclusion should mirror your introduction and the main points of argument in the body of the essay, so the work ends up as a coherent, clear argument from introduction to conclusion.

The point-by-point essay takes practice, so it will help if you can get some feedback from your teacher or tutor, or even a parent who will be able to tell you if your argument is clear and makes sense to the reader. Do persevere, however, because when you get the technique right it will gain you more marks in the end.

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History exams: Avoid being narrative

Whenever a new student comes to me for history tutoring after getting a D grade (or lower) in an assignment, the first thing I check is whether they are taking a narrative approach. Very often, that is exactly what is happening and it is why they have received a low grade. So, what is a narrative approach, why doesn’t it work and how do you change it?

The Cambridge English Dictionary defines narrative as ‘telling a story or describing a series of events.  Stories have elements such as characters, a plot and description. Storytellers use figurative language and literary devices such as metaphor, similes and emotive language to bring the narrative alive. ‘Surely then’, students often think, ‘history is a story. It has characters (historical figures), a plot (chronology) and description. So, if I retell the story in chronological order with plenty of description and talk about the historical figures, that will be fine.’ Sadly not!

Why doesn’t the narrative approach work?

The narrative approach doesn’t work because academic history is about an argument, not the story. As historians, whilst we need to understand the narrative (what happened, when and to whom)  this is only the beginning.   It is what we do with this knowledge that is important and the key to getting high grades. History is all about analysis.  You need to create an argument based on the question and select the correct evidence to back up your argument. This evidence will be drawn from your course content.

In many ways, the thought process in academic history is far closer to law, or even science, than a creative discipline. It requires you to have a huge amount of knowledge and to approach each problem in a systematic, analytical way. The language of history is also very formal, objective and argumentative. Description or figurative language is anathema to academic history. So, how do you change it?

Example: to what extent were rebellions between 1485 and 1509 a threat to crown authority?

Narrative approach

Henry VII seized the crown of England in August 1485. After a fierce and important battle at Bosworth Field, Henry wrested the crown from the evil Richard III and emerged victorious from the field of conflict. This marked the end of the House of York and the emergence of the triumphant Tudor Dynasty, whose monarchs would reign over England until the death of Elizabeth in 1603.

It was not long before Henry faced his first rebellion. The treacherous Francis Lovell and the Stafford brothers (Humphrey and Thomas) had sought sanctuary within the safety of Colchester Abbey after the Battle of Bosworth. Their fiendish aim was to defeat Henry and restore a Yorkist monarch to the English throne…

This is obviously narrative. It is telling the story, in descriptive language, whilst trying to create a sense of drama. It is also subjective, as the student has clearly sided with Henry VII. Furthermore, it is not addressing the question. The content may be generally correct, but if the student continued in this vein it would get a very low grade.

Analytical approach

Henry VII faced several rebellions during his reign. His usurpation of the crown from Richard III had placed him in a vulnerable position. As he had taken the crown by force after defeating Richard III at the Battle of Bosworth in August 1485 he had, arguably, left himself susceptible to Yorkist plots to restore the monarchy to the House of York.

In 1486 Henry VII became aware of attempts by Viscount Lovell and the Stafford brothers to raise a rebellion against him. Their aims were clearly dynastic and aimed to restore a Yorkist monarch to the throne. In some ways, this rebellion can be seen as a distinct threat to the king’s authority, as the aims of the conspirators were to remove him from the throne and the challenge came early in his reign before the Tudor dynasty was firmly established. However, it is debatable exactly how much of a threat the Lovell and Stafford rebellion actually posed to Henry VII’s crown. Firstly, the king had employed a system of spies to monitor potential Yorkist threats and had therefore received valuable intelligence on the rebels, which enabled him to nullify the threat quickly. Secondly, Lovell and the Stafford brothers were minor nobles without a great following or very substantial wealth upon which they could base a rebellion. Consequently, they failed to raise significant support from their retainers. Finally, there was no obvious Yorkist contender for the throne for the rebellion to centre around…

See the difference?

The approach in the second attempt is much more analytical. It still has the historical knowledge, but now the focus is on analysing it rather than telling the story. The language is also different; the descriptive language has been replaced by more formal, evaluative language reflecting the move towards analysis. Also, whilst the student is making a judgement, it is based on their assessment of the evidence rather than being openly subjective in favour of one party.

Try it for yourself in your history exams

It takes regular practice to develop an analytical approach to writing history.  It is often particularly difficult for students who have already adopted a narrative writing style to change their technique, but with perseverance, you can change the focus and your marks will increase in history exams.

Related: How to use Provenance in History exams

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About Dr Rose

Dr Janet Rose studied at The University of Oxford & tutors internationally for The Tutor Team. You can find her full profile here

Janet also runs The Tutor Team Facebook page  and The Tutor Team’s Virtual Book Group

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Defining Provenance

The Oxford English Dictionary defines provenance as ‘the place of origin’ and ‘used as a guide to authenticity and quality’

That is exactly what we are applying to primary sources on the history papers. We are asking where they originated and we are testing the authenticity and quality in order to see if they will help us as historians. Luckily, the exam boards give us the information we need and they print it clearly above or below each source. You must always read that information and address it in your answer – that is why it is there.

So how exactly do you do it?

Use the 5 Ws

Who wrote it?

This is important in assessing the value of a source. For example, a personal letter from the Prime Minister to a colleague about a topic is likely to have more value than a newspaper account written by a journalist on the same topic. The assumption is that the Prime Minister has superior knowledge of the situation.

Why was it written?

This is where you can start to link provenance to context.  Documents have a purpose. You must consider what was the purpose and link it to the history. This should also reveal any subjectivity or propagandist purpose.  For example, an extract from a party manifesto has a very clear political purpose.  Ignore this at your peril in an exam!

What is it?

Is it a letter, a speech, or something else? This may also help you to assess value, using a bit of common sense. It is likely, for example, that a private letter will be of more value in learning about the real opinion of a politician than a public speech given on the same topic. A speech is a carefully-crafted piece of writing usually designed to persuade, whereas a private letter will be more honest.

Where was it produced?

A document designed for public information during the Cold War published in the USSR will have a different emphasis to a similar document published in the USA. Again, this will help you with assessing value and subjectivity.

When was it produced?

You need to know when a source was written before you can place it into a timeline of events. The trick is to link the date of the document to the events surrounding it.  Hindsight may have skewed judgement in sources produced a long time after the events happened.  Memory is notoriously unreliable, so a source produced at the time of the events may be more reliable than a memoir written years later.

Why is it important?

So is all this important? Yes! Learning to assess document value via provenance is a vital skill for historians and is essential to carry out any historical research. It would be a poor academic historian indeed who did not know the strengths and limits of their source material, because it could invalidate their research.  Put simply, history relies on the skilled assessment of evidence.  Therefore our analysis and conclusions are likely to be flawed if we do not understand the evidence with which we are working.

Practice assessing provenance in your primary-source exam questions and your marks should rise as your skill develops.

Read more useful blogs with free study tips from our tutors here.

Related: History Exams – How to avoid being narrative

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To get a good mark in a history essay, you must answer the question.  Sounds easy, doesn’t it?  Yet any history examiner will tell you that every year they give low marks to students who do not answer the question. It is clear that the student has worked hard on the essay and it may be well written and structured, but it is impossible to give it a good grade because it simply doesn’t answer the question.

Why does it happen?

• The student hasn’t read the question carefully and has missed some important information
• The student has misunderstood what they are being asked to do
• The wording of the question is unusual or not as expected

A student sitting an exam is often feeling stressed and good exam technique goes out of the window under pressure. The worst-case scenario is when the student doesn’t know how to get to the answer, so simply writes everything they can remember about the topic.  They hope the examiner will be so impressed with the narrative they won’t notice the lack of analysis.  They will notice and they will mark accordingly!

How to write a good history essay

The good news is that there are tried and tested techniques to help students avoid these pitfalls.  Every good history tutor will be able to offer strategies for tackling every type of essay you might encounter. There are too many techniques to list here, but the following will give you a good start:

1. Ask exactly what the question wants you to do?  Do you have to explain, assess, make a judgement, or something else? For example, if the question asks ‘how far’ or ‘to what extent’ it is asking you to assess the evidence and make a judgement based on your knowledge of the topic.
2. Once you have decided what you need to do, think about what material you should include in your answer. Be selective and choose what is relevant to your assessment or judgement. Only include evidence that backs up your ideas, gives a clear example or adds to your argument.  Don’t just include content for the sake of it – it absolutely must be relevant to the question.
3. Plan your answer before you start to write and check that you have answered the question.  Ask yourself ‘have I answered the question?’  If the answer is ‘no’, you need to re-draft your plan at that point. Don’t wait until you are halfway through writing your essay before you realise you have drifted off the topic. A marker or examiner will simply stop adding marks when you go off topic and will start awarding more marks when you get back on track – anything irrelevant to the question won’t get you marks.

Writing good history essays is a skill that comes with practice and constructive feedback from your teacher or tutor. The points above will get you started and remember, whatever else you do, answer the question!

Related: How to structure AQA A-level History essays & HISTORY GCSE OR A-LEVEL: 3 PROVEN WAYS TO RAISE GRADES

About Dr Rose

Dr Janet Rose is an international tutor who teaches English and History for The Tutor Team. See her profile here

Janet also manages The Tutor Team Facebook page, where you can get study tips, educational videos and posts every week.

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