How to write a history academic essay

Writing a history academic essay is not only about being familiar with this aspect of history, but also about knowing the structural order of the paper. Here is how to write a history academic paper I organized, I hope you can get the sense from it!

How to write a historical academic paper

The following is described in the order of the structure of the paper in turn. (a) thesis? TitleScientific papers have a title and cannot be ? No title? Thesis title is usually about 20 words. The size of the title should be consistent with the content, as far as possible, no subtitle, do not use the first newspaper, the second newspaper and so on. Thesis title with a straight narrative tone, without exclamation points or question marks, and can not be written as a scientific thesis title advertising language or news reporting terms.

(ii) thesis? Signature scientific papers should be signed by the real name and real work units. Mainly reflects the responsibility, results attribution and easy to trace the research for future generations. Strictly speaking, the author of the paper refers to the selection of the topic, argumentation, literature review, program design, the establishment of methods, experimental operations, organize the data, summarize the summary, write a paper and other people responsible for the whole process, it should be able to answer the paper's relevant questions. Nowadays, they tend to list all the people who have participated in the work, so they should be listed in order of their contribution. The thesis should be signed with the consent of the author. Academic advisors may be listed as authors of the paper as well as general acknowledgements, depending on the situation. Administrative leaders are generally not signed.

(iii) Thesis? Introduction is the thesis intriguing words, it is important to write well. A good thesis introduction can often make the reader understand the development of your work and the position in the direction of this research. It is important to write about the basis of the dissertation topic, its foundation, background, and the purpose of the research. It is important to review the necessary literature, write about the development of the problem. The text should be concise.

(iv) Dissertation? Materials and methods According to the provisions of the truthfully written experimental objects, equipment, animals and reagents and their specifications, write the experimental methods, indicators, judgment criteria, etc., write the experimental design, grouping, statistical methods, etc.. These according to the journal of the paper submission requirements can be done.

(E) Thesis? The results of the experiment should be highly summarized, carefully analyzed, and logically laid out. It should be rough to get the best, remove the false and keep the true, but not because it does not meet their own intentions and subjective trade-offs, not to mention the falsehoods. Only in the unskilled or unstable instrumentation period of the data obtained, in the technical failure or operational errors in the data obtained and do not meet the experimental conditions of the data obtained can be discarded. And must be found at the time of the problem on the original record to indicate the reasons, not in the summary of the treatment for irregularities and arbitrary exclusion. Such data should be discarded under the same conditions, the same period of the experimental data should be discarded together, not only discarded not to their liking. The organization of the experimental results should be closely related to the theme, cut down the complexity and keep it simple, some data may not be suitable for this paper, can be reserved for other purposes, do not put together into a paper. The thesis should try to use professional terminology. Don't use charts if you can use tables, and don't use charts if you can't, so as not to take up more space and increase the difficulty of typesetting. The text, tables and figures should not repeat each other. Experiments in the incidental phenomena and accidental changes and other special circumstances should make the necessary account, do not discard.

(F) thesis? Discussion is more important in the paper, but also more difficult to write a part. Should look at the whole picture, seize the main controversial issues, from perceptual understanding to rational understanding of the argument. The experimental results should be analyzed and reasoned instead of repeating the experimental results. It should focus on the discussion of the results and opinions in domestic and foreign related literature, show its own point of view, especially should not avoid the opposing viewpoints. The discussion of the paper can be hypothesized and the development of the topic can be envisioned, but it should be appropriately measured and should not be written as ? Science Fiction? or? The paper should not be written as sci-fi or fantasy.

(vii) Thesis? Conclusion or conclusion The conclusion of the thesis should be written with clear and reliable results and conclusive conclusions. The thesis should be concise and can be written line by line. Do not use ? Summary? or other ambiguous words.

(viii) Thesis? This is a very important and problematic part of the paper. The purpose of listing the paper references is to allow readers to understand the ins and outs of the thesis research propositions, easy to find, but also to respect the previous labor, their work has an accurate positioning. So there are both technical and scientific ethical issues here. Almost from the beginning to the end of a paper there are places where references need to be cited. Such as the paper should be cited in the introduction to the most important and directly related to the topic of the literature; in the methodology should be cited in the methodology used or borrowed; in the results of the sometimes need to be cited in the literature compared with the information; in the discussion should be cited in the discussion of the paper related to a variety of supportive or contradictory results or views.

All carelessness, do not check the literature; deliberately not cited, self-congratulatory innovation; demean others, elevate their own; to avoid the importance of posturing is wrong. And this phenomenon is now in many papers still seen from time to time, which should be regarded as li research workers taboo. Among them, errors such as not checking the literature, omitting important literature, deliberately not citing others' literature or intentionally derogating others' work are more obvious and easy to find. Some practices are more subtle, such as taking what should be cited in the introduction and putting it into the discussion. This puts what was the foundation or precursor of your paper on an equal footing with your paper. Research is always a gradual and deep development, and your work is always made on the cornerstone of the previous work. The correct way to write should be, a certain year someone on the topic of what results, a certain year someone on the basis of what results, and now I have completed this research on their basis. This is the pragmatic attitude, and phrasing it this way in no way detracts from your contribution. Some authors of papers do not express themselves in this way, but say that someone did this topic one year and did not do it, and someone did it again one year and still did not do it, and now I have done it. This is not being truthful. This can sometimes fool some uninformed laymen, but only the insiders a poke, the paper tiger will be broken, the result is a mistake, the loss of credibility. This phenomenon is still not uncommon in real life.

(ix) thesis? Acknowledgments The thesis guide, technical assistance, the provision of special reagents or equipment, funding and made important suggestions belong to the object of acknowledgement. Acknowledgements should be sincere and honest, not vulgarized. Don't make generalized acknowledgements, don't just thank the professor but not the others. Before writing the acknowledgement of the paper should obtain the consent of the person being acknowledged, not to pull the banner as a tiger skin.

(x) thesis? Abstract or summary: about 200 words briefly summarize the whole paper. Often put at the beginning of the chapter. Dissertation abstracts need to be carefully written and attractive. It should make the reader look at the abstract of the thesis as if he/she has seen a miniature of the thesis, or read the abstract of the thesis and want to continue to read the relevant parts of the thesis. In addition, a few keywords should be given, and the keywords should be written with really key academic words, not hard-coded general terms.

History Academic Essay Sample Essay

Historical Theory and History Teaching

[Keywords] General History Style, Philosophy of History, High School History

[CCTV Classification Number]G63 [Literature Identifier]B [Article Number]0457-6241(2011)21-0003-03

In recent years, with the curriculum reform The secondary school history course is not to train professional historians, but to make students learn the knowledge of Chinese history and world history that they should know as a qualified citizen, and this historical knowledge should be systematic, and its theoretical basis should reach the level of history and philosophy. The general history style is conducive to the realization of this educational goal. On the other hand, high school students are also the most suitable age to receive general history education, they have the ability to understand and accept the general view of history as a philosophy of history, and teaching can be strengthened at this level.

Taking these two aspects together, it is reasonable to adopt the general history style in the high school history textbook. At the same time, we have also drawn on the experience of the first two sets of high school history textbooks prepared by the Shanghai Municipality and similar textbooks both at home and abroad, and adopted the general history style of Chinese and foreign history, which strengthens the overall structure of the general history of the world, and better embodies the links and interactions between Chinese and foreign history, which not only helps the students to understand the process of the world's history and its phases from the dispersal of the world as a whole, but also makes it possible to distinguish from junior high school textbooks in terms of the structure of the general history style.

From the beginning of the textbook, it is a good example of how to make a difference.

From the perspective of the philosophy of history, we have taken Marx's materialist theory of history as the guiding principle of the textbook, which is a choice made after comparing various theories of history.

At present, the prevailing system of compiling the general history of the world can be roughly divided into three theoretical paradigms:

1. Synthesis-Comparison Paradigm: It is believed that the wholeness of history is a framework of historical narration, i.e., the synthesis and comparison of country histories, and that there exists no objective and holistic movement of the world's history. This system of general world history is based on a nationalistic view of history.

2. Linkage-Interaction Paradigm: It is believed that the wholeness of history is the linkage and exchange between different spatial units of human society, and that with the expansion of the space for human interactions, the scope of world history has also been expanded, but it does not change the pluralistic structure of human society. This system of general world history is based on the cultural and morphological view of history.

3. Structural-evolutionary paradigm: It is believed that the totality of history is the result of the development of human civilization and the evolution of social formations, and that objective world history is the product of the development of the social mode of production to a certain high level, which makes it capable of forming a holistic structure in the world sense. This system of general world history is based on the materialistic view of history.

In recent years, the popular ? The global view of history? The latter two theoretical paradigms are included, thus giving rise to different theories of history under the guidance of? Global history? The global history system is a system that is guided by different theories of history.

From the linkage-interaction paradigm of the cultural-formative view of history, the history of interactions between people from different regions and ethnic groups is called "world history".

Starting from the structural-evolutionary paradigm of the materialist view of history, the genesis of world history relies on the ability of human beings to create material wealth and the way they do so in a way that requires and enables the dispersed social units (peoples, nations) to be brought together through various forms of linkages? aggregation? into structured whole movements. It is in this sense that ? world history has not always existed in the past; history as world history is the result? It is also in this sense that the essence of world history, the totality, acquires ? structure? connotation rather than a generalized reference to connections and interactions. Thus, the so-called ? world history? is also the origin of the structure of the wholeness of human society.

The passage from decentralized, connected and interacting human societies to structured, holistic human societies in motion was achieved through a particular historical dynamic, the ? industrial productivity? Therefore, the beginning of industrialization coincides with the onset of world history, the first ? industrial society? that is, the prototype of the structure of world history. The expansion of the archetype and its conflict and integration with other societies constitute the processual world historical movement. In the process of the overall historical movement of human society (the globalization of industrial civilization), the early unidirectional expansion of the structure of world history, which was still characterized by a clear territorial structure, was not yet possible. world history? has gradually shifted to a more and more globalized world history. global? structural characteristics and multidirectional integration of world history (? Global history) Evolution. Obviously, this stage of development expresses not only the expansion of the scope of people's interactions and the degree of close ties, but more importantly, the structural significance of the enhancement of the totality of human society.

We believe that ? From Dispersion to Wholeness?

We believe that the concept of general world history is a scientific interpretation of the macroscopic process of world history. With this as the guiding principle, our textbook takes Chinese and foreign general history as the basic format, highlights the evolution of production methods and systems in the development of human society, highlights the interaction between vertical and horizontal factors in the development of ancient regional civilizations into the modern world system, and highlights the interaction between local and external factors in the process of Chinese history. Of course, our choice of writing style and guiding ideology is not merely a subjective preference, but draws on the latest and developing view of general world history, which has become a *** knowledge in the historiographical community since China's reform and opening up.

One of the most prominent theoretical achievements of Chinese historiography since the 1980s has been the breakthrough of the Soviet system of general history, and the interpretation of Marx's view of world history, which is relatively complete and in line with its original meaning. In this regard, Chinese historians Wu Yujin and Luo Rongqu have made important contributions. Mr. Wu Yu Qin was the first in China to put forward the need to accurately understand and expound Marx's conception of world history and, in accordance with this conception, to summarize the development of human society as ? the process of world history from dispersion to wholeness? Mr. Luo Rongqu was the first to combine modernization theory with historical research in China, and carried out research on the formation of modern society and the world process of modernization since the Industrial Revolution. The results of their research have had a great impact on the domestic historiography and are also reflected in the set of textbooks we have prepared.

We believe that the understanding of world history should be based on two basic points of view. First, in the early stage of the development of civilization, it was very territorial, and the plurality of territorial civilizations was a feature of ancient history. Secondly, the rise of capitalism and the industrial revolution was a very important turn in the course of human history, since then mankind got rid of the boundaries of territorial conditions and began to move towards a holistic development with increasing interdependence until it entered into ? Globalization era. Therefore, after the stage of industrial civilization, the integral development of human society should become the main line of historical narrative. If we do not distinguish the difference between ancient civilization and modern civilization in the dimension of time, but only emphasize the particularity of regional civilization in the dimension of space, we will be trapped in the? the historical view of cultural forms? s one-sidedness. In the preparation of the textbook, we have tried as much as possible to incorporate the above understanding of the macroscopic process of world history into the framework system of the general history of China and foreign countries.

In the history textbook of Shanghai high school currently in use, the first to the third sub-volume is placed in the context of the development of regional civilization, the ancient East, ancient Europe, America, Africa, are developed in parallel. Since it is a Chinese history textbook, Chinese history occupies a large proportion in the textbook, but the large proportion of Chinese history content does not mean that the historical conception of Chinese history is regarded as the main line of world history. The correct understanding is that Chinese history is one of several major geographical civilizations in human history. We remind teachers that it is incorrect to say that ancient history is either dominated by Western Europe or by China. Therefore, it is recommended that the teaching of ancient history from the first to the third fascicle - that is, before the Industrial Revolution - should explain clearly the geography, historical origins, modes of production, institutional features, and cultural types of different regional civilizations, and make appropriate comparisons. In the teaching of ancient history attention should also be paid to the continuity and inheritance of the development of the civilizations of the various territories, as well as to the spread and penetration of civilizational factors among the neighboring territories. Particular attention should be paid to the process of evolution of the social structure and its peculiarities at the stage of the origin of the regional civilizations, because at this stage the evolution of the primitive blood society***similar to the regional society***similar presents different types, and derives from them different paths of development and different cultural traditions. Among them, the classical and medieval civilizations of Western Europe gave birth to what came to be known as ? modernity? social genes, which provided the institutional foundation and corresponding conceptual culture for the occurrence of industrial civilization. Therefore, when guiding students to make comparisons of ancient regional civilizations, the focus should be on the differences in social structures and institutions, not just the types of cultures that manifested themselves in diversity. On the timeline of the development of civilizations, differences in institutions can manifest themselves as ? advanced? and? backward? and on the spatial axis of civilization distribution, cultural diversity has always been a characteristic of human society.

The fourth fascicle focuses on how Western European societies moved towards the Industrial Revolution and, from there, on the course of world history as a whole. The content of this subchapter is an important turning point in human history, and the teacher's explanation should capitalize on this focus. The concepts of capitalism and the Industrial Revolution, as well as the concepts of the nation-state and the world system, appear in the fourth fascicle. The title of the last unit of the fourth fascicle is ? The Formation of the World System? , we argue that before the Industrial Revolution, the systematic structure of the world as a whole had not yet been formed, and although there were cultural exchanges, trade exchanges, and conquests by force, these exchanges did not lead to a holistic path of development for the regions of civilization. The modern world system is a product of the Industrial Revolution and the capitalist system and initiated the process of holistic development of the world through the imposition of colonialism. So when teachers use Subchapter IV for teaching purposes, they should not simply understand it as a mere introduction to the history of Western Europe, but put it in the context of the move towards a holistic world history.

The fifth and sixth fascicles focus on the relationship between wholeness and regional specificity and their further development in the process of modernizing the world in the twentieth century, highlighting China's place and role in this process.

The twentieth century is the fullest demonstration in the history of human social development of a world historical movement with inherent unity. During these 100 years, the process of world modernization initiated by large-scale industry decisively transcended the stage of regional development, and the global spread of industrial civilization and the global diffusion of the development mechanism of modern society ultimately linked all regions of the world into an interdependent whole, and mankind entered a new stage of global modernization driven by economic forces and accompanied by all kinds of conflicts and contradictions in the course of the historical process. The twentieth century was a time when the world system underwent a process of disintegration and reorganization, and the transition to a globally unified world market laid the groundwork for economic globalization. The historical process of the first half of the 20th century, which was characterized by wars and revolutions, was also a process of deconstruction of the primary form of the world system, which was marked by colonialism. The Second World War was the turning point of the world system from deconstruction to reconstruction, and the transfer of the world's dominant power and the disintegration of the colonial system prepared the conditions for the reintegration of the world system. However, the East-West cold war pattern that emerged after the Second World War delayed the formation of a unified world market, and under the influence of the bipolar structure at the international political level, the world system once showed a dualistic character. In fact, this duality still reflects the transitional nature of the reconstruction of the world system. The nature of the world market as the basis of the world system is determined by the objective law of economic movement, so even in the course of the cold war, the reconstruction of the world system continued to adjust the various dimensions of the world's historical movement in accordance with its inherent laws, including the strengthening of the trend of globalization of the world economy and the development of international politics in the direction of multipolarity, and finally ended with the consolidation of the dualistic structure and the collapse of the bipolar structure. After the Cold War, the unitary and global nature of the world market was fully demonstrated, and the mechanism of operation of the market economy was universally recognized. The combination of the structural elements provided by the development of the world system and the technological elements provided by the scientific and technological revolution has become the profound root cause of the irreversible trend of globalization of the world economy. Of course, globalization has also brought about many ? global problems? and even evolved into global crises. global crises. This is a challenge that all human beings must face in today's world. This is a challenge that all mankind must face in today's world.

Finally, it should be emphasized that the treatment of time and space is a key aspect of history teaching. The general history highlights the temporal nature of human history, which examines the specific path of development and its historical status in each space under the premise of time. Therefore, it is very important for teachers to highlight the temporality of history in teaching. If the thread of time is ignored, it becomes a random or simple combination of different geographical spaces and various historical events, which deviates from the materialistic view of history and the purpose of the general history style. Of course, under the premise of correctly grasping the historical time, the expression of the spatial factor is also very important, because the rich and colorful historical narrative is in the various spatial and geographical specific development of human life, whether it is a text writing or classroom teaching, the constructor of historical narrative and its receiving object is the spatial identity (ethnic, national, regional) of the people.

Author's BiographyYu Weimin, male, born in 1951, a native of Shanghai, a doctoral supervisor, a professor at the Department of History, East China Normal University, and the editor-in-chief of Shanghai's high school history textbooks.

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