WHY STUDY HISTORY?

Ser Keyword Description Example

Paragraph 1: Introduction
1. Background a. This is how you engage your Historians do not perform heart
reader. question. transplants, improve roads, or
b. Use fact, quotation or rhetorical arrest criminals.
question.
c. Generally, the rhetorical Can we truly say, as a nation,
question is the most likely choice that we're meeting
during the exam. our obligations?
d. This is going to 'hook' your
reader. Is an Israeli teardrop worth
e. Neutral Sentence. more than a drop of
Lebanese blood?"
2. Define/ Introducing the topic In a society that expects
education to serve useful
purposes, the functions of
history can seem more difficult
to define.

3. Argument Main Concluding sentence. This sentence History is very useful in

Points is a MUST.
b. This is the Thesis Statement'.
c. Thesis statement consists of = your
opinion (clear) + 2 pro-main ideas
(specific) + even though + 1 counter
main idea (arquable)
shaping understanding
ourselves, other people and
the wider community even
though some believe that this
knowledge is outdated.
 d. It also has to be arguable. (even
though some believe that)
e. Use although/even though/due to
f. your thesis statement is not too
broad or too general
g. Mention keywords from the topic
sentences of para 2, 3&4

Paragraph 2: Argument (for)-1 (PEEL)

4. Point (Topic a. Start you paragraph with a clear Whilst there are number of
Sentence) topic sentence that establishes what reasons to study history.
your paragraph is going to be about. arquably the most pertinent is
that history helps us to
b. Your Topic Sentence (point) should understand people and
support one of the two pro-main societies.
points of your thesis statement.

C. The most pertinent is that

The most consistent argument is that

5 Elaboration/Explain a. Explain why people should support This is because history

your point/ support the topic provides us with a vast
sentence? repository of knowledge about
how people and societies
b. Why topic sentence is relevant? behave.

C. This is because

6 Example
7 Linking
Paragraph 3: Argument (for)-2 (PEEL)
8 Point (Topic a. Start you paragraph with a clear Furthermore, the study of
Sentence)
This is why
a. An example that helps to reaffirm For example, how could we
the initial point. project economic forecasts
without the study of past
b. For example trends? However imperfectly,
For instance history serves as our laboratory
and the data it provides allows
us to understand why our
complex species does what it
does.
a. To finish the paragraph off, you This shows us that we study
need to link to the point. history to understand how and
why people manage their lives
b. How my example answers the the way they do.
question?
C. This shows us,
This means that,
topic sentence that establishes what history provides people with a
your paragraph is going to be about. sense of identity related to a
wider community.
b. Your Topic Sentence (point) should
support another pro-main point of
 your thesis statement.

c. The most pertinent is that/

Furthermore
The most consistent argument is that/
Moreover

9 Elaboration/Explain a. Explain why people should support This is because

your point/ support the topic This is why
sentence?

b. Why topic sentence is relevant?

c. This is because
This is why

10. Example a. An example that helps to reaffirm For example

the initial point.
For instance
b. For example

For instance

11. Linking a. To finish the paragraph off, you This shows us,
need to link to the point. This means that,

b. How my example answers the

 question?

c. This shows us,

This means that,

Paragraph 4: Counter Argument (Against)-1 (PEEREEL)

12. Point (Topic a. The topic sentence of this It is often argued that history is
Sentence) paragraph starts with disagreeing with irrelevant because the
your thesis statement, you are turning knowledge it traditionally
against your opinion. provided and its status in
society has changed.
b. Can you remember?
Many may argue that, the
The most pertinent is that/ knowledge history provides is
Furthermore outdated.
The most consistent argument is that/
Moreover

c. However

Nevertheless

On the other hand

Some clam that

It is often argued that

 Many may argue that

Many may claim that

Opposing views claim

Some opponents state

13 Elaboration/Explain It is argued because The command of facts was

This is debatable as used as a screening process to
distinguish intelligence from
skills in numerous scenarios
from university to business.
The gaining of this knowledge
was pure memorization; now
considered an inappropriate
learning style

14 Example Opposing examples are Now, so the argument goes,

society has moved beyond
such times and this knowledge
is considered irrelevant and
impractical.

15 Rebuttal a. Thereafter, use a transition However, this a false argument

sentence (often we start it with refuted this can be as: one,
'however', ..... this is called a "rebuttal memorization is just one
sentence") in order to defend your aspect of studying history and
argument. This is turning back to your two, knowledge of history is
 opinion and reaffirming so as to why usually coupled with
the others opinion is wrong appreciation of culture and
provides us with a more
considered approach to life.

16. Elaboration/Explain a. You need to give explanation why

they are wrong. Most importantly
address the specific argument. If they
have said its unfair, you have to say
how it is fair. If they say it's not good
for economy then you have to say
that how it's good for economy.

16. Example For example

17. Rebuttal Thus Thus

Paragraph 5: Conclusion
18. Rewrite thesis a. Start with a 'Linking Phrase': such In conclusion, although + partly
statement as 'in conclusion' or 'to sum up'. admit opposing argument...

b. To link the introduction to the

conclusion, use linkers like: even
though, although etc

C. Do not copy your introduction

again. Rephrase your thesis
statement, do this thing by changing
the order or replacing the key words
 with synonyms.

19. Restate own a. Restate own opinion saying why it

opinion is important

20. conclude a. Recommend future action or ask a However, if taught creatively,

hypothetical question with solid critical analysis the
question of why we should
b. Here are some good ideas on the study history would itself
final lines of the essay: A rhetorical become history.
question or Include a 'call to action' or
future statement

Few things to remember.

1. Do not try be creative here make sure you follow the structure in each paragraph.

2. Want to do good? Take a look on 'HAVOC in a reverse order

 Hedging. No swiping statement, you may use words like may be, probably, likely, sometimes,
could', 'might or 'may. This makes your argument stronger and more realistic.

 Accuracy. Check your grammar for its accuracy. Make sure you include the basics like spelling,
punctuation and word count (600) Remember, do not use ‘I’d, ‘can't, ‘don't or ‘T’ve' in formal
writing.

 Vocabulary. Using a variety of vocabulary is important to make it interesting to the readers

 Organization. The conjunctions organize your ideas and link your paragraphs together. This is
important to achieve the cohesion. They also keep the reader in a track though your arguments
like the sign posting of the road. Make sure that each paragraph denotes one new idea.

 Content. Check the essay has all the key content elements: It's important to note that your
thesis statement and