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(Download PDF) Essaying The Past How To Read Write and Think About History Jim Cullen Online Ebook All Chapter PDF
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Essaying the Past
Other Books by Jim Cullen
Jim Cullen
Third Edition
This edition first published 2017
2017 John Wiley & Sons, Inc
Edition history: Jim Cullen (2e, 2013), Blackwell Publishing Ltd (1e, 2009)
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Library of Congress Cataloging-in-Publication Data
Names: Cullen, Jim, 1962- author.
Title: Essaying the past : how to read, write, and think about history / Jim Cullen.
Description: Third edition. | Chichester, UK ; Hoboken, NJ : John Wiley & Sons, 2017.
| Includes bibliographical references and index.
Identifiers: LCCN 2016030968| ISBN 9781119111900 (pbk) | ISBN 9781119111948 (epub)
Subjects: LCSH: History–Methodology. | Historiography. | Academic writing.
Classification: LCC D16 .C83 2017 | DDC 907.2–dc23 LC record available at
https://lccn.loc.gov/2016030968
A catalogue record for this book is available from the British Library.
Cover image: Still Life with Documents (oil on canvas), Turing, John (c.1660-1720)/Private
Collection/Photo Rafael Valls Gallery, London, UK/Bridgeman Images
Set in 10/12pt, WarnockPro-Regular by Thomson Digital, Noida, India
1 2017
For Nancy Sommers
Director, Expository Writing Program
Harvard University
1994–2007
Contents
Appendices
A Writing an Essay: Ten Easy Steps in Review 152
B Essay Varieties: DBQs, Reviews, and Comparison
Assignments 154
C Let’s Give a Hand: Bibliographies and Footnotes 160
D Credit Scams: The Dangers of Plagiarism 170
E Web of Lies? Weighing the Internet 174
F A Glossary of Key Terms 177
G More Reading about Writing 182
Index 185
Preface to the Second Edition
The fundamentals of good writing don’t change all that much from
decade to decade, much less from year to year. Yet in re-reading
Essaying the Past for the first time since its first publication in 2009,
I’m surprised by the small but revealing ways it has already become
dated. I say “surprised,” not so much because a great deal has
happened – writing-intensive innovations like social networking,
blogging, e-books, and the like were established realities at that point,
and I myself had been using them – but because I had not fully
absorbed such developments into my consciousness. As is so often
the case, culture is slower to change than technology.
A small illustration of the point: In the last version of the chapter
“Search Engines, Research Ingenuity,” I asserted, “Anybody can do
research. And just about everybody does – looking up a number in a
phone book or checking to see how a movie has been reviewed is
nothing if not research.” Now, phone books are still being published in
book form in some places. But most of the people who read this book,
born in the Internet Age, are barely likely to recognize, much less use,
what were once called “the yellow pages,” a staple of twentieth-century
life. Of course, one reason young people would not use the yellow
pages today is because they barely make phone calls any more. (They
barely send e-mails any more, either.) And while young people are still
watching movies and checking out sites like Rotten Tomatoes to see
how they’ve been reviewed, I’ll confess that when I wrote that sentence,
I visualized people trying to decide what to see at a multiplex. Movie
theaters haven’t gone away (yet). But likely as not, a movie is something
to be streamed, not rented at a video store, bought on DVD, or seen at a
theater. Similarly, in the last edition of my chapter “The Sources of
History,” I referred to reading about the results of a baseball game in
x Preface to the Second Edition
the sports section of a newspaper. But most of the people who read this
book would get now get such results from a website, not a paper.
These are trivial examples (though ones that engender historical
consciousness, very much part of the agenda here). More relevant for
your purposes is the steady growth of electronic publishing as a fact of
academic life. Students and scholars have been citing web sources for
about two decades now. In some cases, doing so has gotten simpler:
you don’t need to provide a seemingly endless URL for something you
got from the New York Times (or, for that matter, YouTube), since an
interested party can find it pretty quickly from the home page of such
sites. Less obvious are citations involving e-books, particularly since
they don’t (yet?) usually have page numbers, though searching for key
terms or strings of words can be a real asset. But citing things like blogs,
or even comments from blogs, which barely existed a decade ago,
requires a little more knowledge and savvy. These are all matters
addressed in the updated appendix on bibliographies and footnotes.
Other revisions to this edition are less technology-driven. In some
cases, they’re a matter of freshening the book with more contemporary
illustrations – a former reference to Avril Levigne has been replaced
with one to Taylor Swift (who, in my humble opinion, is a teen idol
whose work is likely to last awhile). I’ve also added more recent
examples of student work to illustrate some of the points I’m trying
to make about problems, and solutions, in the writing process.
Still other changes represent evolutions in my thinking about the
pedagogy of writing instruction. In Chapter 6, “How to Read a Book
without Ever Getting to Chapter One,” I talk about the importance of
the table of contents in terms of getting clues about what really matters
for a writer’s agenda. It’s in that spirit that I’ve revised the table of
contents for this edition. Last time, I tried to divide the main body of
the text into two evenly divided parts, “Reading to Get Writing,” and
“Writing to be Read.” This time, I made the former smaller and the
latter larger. I also changed the names of Part I and Part II, which are
now “Thinking and Reading about History” and “Writing about
History” respectively. Just looking at the table of contents now makes
more clear that Part I is really more preliminary, and that Part II is the
heart of the book.
Finally, I’ve added a new chapter and a substantially augmented
appendix to Essaying the Past. The first, “Scaling the Summit” (Chapter
14), deals with common situations that arise in writing essays that can
seem like problems when in fact they’re often important steps in the
Preface to the Second Edition xi
transition from a rough first draft to a polished final one. The revised
appendix on essay assignments has been given a more prominent place
and adds a new section on comparative essays, which are among the
more common kind students are asked to write.
For their work on this edition, I would like to again extend my thanks
to Peter Coveney of Wiley-Blackwell, as well as editorial assistant
Allison Medoff. I am also indebted to production manager Janet Moth
for her cheerful competence in shepherding the book back into print.
I’m grateful that thousands of readers have flipped through the pages
of Essaying the Past since the publication of the first edition. I hope that
this edition will provide additional help in the often vexing, but also
often rewarding, process of writing about history.
A Habit in Time
One of the core characteristics of people like historians is that they
master habits of thought – analytic habits of thought – that have real
utility in everyday life. (For more on what I mean by the term “analytic,”
see Chapter 7). These habits help one sort out the various and
conflicting messages one gets continuously, from advertisements on
television to criticism by a loved one, and assess their significance and
credibility. They help one figure out what one really thinks – and
feels – when confused, even irritated, by such messages. And they help
one persuade someone else to think similarly. This emphasis on
fostering analytic skills lies at the heart of this book. There’s no better
way of doing that than writing.
Of course, fostering analytic skills is the hallmark of any number of
disciplines. What history has to offer is not simply knowledge of the
past, or an awareness of recurring themes in people and societies, but
rather a kind of lens – specifically a consciousness of time – that can
heighten and intensify one’s experience and desire to express oneself.
People sometimes convey a sense of admiration for a person, place,
or thing that they consider “timeless.” They’re suggesting that the
subject in question never goes out of style, seeming to transcend
change. What I’m talking about here, however, is closer to what may be
termed “timeful,” an understanding that such people, places, and
things are intriguing not because they escape history but rather
because they are thoroughly saturated in it. Like a sense of place is
for an anthropologist. Or a sense of character is for a dramatist. Time
isn’t the only lens through which to look at the world. It may not be the
best lens in any given situation. But it’s one that adds a real dimension
to life and is worth taking seriously when you’re listening to Kanye
West – or exploring the history of slavery and its legacy in American
life.
Of course, to really understand how a song like “Jesus Walks” ever
came to be, you need to know something about hip-hop – its language,
its traditions, its best-known practitioners. You surely know people
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proportion—and, if we would but be true to our trust, in strength and
durability—finds no parallel in the world’s history.
“Patriotic sentiments, sir, such as marked the era of ’89, continued
to guide the statesmen and people of the country for more than thirty
years, full of prosperity; till in a dead political calm, consequent upon
temporary extinguishment of the ancient party lines and issues, the
Missouri Question resounded through the land with the hollow
moan of the earthquake, shook the pillars of the republic even to
their deep foundations.
“Within these thirty years, gentlemen, slavery as a system, had
been abolished by law or disuse, quietly and without agitation, in
every state north of Mason and Dixon’s line—in many of them,
lingering, indeed, in individual cases, so late as the census of 1840.
But except in half a score of instances, the question had not been
obtruded upon Congress. The Fugitive Slave Act of 1793 had been
passed without opposition and without a division, in the Senate; and
by a vote of forty-eight to seven, in the House. The slave trade had
been declared piracy punishable with death. Respectful petitions
from the Quakers of Pennsylvania, and others, upon the slavery
question, were referred to a committee, and a report made thereon,
which laid the matter at rest. Other petitions afterwards were quietly
rejected, and, in one instance, returned to the petitioner. Louisiana
and Florida, both slaveholding countries, had without agitation been
added to our territory. Kentucky, Tennessee, Louisiana, Mississippi,
and Alabama, slave states each one of them, had been admitted into
the Union without a murmur. No Missouri Restriction, no Wilmot
Proviso had as yet reared its discordant front to terrify and confound.
Non-intervention was then both the practice and the doctrine of
the statesmen and people of that period: though, as yet, no hollow
platform enunciated it as an article of faith, from which,
nevertheless, obedience might be withheld, and the platform ‘spit
upon,’ provided the tender conscience of the recusant did not forbid
him to support the candidate and help to secure the ‘spoils.’
“I know, sir, that it is easy, very easy, to denounce all this as a
defence of slavery itself. Be it so: be it so. But I have not discussed
the institution in any respect; moral, religious, or political. Hear me.
I express no opinion in regard to it: and as a citizen of the north, I
have ever refused, and will steadily refuse, to discuss the system in
any of these particulars. It is precisely this continued and persistent
discussion and denunciation in the North, which has brought upon
us this present most perilous crisis: since to teach men to hate, is to
prepare them to destroy, at every hazard, the object of their hatred.
Sir, I am resolved only to look upon slavery outside of Ohio, just as
the founders of the constitution and Union regarded it. It is no
concern of mine; none, none: nor of yours, Abolitionist. Neither of us
will attain heaven, by denunciations of slavery: nor shall we, I trow,
be cast into hell for the sin of others who may hold slaves. I have not
so learned the moral government of the universe: nor do I
presumptuously and impiously aspire to the attributes of Godhead;
and seek to bear upon my poor body the iniquities of the world.
“I know well indeed, Mr. President, that in the evil day which has
befallen us, all this and he who utters it, shall be denounced as ‘pro-
slavery;’ and already from ribald throats, there comes up the
slavering, drivelling, idiot epithet of ‘dough-face.’ Again, be it so.
These, Abolitionist, are your only weapons of warfare: and I hurl
them back defiantly into your teeth. I speak thus boldly, because I
speak in and to and for the North. It is time that the truth should be
known, and heard, in this the age of trimming and subterfuge. I
speak this day not as a northern man, nor a southern man; but, God,
be thanked, still as a United States man, with United States
principles;—and though the worst happen which can happen—
though all be lost, if that shall be our fate; and I walk through the
valley of the shadow of political death, I will live by them and die by
them. If to love my country; to cherish the Union; to revere the
Constitution: if to abhor the madness and hate the treason which
would lift up a sacrilegious hand against either; if to read that in the
past, to behold it in the present, to foresee it in the future of this
land, which is of more value to us and the world for ages to come,
than all the multiplied millions who have inhabited Africa from the
creation to this day:—if this it is to be pro-slavery, then, in every
nerve, fibre, vein, bone, tendon, joint and ligament, from the
topmost hair of the head to the last extremity of the foot, I am all
over and altogether a PRO-SLAVERY MAN.”
Speech of Horace Greeley on the Grounds of
[84]
Protection.