Writing In-Class Essays

In-class essays are frequently used as an assessment of knowledge and writing ability in history classes. For the most part notes and outlines cannot be used during the testing period, but advanced planning is very important. Sometimes the prompts will be given prior to the exam; sometimes you will be given a general idea of what the prompts could cover and include. This is often the case for lower level survey courses, whose tests usually consist of two-three essays chosen from a list for five-six available prompts. In any case, teachers expect an introduction with a concisely stated thesis, supporting paragraphs and points, and a conclusion, all demonstrating your overall understanding of the topic. Whether or not the exact questions are provided, it is still important to plan.

Preparation

  • Review sessions: If a teacher holds a review session before the test, attend it. Make notes of anything that your teacher talks about in detail, anything that they stress more than other topics, as these are likely topics for the test prompts. Some teachers will give you “hints” about topics, but you will likely not know every prompt planned for the test.
  • Identify key terms and concepts: The teacher or TA may provide a study guide listing key terms and concepts. If not, go through your notes to identify key terms and concepts.
  • Review your notes: Go over your notes on each of the key terms/concepts and select the most important information. This includes people, places, and anything else relevant to the idea. I am always hopeful that the key information will jog my memory. In many ways this is a way of creating more in sync notes.
  • I either write down or say out loud everything so that I know about each key term and concept.
  • If your know the prompt, plan your essay around that question. I generate a thesis and create a graphic organizer that displays how I will argue my point. I then put each of my key points in a given section of my organizer.
  • The final step is using your notes for the test and/or your essay plan to review. It is much easier to finish a solid essay if the organization is already in your head.

Writing the Essays

  • The most important thing to do in these essays is to demonstrate a detailed understanding of the causes, effects, and significance of your topic. Do not get bogged down in specific dates and names so much that you loses sight of the topic and just start listing facts chronologically. These kind of historical details are important, but they should not be the focus of your essay, they should be used to support your essay.
  • Before you start writing, close your eyes and take a couple of deep breaths. This will slow your heartbeat and help clear your mind before you start writing. I use this time to visualize my topic and think about what I want to use to support it.
  • I do most of my thinking as I write, pausing shortly after each paragraph to consider how I want to continue into my next idea, or simply writing continuously and doing all of my planning in my head as I do it, keeping my planning abut a paragraph ahead of my writing.
  • This method does not work for everyone. If you need to, take a few minutes to outline your essay before you start writing, but always keep in mind that this is a timed test, so don’t get so lost in your planning that you don’t leave yourself enough time to write your essays.
  • Always keep the time restrictions in mind. You will usually be given an entire class period to work. Don’t spend too much time on any of the essays; try to give them equal attention. Never leave an essay blank. If you find yourself with too little time left to finish, try to get as much down as you can for partial credit.