Preparing for Wednesday's Essay Test
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Great job on your first essays as juniors. Excellent effort. Now, let’s do it again!
You will have another Essay Test on Wednesday after returning from our one-day holiday in honor of our Nation’s veterans.
1. First, everyone did a very good job with the basic structure of the essay, which includes an introduction, conclusion, and the body of the essay. Most paragraphs started with a topic sentence and focused on one main point. So, AWESOME FIRST EFFORTS as Juniors!
2. Second, in order to get ready for the exam, I want you to spend time during class today and as homework, carefully reading my comments on your essay. Please thoughtfully “reply” to my comments using the comment function within Google documents. DO NOT “RESOLVE” THE COMMENTS. If you have any questions or the need for further clarification, please ask me during or after class today. Don’t wait until Wednesday.
3. Third, on Wednesday you will write an essay based on the same prompt. There are no tricks to this. It is Groundhog Day. I expect to see improvement on your essay based on my comments and your work on responding to those comments. You will get a second essay grade which hopefully will be greater than the one you received on Friday’s essay.
Essay Prompt
“Mutual fears and the search for security were the reasons for the breakdown of East–West relations between 1945 and 1949.” With specific reference to developments in this period, to what extent do you agree with this statement?
Here is the grading scale explanations we went over in class:
I.B: 2/7 Sturgis: 55-64
- Answers reveal little understanding of the question.
- While historical details are present, they are largely inaccurate and/or of marginal relevance to the task.
- There is little or no understanding of historical context or historical processes.
- While there may be a recognizable essay structure, there is minimal focus on the task.
I.B: 3/7 Sturgis: 65-73
- Answers indicate some understanding of the question.
- There is some relevant historical knowledge, but it is limited in terms of quantity and quality.
- There may be some attempt to place events in their historical context.
- Understanding of historical processes and (where appropriate) comparison and contrast may be present but underdeveloped. (Alternatively, there is SOME attempt(s)at a coherent argument that requires further substantiation in order to be considered analysis.)
- While there may be a recognizable essay structure, the question is only partially addressed.
I.B.: 4/7 Sturgis: 74-79
- Answers indicate that the demands of the question are generally understood.
- Relevant historical knowledge is present and applied but is not fully or accurately detailed and is presented in a narrative or descriptive manner. Alternatively, there is coherent argument that requires further substantiation. Relevant critical commentary is implicit.
- There has been an attempt to place events in their historical context and to show an understanding of historical processes and (where appropriate) comparison and contrast.
- There is evidence of an attempt to follow a structured approach, either chronological or thematic.
I.B.: 5/7 Sturgis: 80-86
- Answers indicate that the demands of the question are understood and addressed though not all implications are considered.
- Relevant, largely accurate historical knowledge is present and applied as evidence. Answers may attempt some critical commentary.
- Events are generally placed in their historical context. There is an understanding of historical processes and (where appropriate) comparison and contrast.
- There may be some awareness (“some” at best) of different approaches to, and interpretations of, historical issues and events. However, responses that mainly summarize the views of historians and use these as a substitute for, rather than a supplement to, the deployment of relevant historical knowledge cannot reach the top of this band.
- There is a clear attempt to structure answers either chronologically or thematically.
