Stickied, awesome stuff sudodds, thanks heaps!! ;D
yusssssssssssssssssssssssssss I love this <3
Happy to help :)
Hi! This was really helpful thankyou so much! Did you go straight from research, to a question to writing the essay? Or were there other things you did in the process of the project to help you?I'm glad you found this useful!
Thanks! ;D
I wish I had of read this 5 weeks ago, definately helpful and i'll be coming back to it all nightWell I'm glad it was still helpful in some capacity - even if a bit late :( If you need help with anything please let us know! :)
I'm glad you found this useful!
In terms of my experience (and I think most peoples tbh) it definitely wasn't that straight forward. At the beginning of the process until really the end of term 1 I had a completely different question (and that wasn't even the last complete question change). I'm the type of person that cannot start researching until I know exactly what I am looking for, so I had to start with a question, which was developed in collaboration with my teacher, where we discussed what areas I was already interested in, what areas he could be most beneficial as a mentor/resource and where my analytical strengths lay. Then I almost immediately began to construct my response. I find it really tricky to separate research and writing and I have to do them simultaneously (often means that parts of my essay have to be re-written, but as the major work is a hand in that wasn't a big deal to me). Basically my process was a bit of a mis-matching rather than linear. My question would inform my research, which would change as I began to research more, which would shift the focus of my writing, which would force me to again adapt the question etc. etc. Don't be afraid to change your question/approach throughout if you have a gut feeling that it will work better for you - I know it did for me.
I'd say that the thing that was most beneficial to me was constant drafting and meetings with my teacher. Granted he was an expert in the area of study I chose so it might be different if you have a teacher that knows comparatively less about your field, however I still believe that that constant one to one attention to your work from a semi-outside perspective is sooooo valuable.
I can defintely relate to this because i literally changed my research question three times! My fourth research question was the one that i was completely happy with... and it gave me more of a direction as to where my research should focus on! And i am glad i changed it because before, i felt very frustrated and i wasn't completely happy with the question, which impacted my motivation to do work... i did stop working for a horrible month but now, i have everything under control! Almost done with the major work, which is great because it gives me time to edit! :)
King Richard III of EnglandOOoo sounds super cool! British monarchy is definitely a very interesting (and hotly debated) area of history, that I can see you being able to weave an uber sophisticated response :) Good luck! If you need any help with anything let us know (even though it sounds as though you're almost finished anyway!)
A Machiavellian or a vilified monarch?
Critically evaluate academic approaches to, and interpretations of Richard III over time :)
OOoo sounds super cool! British monarchy is definitely a very interesting (and hotly debated) area of history, that I can see you being able to weave an uber sophisticated response :) Good luck! If you need any help with anything let us know (even though it sounds as though you're almost finished anyway!)
Yeah, i was curious whether you were able to look over the essay?I'd be happy too! In fact I've actually been considering starting an essay marking thread for history extension (partly for my own enjoyment give how interesting I find this subject to be!)
Oh my gosh! Awesome :DNo worries! In terms of Section I it is very difficult to study. There isn't really "core content" in the same way that you get for modern or ancient - the topic is interpretive and while one school might place a particular focus on postmodernism, others might look more closely at the British Marxist Historians! Thus annotated readings are imo the best method of writing notes. Practice papers as well are a MUST. A history extension essay is so different from any other HSC essay you can receive, so the more practice you get the better!
Well hey, if we go back to the 'What is History' part of history extension...what is the best way to study for it?
This is literally an amazing guideYay! I'm so glad that you found it useful!!
I feel like I'm getting confused with historiography in the context of my topic, even though we did a whole unit of it I worry I dont properly focus on historiography in the right way consistently throughout.
How can i ensure my essay doesnt kind of stray away from the main ideas?
Also how can I avoid rambling and repeating myself when re-addressing points and linking to the question? (I'm not very good with word sophistication so I always end up rewording or saying something similar that sounds repetitive)
The syllabus says for the synopsis we must 'describe the development of the precise question that provides the focus of the essay.' Does this mean we must talk about how our question has changed and what it started with or am I on totally the wrong track? Thanks!Hmmmm, for me, my synopsis was my introduction! So I just expanded upon what a traditional introduction would look like. I provided an outline for the basis of my question (explaining the concept of the interpenetration of opposites), and then explaining how I would go about answering my question. I personally didn't talk about how my question changed - that was more so reflected throughout my logbook. I have read many synopsis' that detail how you came to your final question however, such as being like "I was intensely interested in ___________, which led me to ___________________", that kinda thing :)
The syllabus says for the synopsis we must 'describe the development of the precise question that provides the focus of the essay.' Does this mean we must talk about how our question has changed and what it started with or am I on totally the wrong track? Thanks!For mine, I just added a sentence about it in my synopsis which was 'I came to this question after first researching how much the German population knew about the Holocaust, and then realising that thousands of Germans were actively involved in the murder of the Jewish people.' I think that if your going to address it in the synopsis it doesn't really have to be huge.
For mine, I just added a sentence about it in my synopsis which was 'I came to this question after first researching how much the German population knew about the Holocaust, and then realising that thousands of Germans were actively involved in the murder of the Jewish people.' I think that if your going to address it in the synopsis it doesn't really have to be huge.
Hmmmm, for me, my synopsis was my introduction! So I just expanded upon what a traditional introduction would look like. I provided an outline for the basis of my question (explaining the concept of the interpenetration of opposites), and then explaining how I would go about answering my question. I personally didn't talk about how my question changed - that was more so reflected throughout my logbook. I have read many synopsis' that detail how you came to your final question however, such as being like "I was intensely interested in ___________, which led me to ___________________", that kinda thing :)
For mine, I just added a sentence about it in my synopsis which was 'I came to this question after first researching how much the German population knew about the Holocaust, and then realising that thousands of Germans were actively involved in the murder of the Jewish people.' I think that if your going to address it in the synopsis it doesn't really have to be huge.
My teacher has described the synopsis to us as an overview of your logbook kind of. So showing how you got to your topic and what influenced you I guess, showing your progression towards your final product :)Awesome, thank you so much!
For future reference, this was my synopsis :)SpoilerThis essay asks the reader to reflect upon the current state of the Historical Discipline through the lens of Hegelian Maoism, particularly in regards to the dialectical theory of the Interpenetration of Opposites. Within On Contradiction, Mao Tse-Tung explores the law of contradiction as the fundamental basis of dialectical materialist thought, and establishes the basic principle – as influenced by the works of Marx, Engels and Lenin – that all processes will inevitably transform into their opposites, due to the internal contradictions that interplay.
Throughout the essay, it will be argued that the Historical Discipline, from the age of Historical Empiricism to present day, has been experiencing this inevitable transition into its “opposite” – transforming from a discipline where the primary goal was the search for an objective truth (whether that was possible, even then was up for debate by pioneers of historical objectivity) to one that often places historical truth secondary to other aims, or even, according to postmodernists, as an impossibility. This will be argued through analysing the role of the linguistic turn and the introduction of the “bottom-up” approach within the discipline, and how despite expanding History in regards to introducing new ideas, subject areas and audience, they are contributing to History’s inevitable transition through distorting the role and purpose of history, and validating imagination as a legitimate tool of historical enquiry. This essay will examine the consequences of this transition through analysing how these distortions have been exploited by popular historian Bill O’Reilly, whereby despite his “vast carelessness pollut[ing] history and debas[ing] the historian’s craft,” he must still be considered a legitimate historian as the basis of a legitimate historian has been perverted so much that it is now impossible to discern.
Thank you, that helps a lot.No worries! Yes it definitely did! My final What is History essay in the exam featured a lot of the same historians and arguments. If you can find a link, I highly recommend incorporating your major work throughout your What is History essays, as you'll be experts on that aspect of the course, and is where you can really demonstrate your voice, rather than the preprepared structure that most people use where they just write a chronology of the different approaches to history (eg. the ancient historians did it like this. then the enlightenment historians did it like this. and then the postmodernists did it like this etc. etc.). Speaking of major works - I'll get back to looking at yours now ;)
It sounds like your major work would have helped you so so much with the What Is History unit!
I wrote a draft and I've been trying to add to it all week but I'm stuck and i don't know how to get it moving again!Hey! If there is anything we can help you with, please let us know :) Post your problems, and we'll all be able to band our heads together, and try and come up with a solution :) Also, just because it isn't finished, doesn't mean you can't still send a copy to your teacher and ask for some feedback :) Last year I'd sometimes just send a paragraph or two to mine, and that worked really well because rather than focusing on the whole essay, we were able to both go really in depth of one particular aspect of my idea, making sure that it was as strong as it could be! They'll always be something to add - history extension is a never ending process, there's always some other rabbit hole we can fall down don't fret ;)
sooo frustrating i told myself i would have this finished so i could be editing and getting teacher feedback but at this rate don't think that'll be happening.
Also frustrating because really there isn't THAT much to add i just cannot figure out how it's totally escaped my mind and not working :'( :-[ :-\
Awesome! this had so many tips, thanks so much! im looking at the way women are represented in the male dominated field of historiography! It's very interesting :)No worries! Glad you found it useful :) That sounds hella interesting! I'd love to hear more about it - why don't ya pop some of your ideas on the debating thread and we can have a bit of a discussion!
Can someone PLEASE clarify simply the difference between academic and popular history for me?Public history is "produced outside the academy, either directly addressing a large general audience, or for public, often governmental, purposes” (Curthoys and Hamilton, p8). Public historians wish to provide history that is accessible and easy to understand by everybody. Examples of public history include museums, historical films, radio, television, historical sites, commemorations, and re-enactments. Public historians believe that anyone can write history. Academic historians have degrees/qualifications in history and usually write history books (that aren't often written for the general public).
I do know I learnt it but now that I'm trying to work it into my project (which is due this wednesday) I'm struggling to adapt and can't remember the clear differences.
Public history is "produced outside the academy, either directly addressing a large general audience, or for public, often governmental, purposes” (Curthoys and Hamilton, p8). Public historians wish to provide history that is accessible and easy to understand by everybody. Examples of public history include museums, historical films, radio, television, historical sites, commemorations, and re-enactments. Public historians believe that anyone can write history. Academic historians have degrees/qualifications in history and usually write history books (that aren't often written for the general public).
Hope that helps :)
Hey Susie,Hey!
It's me again! In terms of getting the major work done, how much should you at least aim to get done this summer holidays, especially if you are someone who is focused on other subjects throughout the term. I know everyone goes at a different pace but I feel like I need to set a goal for it.
Thanks :)
Hey!Thank you :)
Short Answer: As much as you can.
Long Answer: There really isn't a set amount that you should aim to get done, beyond just that - getting as much as you can done. I know that isn't the answer that you want, but the thing is the major work is a process, more than a project - at least it was to me. You may be able to bang out an entire essay these holidays (as I did!), but I would be willing to bet quite a bit of money that the essay that you write in the holidays will drastically change later in the year. At this point in year 12, you just don't have the knowledge and skills yet - and that is not in any way a dig by the way, just that at this point, you have only really been exposed to the basics, as you move forward, your understanding will expand exponentially, and that will be reflected in the later drafts of your major work. You may even completely change your question, like I and 3/4 of my class did at the beginning of next year (hell I changed mine right before the term 1 holidays!).
In terms of goal setting, it would be a good idea to focus on research - maybe "read x book on x topic" or "find x amount of readings on this concept". If are like me and you write as you go, maybe try and have a complete first draft, with the knowledge (and willingness) that you will probably end up scraping some if not all of the essay down the track.
Hope this helps! Remember that we'll all be here during the holidays as well if you need anything :)
Susie
Hey Susie,Woohoo! Congratulations :D Fantastic work, so glad I could help :)
I know I'm in the wrong subject but I wanted to thank you for sharing your source analysis tips since i received 8/10 ( highest I have gotten) in that section in my first assessment!
Thanks again
:)
Hello :DHey there,
I am currently working on my proposal for extenstion history. I am doing the topic of counterfactural history and its value in studying and understanding history. I want to argue that counterfactural history can have allow historians to gain a greater understanding if counterfactural claims are made on the basis of evidence and fact. However I am a bit unsure as to how to phrase my question, currently I have “An evaluation of counterfactualism in the study of history” but I feel like this may be too broad.
If you could give me any help that would be great :)
Thanks
Thank you so much for the tips and advice! Wish I had come across this earlier, as I am a little over a month out from handing in my project, but nevertheless grateful for the help! I was just wondering if you were able or willing to read a final draft and give any advice? If not that's totally fine :) thanks for the post once again!
Okay, so I am not sure if this forum is still running but I'm torn between history extension and English extension 2. I am leaning more towards history but am unsure. Do you have any tips for making that decision or seeing if the history extension course is right for me?Hey,
Okay, so I am not sure if this forum is still running but I'm torn between history extension and English extension 2. I am leaning more towards history but am unsure. Do you have any tips for making that decision or seeing if the history extension course is right for me?
Subject selection is always a pretty subjective process, so you'll have to draw on your own personal interests and experiences. However, from my personal experience as a English Advanced and Modern History student, I found History Extension the most fun by far of all my subjects.
You've probably heard this many times, but History Extension really is nothing like Modern, Ancient or Mandatory History. I'd describe it as much more philosophical and research orientated, so if you're into that sort of thing you'll love it. If you read through some of the posts in this forum, you'll get a better understanding of what it's like, particularly the debate thread:
https://atarnotes.com/forum/index.php?topic=170485.0
Obviously I'm biased since I enjoy History much more than English, but I really do recommend giving History Extension a try if at all possible. Maybe someone here can give a more balanced perspective, but hope this helps!
EDIT: Please do look at katie,rinos's resources, they provide a much more comprehensive overview than anything I said here
Hey,
Welcome to the forums!! This thread is definitely still running! :)
Here are some articles that might help:
- What is history extension? A guide for subject selection
- Is History Extension the right course for you?
- Is English Extension 2 for you?
Let me know if you have any other questions!
Hope this helps!! :D
Thank you so much for these tips! still using them in 2020 :) I was just wondering if you would be able to give me a bit of info on the structure of the essay and how you would go about writing it. I'm pretty 'in the dark' on this, I really don't have much of an idea on how you would write it (do you go from view to view or by historian or make it flow more... haha don't know at all) so any info would be appreciated. I have finished term 1 of year 12 and feel like I should start thinking more seriously about the essay and am just a bit confused on how you would put it together etc. especially as I'm assuming its very different to 3 body paragraphs, intro, conclusion.
Thanks so much ;)