Writing Essays

1. Writing Essays HSC Ancient History

2. Issues of Conservation, Reconstruction and ethical issues VivoloStorto ScholaArmaturarumIuventutisPompenianae

3. Introductions 1. Restate the question 2. Outline your thesis (your main argument) 3. Outline your points to follow – this is essentially a road map for your essay: • ‘E.g. This essay will explore / examine / evaluate….’ • Provide necessary background / context – what is conservation? Reconstruction? Or ethical issues? Surrounding archaeology! • Arouse the reader’s interest with an interesting quote or discussion of the significance or gravity of the situation

4. Explain your approach EXAMPLE FOR PART 3 OF YOUR INTRO • Restoration as a policy began with Spinozzola along the via dell'Abundanza. Although the concept of restoration in Pompeii and Herculaneum is a necessary one for the preservation of the buildings, floors, walls and paintings once excavated, the quality of workmanship has been a problem. As local firms do not have the specialised knowledge needed, errors have been made such as wrong materials and incorrect construction methods. Exposure also brought vegetation problems as weeds have invaded the ruins which have contributed to the building decay and declining structural integrity of sites such as House of the Pansaand the Surburban baths beside the Telephus relief.

5. Explain your approach EXAMPLE FOR PART 3 OF YOUR INTRO • Is it acceptable for an institution to possess and display human remains? If so, under what conditions? Since the commencement of excavation of the Vesuvian sites in the 18th Century, human remains have been viewed, firstly as objects for display and secondly as a resource for research. The former is especially the case for Pompeii as bodies were discovered there from the first excavations in 1748, whereas human remains were not found in great numbers in Herculaneum before the 1980s. By this time attitudes to human remains had changed and research was considered far more appropriate than using bones to illustrate the gruesome manner in which the victims were killed.

6. Structure of Body Paragraphs • In English, you use TEEL • In History, aim for TEAL • The difference is ANALYSIS. Judging to what extent something was a factor in undermining or improving conservation efforts/restorative efforts or contributing to the ethical debate of human remains on display.

7. Analytical Paragraphs • TOPIC SENTENCE – make a reasonably general remark relevant to the question. • EVIDENCE – provide topic-specific detail, e.g. dates, people, events, ideas, organisations, places, data, etc. • Analysis – explore the significance of the evidence • THIS IS WHERE YOUR EVALUATIVE ASSESSMENT of the methods WILL COME INTO PLAY! • Link – make an interim summary linked firmly to the question.

8. Analytical Paragraphs It is clearly evident that “Pompeii has been the victim of the fallacious conception that the archaeologist’s role consists merely of excavations” (Francis, K. 2008). As shown in Appendix A these attempts to restore the wall of the Schola Armaturarum Iuventutis Pompeianae (School of the Gladiators) have been disastrous as the reactions between ancient plasters and modern mortar have caused cracks to form. Rather than restore the wall of plaster, the entire wall eventually collapsed and was destroyed through this method (Appendix B). Consequently more effective methods of preservation mortars were developed by the Herculaneum Project to prevent such future incidents. APPENDIX A APPENDIX B

9. Paragraph Transitions • One paragraph needs to flow from another in order to arrive at a ‘substantial conclusion’ • Think of your essay as building a house, you wouldn’t do this by building lots of foundations • To do this use signposting, connective terms and similar words / expressions at the start of a new paragraph to the ones you’ve used at the end of the last one.

10. Useful Connective Terms Sequence • first(ly) initially, second(ly), to begin with then, next, earlier, later after, following Additional Information • in addition, and, similarly, likewise, as well, besides, further more, also, moreover, and then, too, not only, for example, for instance Consequence • as a result, thus, therefore, consequently, it follows that, thereby eventually Contrast • However, on the other hand, despite, in spite of, though, although, on the contrary, otherwise, rather, whereas, nonetheless, even though, compared with, in contrast, alternatively, similarly, in contrast, unlike, although Summarise & Results • Overall, this demonstrated, above all, consequently, finally, therefore

11. Conclusions • Finish strongly; dramatically; memorably • Should follow inevitably from title, introduction and main body • Should have finality about it • Sum up in a new / fresh manner all of your interims conclusions • Give something definite to think about. Do not just ‘tail off’ or ‘sit on fence’. What is the message for the future? What lessons can we learn from this type of work both positive or negative? Perhaps include a historian’s quote which sums up or supports your position. E.g. In the words of Historian …. ‘___________’.

12. Other Points to Consider • NEVER use 1st person (I; me; my) • Always stick to question (Be clear what the question is asking before you start) • Don’t ‘tell stories’ – don’t be general. Evidence and analysis are crucial to perform well. • Don’t make critical statements like - ‘the people hated Johnson– this does not show complex understanding. Don’t say ‘the people’ thought...’ What people?– do all people react the same way? • Keep your tone formal and detached not conversational e.g. Don’t say ‘So, basically’ say ‘Therefore, overall…’ . Don’t say ‘more and more’ – say increasingly... • DO use analytical words like polarised, catalyst, galvanised, heightened tensions, exacerbated….