Specific+Writing+Skills

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A. How to interpret the "command terms" in IB exam questions
A key requirement for understanding the question is to understand the key command terms used in it.

Here is the most recent official IB document explaining the most important command terms they use:
 * [[file:Command terms, 2008.pdf]]

I think there are too many command terms listed here! In fact, most of them are never used in History exams, and those that remain can be lumped into a few main groups. Here is the result of my simplified analysis into just a few categories of questions:

In other words, simply COMPARE TWO ACCOUNTS OR INTERPRETATIONS. || Similarities and/or differences, in the form of a running comparison (Click [|here] for a template) ||  || In other words, ASSESS AT LEAST TWO INTERPRETATIONS. || A balanced discussion (Click [|here] for a template) ||~  ||
 * There are two main types of questions that require the writer to focus on two items or more:
 * ~ Command term used ||~ Focus of question ||~ Key deliverables ||~  ||
 * Compare and/or contrast || Give an account of similarities and/or differences between two (or more) items or situations, referring to both (all) of them throughout. Note that only "compare and contrast" requires differences to be included!
 * Discuss || Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

(Click [|here] for a template) || In other words, PROVIDE YOUR OWN INTERPRETATION OF WHETHER THE EVENTS MEET A GIVEN STANDARD. || Your reasoned consideration of key sub-issues (Click [|here] for a template) || Make an appraisal by weighing up the strengths and limitations. In other words, ASSESS SOMEONE ELSE'S INTERPRETATION. || Your reasoned consideration of strengths, weaknesses (what is convincing, and within which limits?) (Click [|here] for a template) ||
 * There are three main types of questions that require the writer to focus on just one item:
 * ~ Command term used ||~ Focus of question ||~ Key deliverables ||
 * Account for, explain, "how did..." || Give a detailed account of an EVENT including reasons or causes. In other words, PROVIDE YOUR OWN OVERALL INTERPRETATION. || Causes or reasons for existence
 * How (successfully, etc) did X do Y? || Offer YOUR JUDGMENT, provide detailed reasons for it.
 * Evaluate, To what extent, assess || Consider the merits or otherwise of a given ARGUMENT or CONCEPT.

B. How to define or clarify key terms in the GQ:
>
 * A section about how to define/clarify key terms, from the TOK textbook by Brian King
 * [[file:Language, thought, definitions-B.King.pdf]]

C. How to develop a logical argument

 * [|How to develop a logical argument] This is a guide to argumentation developed by the Writing Center at the University of North Carolina.
 * [|Historical Analysis and Argumentation]. My own guide to the logical processes involved in writing a historical paper. (This is a link to the same document of the same name, found on the main "Writing" page.)

D. How to structure an essay; A general approach:

 * Try [|this automatic essay planner], a kind of robotized approach to breaking down an issue into parts that can work as sections in an acceptable history essay.
 * Just input your essay question inside the box and this tool will output an essay structure that would be appropriate to that question. (Or not! You decide!)

E. How to"explain with evidence"

 * Take two highlighters after you write an essay. One color is for sentences that only provide knowledge. The other color is for sentences that explain WHY that knowledge is important, addresses the command term, supports your thesis...etc.
 * Are you providing a good mix between the two?

F. How to include a historiographical perspective

 * How to include a historiographical perspective (prominent previous historians' interpretations), explained here.

**G. How to make good use of short quotes**

 * [[file:Using Key Quotes-RJT.pdf]]

H. How to challenge the assumptions in the guiding question, explained and trained here.

 * [[file:Conc-challenging the Q-RJT.pdf]]

I. Get first-pass feedback on an essay you are developing.

 * Try [|this automatic essay evaluator], a robotized approach to checking a text for content of the kind that you would expect to find in a history essay.
 * Just input your essay text inside the box and this tool will output an evaluation and suggestions for improvement.

J. How to qualify your essay for the highest markband scores (18-20 on a 20-point scale)
Provide all of the following:
 * Answers are clearly focused responses, showing a high degree of awareness of the demands of the question. Where appropriate, answers may challenge the question successfully.
 * In-depth and accurate historical knowledge is applied consistently and convincingly to support critical commentary.
 * Events are placed in their historical context. There is a clear understanding of historical processes and (where appropriate) comparison and contrast.
 * There may be evaluation of different approaches to, and interpretations of, historical issues and events. This evaluation is integrated effectively into the answer to support and supplement the argument.
 * Answers are well structured and clearly expressed, using evidence to support relevant, balanced and well-focused arguments.

In addition, at least ONE of the following
 * Answers may reveal a high level of conceptual ability.
 * An awareness of the reasons for circumstances that produced differing and often conflicting historical interpretations is present.
 * Synthesis is highly developed, with knowledge and critical commentary fully and effectively integrated.