how to write an a level history source based essay

• Written Essays

How to write source-based history essays

The biggest assessment task you will be required to complete is a written research essay which develops an argument and uses a range of sources.

All types of assessment tasks will need you to use essay-writing skills in some form, but their fundamental structure and purpose remains the same.

Therefore, learning how to write essays well is central to achieving high marks in History.

What is an 'essay'?

A History essay is a structured argument that provides historical evidence to substantiate its points. 

To achieve the correct structure for your argument, it is crucial to understand the separate parts that make up a written essay. 

If you understand how each part works and fits into the overall essay, you are well on the way to creating a great assessment piece.

Most essays will require you to write:

• 1 Introduction Paragraph
• 3 Body Paragraphs
• 1 Concluding Paragraph

Explanations for how to structure and write each of these paragraphs can be found below, along with examples of each: 

Essay paragraph writing advice

How to write an Introductory Paragraph

This page explains the purpose of an introduction, how to structure one and provides examples for you to read.

How to write Body Paragraphs

This page explains the purpose of body paragraphs, how to structure them and provides examples for you to read.

How to write a Conclusion

This page explains the purpose of conclusions, how to structure them and provides examples for you to read.

More essay resources

What do you need help with, download ready-to-use digital learning resources.

Copyright © History Skills 2014-2024.

Contact  via email

How to structure AQA A-level History Essays

• Dr Janet Rose
• December 14, 2019

For AQA History , at both AS and A level, you need to know how to write two types of essay – a block essay and a point-by-point essay.  To be able to structure AQA history essays you’ll need to know these essay styles and where to use them.

Introductions

You don’t really need an introduction for the source questions.  In the exam you will be pressed for time so it is sensible to just start with your analysis of extract A.  However, for the essay questions you will need a short, clear introduction that references the question and states your line of argument.

The most helpful tip I can give you is this; write the introduction last .  Why do I advise this?  Because if you state your line of argument and what you intend to include, you then have to make sure your whole essay and conclusion matches your introduction.  Obviously you should have a plan to follow but it is far, far easier to write the body of your essay and your conclusion,  then make the introduction fit the essay you have just written.  It makes writing the introduction a breeze because you will know exactly what you have argued, which evidence you have used, the order you have presented your material and what you have concluded.

No Surprises

Remember there should be no surprises for your marker or examiner in history.  You are not writing a best seller where you build up the tension and then do a dramatic ‘ta da’ reveal.  That will only confuse your examiner and lose you marks – potentially a lot of marks.  What we want is a nice, clear format where we can see exactly what you are arguing, exactly what evidence you are using, and exactly what you have concluded.  Importantly, we want to know this at the start of the essay.  If you make your marker or examiner keep stopping, re-reading chunks, and going back and forth to try and understand your argument, you’ll just end up with an unhappy and frustrated reader.  And this is the person who is going to award your marks!  Be clear.  Be concise.  Get to the point quickly.  Give evidence to back up your points.  Reach a judgement.

History Essay: How to write an A-Grade Essay

Block Essays

For AQA you use these for the extract questions; the two sources for AS and the three sources for A level.  You write the essay in blocks of text which are focused on one area.

For the source questions you don’t need to get too clever with hopping back and forth between sources and points. Decide and plan what you need to say and then write it clearly, with a clear assessment of each source, in big chunks of work. Do not worry about an introduction– just get straight into the analysis. First address Source A in a block, then Source B in another block and (for A level) Source C in a final block.

Remember that you need to assess the sources.  Keep doing that all the way through.  Assess each source as you write the block and do a mini summary at the end of each section.   You can then bring the sources together in a very short conclusion at the end (no more than a couple of lines) where you can summarise your convincing/valuable assessment of the sources.  It is very important that you make a clear judgement for each source, as that is what the question asks you to do.

By the way, when we talk about blocks it does not mean you have to cram everything into one enormous paragraph. If you have plenty to say (and hopefully you will) you should use a sensible paragraph structure. The reason it is called a block essay is that you deal with one section completely, in this case each source, before moving on to the next section.

Point-by-point essays

Point-by-Point essays are much trickier to master but are well worth the effort as, done properly, they tend to achieve higher marks. For AQA you can use this style for everything that is not a source question. The key to an excellent point-by-point essay is all in the planning; it will only come out well in the writing if you know exactly what you are going to argue and the order in which you are going to introduce evidence and points. So it is crucial that you make yourself a good plan!

Essentially, all the AQA essay questions at both AS and A level ask you to argue ‘for or against’ a hypothesis. They will look something like this:

‘Victorian governments in the years 1867 to 1886 had little interest in social reform.’ Explain why you agree or disagree with this view.

‘Henry VII had successfully established monarchical authority by 1509.’ Assess the validity of this view.

Your job, therefore, is to find evidence from your course for both sides of the argument i.e. both ‘for’ and ‘against’ the hypothesis. You absolutely must have evidence for both sides – not just one side. The evidence goes down on your plan, divided into ‘for’ and ‘against’ the hypothesis. Whichever side you end with more evidence for, or more convincing evidence for, that is the side you will conclude is most persuasive.

History Exams – How to avoid being narrative

Imagine it like a tennis match

Imagine it like a tennis match, where the ball starts on one side of the tennis court, is played and then sails over to the opposing side.  A point-by-point argument is like this – it is oppositional, with two opposing sides. You should aim to bounce back and forth between the points and the two sides of the argument. Begin with one of the points from your plan, either for or against the hypothesis. Deal with the point in detail, using clear examples as evidence and linking it firmly to the question.  That’s your opening shot.

Next, pop straight over to the opposing view and deal with that point, again using clear examples and linking to the question. Repeat this ‘back and forth’ technique until you have covered all the points and evidence in your plan.

To do this really well it is usually better to put up the side of your argument that you will oppose first. You outline the ‘other’ side of the argument and show that you understand the opposing view. Then you switch over to the other side of the hypothesis, i.e. ‘your’ argument, and use powerful evidence to back it up. Remember this is all about argument and analysis.

Back to our tennis match analogy; the ball is your argument, which bounces back and forth between the players, but you need ‘your’ side to end each point with the big shot – the one that wins the game.

How to use Provenance in History Exams

The Conclusion

You must conclude in line with the most persuasive and convincing evidence you have included in your plan.   This sounds really obvious, but I have lost count of how many A-level history essays I have marked that argue effectively for one point of view, but then conclude in favour of the other side.  The most common reason for this happening is that the student has moved off their plan when writing up the essay.  Follow your plan!

At the end of the essay your conclusion should sum up all the main points of argument and then should reach a judgement.  Don’t sit on the fence, no matter how tempting it is.  You need to make a judgement.  The conclusion should mirror your introduction and the main points of argument in the body of the essay, so the work ends up as a coherent, clear argument from introduction to conclusion.

The point-by-point essay takes practice, so it will help if you can get some feedback from your teacher or tutor, or even a parent who will be able to tell you if your argument is clear and makes sense to the reader. Do persevere, however, because when you get the technique right it will gain you more marks in the end.

Do you need help with History Essays?

Our history team is ready to help you.  all our historians are graduates, experienced teachers, and skilled at getting our students the very best grades., you can contact a tutor here , or contact our friendly and knowledgeable office team to get a bespoke tutor match.

The Tutor Team Guarantee

How can we help you, share this post.

0333 987 4603

• Privacy Policy
• Handbook & Policies

Privacy Overview

A-Level History: A Complete Guide

Dr Rahil Sachak-Patwa

Starting your A-Level journey and thinking if History is the choice for you? You're in good company. A-Level History is a captivating subject, giving you a deep look into the past and its impact on today. Why choose History, you might ask? It's not just about dates and events; it’s about understanding the why and how behind major global happenances. Can it open doors for your future? Absolutely. In our guide, we'll explore everything from the difficulty level to the best resources, ensuring you have all the information to make an informed decision.

Is History a good A-Level to do?

Choosing A-Level History is a decision that many students ponder over. Its value isn't just academic; it equips you with skills highly regarded by universities and employers alike. According to a survey by the Russell Group universities , History is listed among the 'facilitating subjects' recommended for entry into a wide range of university courses. But what makes it such a commendable choice?

• Critical Thinking : History teaches you to analyse sources and arguments, fostering a critical approach to information.
• Communication Skills : You'll learn to articulate complex ideas clearly, both in writing and orally.
• Research Abilities : Tackling historical questions requires effective research, a skill that's invaluable in any career.
• Understanding of Contemporary Issues : By studying the past, you gain insights into current global issues, making you more informed about the world around you.

Here is what an expert A-Level History tutor has to say:

"Many of my students who've taken A-Level History have exceled in careers like law, education, journalism, and public policy. Their deep understanding of history enhanced their critical thinking, and helped their professional contributions by enabling them to solve complex issues with insight from past events."

Experts in education and career development often highlight the versatility of History A-Level. It opens doors to careers in law, journalism, politics, and education, to name a few. The analytical and evaluative skills gained are what set History students apart in the competitive job market.

Graph showing number of students who took A-Level History exams in the past 10 years in the UK

Is it hard to pass A-level History?

A-level History is perceived by many as a challenging subject due to its in-depth analysis and extensive content and is ranked as the 7th hardest A-Level subject . However, the notion of difficulty is subjective and can vary based on a student's interests and strengths. The pass rate for A-level History has been relatively stable, indicating that with the right preparation and study habits, passing is certainly achievable. Key points to consider include:

• Pass Rates : Data from Ofqual shows a consistent pass rate for A-level History, with recent years reporting pass rates of 98.7% in 2023, 99.2% in 2022, and 99.6% in 2021. These statistics suggest that while achieving top grades may be challenging, passing the subject is within reach for the majority of students.
• Achieving High Grades : Obtaining an A* in A-level History is challenging and requires extensive subject knowledge, sophisticated argumentation, and a coherent writing style. The proportion of students achieving an A* has varied, with a decrease observed from 16% in 2021 to 5.5% in 2023.
• Content Volume : A-level History is considered one of the most content-intensive A-level subjects. This means that students should be prepared for a significant amount of reading, research, and memorisation.
• Exam Structure and Skills : Success in A-level History exams requires not only knowledge of historical facts but also the ability to critically analyse sources, construct coherent arguments, and write clearly under timed conditions.

Table showing A-level History grades distribution

While A-level History presents certain challenges, careful preparation, consistent effort, and effective study strategies can greatly increase the likelihood of not only passing but excelling in this subject.

Get help with A-Level History

The world's leading online A-Level History tutors trusted by students, parents, and schools globally.

4.92 /5 based on 480 reviews

What topics are in History A-level?

A-Level History covers a broad and diverse range of topics, offering students the opportunity to explore various periods and events in depth. The subject matter spans across centuries and continents, ensuring a comprehensive understanding of the world's history. Key areas of study typically include:

• Modern History : Focusing on the 19th and 20th centuries, topics often cover significant global events, revolutions, and the development of modern nations.
• British History : An essential component, with studies ranging from mediaeval times to the present day, reflecting on the social, political, and economic evolution of Britain.
• European and World History : Encompassing a wide array of subjects such as the rise and fall of empires, the World Wars, and the Cold War era.
• Thematic Studies : These might explore specific themes like migration, trade, religion, or science and technology across different periods and locations.

The AQA exam board, for example, offers topics such as the British Empire c1857–1967, the making of a Superpower: USA, 1865–1975, and the quest for political stability: Germany, 1871–1991. The OCR board provides over 50 topics including British period studies and non-British history, encouraging critical thinking and reflection.

CIE A-Level History Syllabus

The CIE A-Level History syllabus offers an extensive study of key historical events and figures, fostering critical analysis and evaluation skills. It prepares students to understand and interpret complex narratives, crucial for navigating today’s information-rich world.

Table showing CIE A-Level History syllabus

Note : AS Level topics rotate between papers 1 and 2 year-on-year. The prescribed topic for Paper 1 in any given year is not used for Paper 2.

AQA A-Level History Syllabus

The AQA A-Level History syllabus delves into diverse historical themes and periods, enhancing students' ability to critically evaluate sources and arguments. It sharpens analytical skills, preparing them to tackle complex issues and understand their historical context in today’s world.

Table showing AQA A-Level History syllabus

Further instructions are provided by AQA for the A-Level History exam:

Prohibited Combinations

Students must study a British history option for either Component 1 or Component 2. If a British history option is chosen for Component 1, it must be combined with a non-British option for Component 2. If a British history option is chosen for Component 2, it must be combined with a non-British option for Component 1. Any British option may be combined with any non-British option, other than the following:

• 1C The Tudors may not be combined with 2C The Reformation in Europe
• 1D Stuart Britain and the Crisis of Monarchy may not be combined with 2F The Sun King: Louis XIV, France and Europe

This is because there is a strong conceptual emphasis which runs across both breadth and depth options which would result in a narrowing of the student’s experience.

The following are designated British history options:

Component 1

• 1C The Tudors: England, 1485–1603
• 1D Stuart Britain and the Crisis of Monarchy, 1603–1702
• 1F Industrialisation and the People: Britain, c1783–1885
• 1G Challenge and Transformation: Britain, c1851–1964
• 1J The British Empire, c1857–1967

Component 2

• 2A Royal Authority and the Angevin Kings, 1154–1216
• 2B The Wars of the Roses, 1450–1499
• 2D Religious Conflict and the Church in England, c1529–c1570
• 2E The English Revolution, 1625–1660
• 2M Wars and Welfare: Britain in Transition, 1906–1957
• 2S The Making of Modern Britain, 1951–2007

Edexcel A-Level History Syllabus

The Edexcel A-Level History syllabus emphasizes detailed studies of specific eras, cultivating students' abilities to analyse and debate historical evidence and perspectives. This prepares them for informed critical thinking and engagement with current and historical debates.

Table showing Edexcel A-Level History syllabus

Note : Students take one option each from the following:

• 2A.1 to 2H.2

This sums up to be a total of 3 for 3 papers. It is discussed in depth in the exam structure section.

OCR A-Level History Syllabus

The OCR A-Level History syllabus enhances critical thinking through deep analysis of historical events and interpretations, equipping students with the skills to evaluate evidence and construct coherent arguments, vital for academic and professional success.

Table showing OCR A-Level History syllabus

Each exam board has its own set of modules and topics, allowing schools to choose those most relevant or interesting to their students. This flexibility means that students can engage with a variety of historical perspectives and methodologies, preparing them for further education or careers where analytical and evaluative skills are essential.

What is the A-Level History exam structure?

The A-Level History exam structure is designed to assess students' understanding, analytical skills, and ability to engage with historical evidence and debates. While the specific format of key questions can vary between exam boards, the general structure across AQA, OCR, and Edexcel includes:

• Written Examinations : These form the core of the assessment and are typically divided into several papers, focusing on different periods or themes.
• Breadth Study : Examines a broad period of history, assessing understanding of long-term changes and continuities.
• Depth Study : Focuses on a shorter, more detailed timeframe, requiring in-depth knowledge and analysis.
• Historical Investigation : A component that involves coursework or a written project on a chosen topic, contributing to the final grade for some exam boards.

Key features include:

• Essay Questions : Require students to construct coherent arguments, supported by historical evidence.
• Source Analysis : Students analyse primary and secondary sources to interpret perspectives and biases.
• Comparative Questions : Involve comparing different historical periods, events, or figures.

The exams are typically held at the end of the two-year A-Level course. The exact duration and number of questions can differ, but exams usually last between 1.5 to 3 hours. The coursework element, where applicable, allows students to explore a historical topic of their choice in depth, demonstrating research skills and critical analysis.

CIE A-Level History Exam Structure

The CIE A-Level History exam structure includes detailed essays, source analysis, and thematic studies, designed to test students' knowledge, analytical abilities, and understanding of historical context and perspectives, ensuring a comprehensive assessment of their grasp of the subject.

Table showing CIE A-Level History exam structure

AQA A-Level History Exam Structure

The AQA A-Level History exam structure features a mix of source-based questions and essay writing, assessing students' ability to critically evaluate evidence and present coherent arguments. It includes breadth and depth studies, ensuring a well-rounded evaluation of students' historical understanding and analytical skills.

Table showing AQA A-Level History exam structure

Note : Through the topics studied in Components 1, 2 and 3 (Historical investigation), A-level students must cover a chronological range of at least 200 years.

Edexcel A-Level History Exam Structure

The Edexcel A-Level History exam consists of thematic studies and breadth with source evaluations, focusing on depth studies and historical interpretations. This structure assesses students’ comprehension, analytical skills, and ability to engage critically with historical themes and evidence, fostering a detailed understanding of specific periods.

Table showing Edexcel A-Level History exam structure

OCR A-Level History Exam Structure

The OCR A-Level History exam structure combines thematic studies, source evaluations, and period studies to assess students' analytical skills, understanding of historical context, and ability to construct well-supported arguments. It's designed to test a comprehensive range of historical knowledge and critical thinking abilities.

Table showing OCR A-Level History exam structure

*Learners who are retaking a qualification can choose either to retake the non exam assessment unit or to carry forward their mark for that unit. See Section 4d of OCR A-Level History specification for more details.

*Also includes synoptic assessment.

This structured approach ensures that students not only memorise historical facts but also develop the ability to critically evaluate information and present reasoned arguments, skills that are valuable in many fields beyond history.

Choosing the Right Exam Board

Selecting the appropriate exam board for A-Level History is crucial as it can influence the topics studied, the exam format, and the assessment criteria. In the UK, the main exam boards offering A-Level History are CIE , AQA , Edexcel and OCR . Each has its own focus and approach to history, making the choice significant for teachers and students alike. Key considerations include:

• CIE : Known for its international perspective, CIE attracts the most applicants globally, offering a wide range of historical themes with a global outlook.
• AQA : With 20,964 candidates in the UK in 2023, AQA is popular for its comprehensive coverage of British and modern European history.
• Edexcel : Attracting 13,272 applicants in the UK in 2023, Edexcel is favoured for its structured approach and detailed study options, including coursework.
• OCR : With 10,388 candidates in the UK in 2023, OCR offers unique topics that often include British history, making it a choice for those interested in a deep dive into the history of the UK.

When choosing an exam board, consider:

• Content and Topics : Which periods or themes are you most interested in?
• Assessment Method : Do you prefer coursework or solely exam-based assessment?
• Resources and Support : Which exam board offers the best resources and support for your learning style?

Deciding on an exam board is a decision that should be based on your interests, strengths, and future aspirations. Discussing with teachers and researching each board's specifications can help make an informed choice that aligns with your academic goals.

How do you get an A* in A-Level History?

Achieving an A* in A-Level History requires a combination of depth of knowledge, analytical skills, and effective revision and examination strategies. Given the rigorous nature of the subject, students need to go beyond the basic requirements to stand out. Key strategies include:

• Comprehensive Understanding : Master the breadth and depth of your chosen topics, ensuring you have a thorough grasp of the key events, figures, and trends.
• Critical Analysis : Develop the ability to critically evaluate historical sources and arguments. This involves recognising bias, analysing different interpretations, and forming your own reasoned conclusions.
• Essay Writing Skills : Practise structuring coherent and persuasive essays that are well-supported with evidence. High marks are awarded for clear, analytical writing that directly addresses the question.
• Effective Revision : Utilise a variety of revision techniques, including study notes, mind maps, and flashcards to reinforce your memory and understanding of complex topics.
• Tutoring : Consider engaging with an A-Level tutor who can provide personalised feedback, help refine your exam technique, and deepen your understanding of challenging material.
• Utilisation of Past Papers : Regularly practise with past exam papers and questions to familiarise yourself with the exam format and improve your time management skills.

Graph showing grades distribution of A-Level History in UK 2021-2023

Consistent effort and utilisation of available resources is very important. This can include school-provided materials, online resources, and study groups, alongside tutoring. Balancing broad factual knowledge with sharp analytical acumen and refined exam strategies is key to achieving the top grade in A-Level History.

Have a look at our comprehensive set of A-Level History Study Notes developed by expert A-Level teachers and examiners!

How do you write A-Level History essays?

Writing an A-Level History essay involves several key steps to ensure it is well-structured, insightful, and evidently supported:

1. Understand the Question : Identify key terms and what the question is asking you to do (e.g., analyse, compare, review, evaluate).

2. Plan Your Answer : Organise your thoughts and structure your essay into a clear introduction, body paragraphs, and a conclusion. Each body paragraph should focus on a single point or argument.

3. Use Evidence : Support your arguments with relevant historical evidence, including primary and secondary sources. Be sure to analyse the evidence, not just describe it.

4. Critical Analysis : Evaluate the significance of the evidence and different historians' interpretations. Discuss the strengths and weaknesses of these viewpoints.

5. Conclusion : Summarise your main points and clearly state your conclusion, ensuring it directly answers the specific question above.

6. Proofread : Check for clarity, coherence, and any grammatical or spelling errors.

Focus on presenting a coherent argument supported by evidence, demonstrating your understanding of the topic and your ability to critically engage with historical material.

What are the best A-Levels to take with History?

Selecting A levels that complement History can enhance your understanding, offer interdisciplinary skills, and broaden your future academic and career options. The best A levels to take with History are those that develop critical thinking, analytical skills, and written communication. Complementary A levels include:

• A-Level English Literature : Enhances your ability to analyse texts and understand historical contexts, improving essay-writing skills.
• A-Level Politics : Offers insights into governmental systems and political theories, relevant to historical study.
• A-Level Geography : Provides knowledge of how historical events have shaped landscapes and human societies.
• A-Level Modern Foreign Languages : Improves understanding of other cultures, which can be beneficial for studying international history.
• A-Level Economics : Gives an understanding of economic principles and historical economic trends.

Experts recommend choosing subjects that not only complement History but also match your interests and career aspirations. Universities often value the combination of History with subjects that demonstrate strong literacy skills and the ability to critically analyse information. This combination can prepare students for a range of degrees and career paths in law, journalism, education, and beyond.

Best A-Level History Resources

Identifying top-quality resources is essential for excelling in A-Level History. The right materials can deepen your understanding of complex historical events and themes, enhancing your ability to analyse and evaluate sources critically. Here are some of the best resources for A-Level History students, tailored to various exam boards:

• Official Textbooks: Textbooks from official exam board sources provide the best study material required to ace the exam. Such can be found at the CIE resources page .
• Tutoring : Personalised support can help clarify complex topics and refine exam techniques.
• Study Notes : Customised study notes, particularly from services like TutorChase , and A-Level History Q&A Revision Notes are invaluable for revision.
• Online Resources : Platforms such as BBC Bitesize , History Learning Site , and the Khan Academy offer a wealth of free content, including articles, video lessons, and quizzes.
• Past Papers and Mark Schemes : Engaging with past exam papers and understanding mark schemes are crucial for exam success, providing insights into the types of questions asked and how to structure high-scoring answers.

Combining these resources with dedicated study can significantly enhance your performance in A-Level History, providing a solid foundation for both exams and coursework.

Common Challenges and How to Overcome Them

A-Level History students often face several challenges throughout their course, but with effective strategies and practice, these obstacles can be overcome.

• Vast Amount of Content : The comprehensive syllabus can seem daunting. To manage this, create a structured revision timetable that breaks down the content into manageable segments, ensuring all topics are covered systematically.
• Analysing Sources : Interpreting a variety of sources is essential but can be complex. Improve this skill by practising with a wide range of source materials and seeking feedback on your analyses to understand different perspectives and biases.
• Essay Writing : The ability to write cohesive, argument-driven essays under exam conditions is critical. Enhance this skill by practising essay planning under timed conditions, focusing on structuring your arguments clearly and supporting them with relevant evidence.
• Retention of Information : Remembering key dates, figures, and events is challenging. Employ active recall techniques such as flashcards, mind maps, and quiz-based revision apps to aid memory retention and make revising more interactive and engaging.

Employing these strategies can significantly alleviate the common hurdles faced by A-Level History students, leading to a more comprehensive understanding and better performance in exams.

Past Papers and Practise Questions

Utilising past papers and practise questions is a proven method for improving exam performance in A-Level History. These resources are invaluable for understanding the exam format, the types of test questions asked, and for honing your time management skills during the exam. Benefits include:

• Familiarity with Exam Format : Regular practise with past papers helps students become accustomed to the structure and timing of the actual exam.
• Identification of Weak Areas : Engaging with a wide range of questions allows students to identify areas where they need further study or understanding.
• Application of Knowledge : Practise questions provide an opportunity to apply knowledge in an exam context, reinforcing learning and improving recall under pressure.
• Improvement of Essay Writing Skills : Writing timed essays in response to past paper questions can significantly enhance the ability to construct coherent and persuasive arguments quickly.

Experts recommend beginning to work with past papers and practise questions well before the exam period. This should be integrated into your revision plan, with time set aside for reviewing answers and understanding mark schemes. Resources are available through exam board websites, educational platforms, and tutoring services, offering a wealth of questions for practise across all topics covered in the A-Level History syllabus.

Opportunities with A-Level History

A-Level History opens a wide array of opportunities, laying a strong foundation for further education and a variety of career paths. This qualification not only deepens understanding of historical events and processes but also hones analytical, research, and writing skills that are highly valued in many fields.

Pie chart showing gender distribution across A-Level History

Majors in Higher Education:

• History and Related Disciplines : Direct progression to degrees in history, politics, archaeology, and international relations.
• Law : Equips students with critical thinking and analytical skills necessary for legal studies.
• Journalism and Media : Develops skills in research, analysis, and communication, essential for careers in writing, reporting, and broadcasting.

Career Paths:

• Historian : Engaging with archives, museums, and educational institutions to research, interpret, and present history.
• Lawyer or Barrister : Utilising analytical skills and an understanding of historical contexts in legal practice.
• Journalist or Writer : Crafting compelling narratives based on thorough research and analysis.
• Education : Teaching history or social sciences at various levels, from secondary education to university professorship.
• Public Sector and Policy Making : Analysing historical data to inform policy decisions and government strategies.

Skills Development:

• Critical Analysis : The ability to evaluate sources and arguments critically.
• Research Skills : Proficiency in conducting thorough and effective research.
• Communication : Articulating complex ideas clearly and persuasively in both written and oral form.
• Problem-Solving : Approaching challenges with a strategic and analytical mindset.

Pursuing A-Level History not only paves the way for academic pursuits in a range of humanities and social science subjects but also equips students with a versatile skill set applicable in numerous professional sectors, including education, law, public administration, and the media. This breadth of opportunities highlights the value of history in fostering a well-rounded and adaptable skill set.

Conclusion on A-Level History

A-Level History stands out as a rigorous and enriching subject that offers students a profound understanding of the past and its impact on the present and future. Through the study of a wide range of periods and themes, students develop a comprehensive skill set, including critical analysis, research, and communication, which are highly valued in both higher education and the workplace. It is a subject that challenges students to think critically about the past, understand its complexities, and apply these insights to the challenges of the modern world.

Can I study A-Level History without a GCSE in History?

Yes, you can study A-Level History without having a GCSE in the subject . Many schools and colleges understand that students may develop an interest in history later on or may not have had the opportunity to study it at GCSE level. However, it's important to demonstrate strong reading and writing skills, as these are crucial for success in A-Level History. It would be beneficial to discuss your interest and academic background with your teachers, as they can provide guidance and support to help bridge any knowledge gaps.

How many hours should I study for A-Level History weekly?

For A-Level History, aiming for around 4-5 hours of independent study per week , in addition to your class time, is a good guideline. This allows you to thoroughly cover the syllabus content, develop your essay-writing skills, and engage with primary and secondary sources. Remember, quality over quantity is key; focused, uninterrupted study sessions are more effective than longer, less productive ones. Tailor your study time to suit your learning pace and adjust as needed, especially before exams or when working on coursework.

Are there any recommended documentaries for A-Level History students?

Certainly! Documentaries can offer engaging insights into historical events, figures, and periods, complementing your A-Level History studies. Here are a few recommendations:

• "The World at War" - An in-depth series on World War II.
• "The Civil War" by Ken Burns - A comprehensive look at the American Civil War.
• "The Vietnam War" also by Ken Burns - Explores the Vietnam War from multiple perspectives.
• "The Ascent of Civilisations" - Examines the history of civilisations around the globe.
• "Russia's History Revealed" - Delves into the complex history of Russia.

These documentaries can provide a broader historical context for the specific topics you're studying, making historical events more relatable and easier to understand.

Can A-Level History be combined with Science A-Levels?

Absolutely, A-Level History can be effectively combined with Science A-Levels . This combination offers a well-rounded education, enhancing both your analytical and empirical skills. History develops critical thinking, argumentation, and essay-writing abilities, which complement the logical, problem-solving skills fostered by Science subjects. This interdisciplinary approach can open up diverse pathways for higher education and careers, ranging from law and journalism to science and engineering. It demonstrates to universities and employers that you have a broad skill set and are adaptable to various challenges.

What is AO2 in history A-level?

In A-Level History, AO2 refers to the assessment objective focused on "Analysis and Evaluation." This objective assesses your ability to analyse historical events, periods, and concepts critically. It involves evaluating different interpretations of history, including contrasting opinions and historiographies, and making informed judgments. Excelling in AO2 requires you to not only present facts but also to engage with them critically, discussing their significance, the reliability of sources, and the perspectives of historians. This skill is vital for constructing well-argued essays and achieving high marks.

What are the most popular history topics?

The most popular history topics at A-Level often include those that cover significant events, periods, and movements that have shaped the modern world. These typically involve:

• The World Wars : Examining the causes, major battles, and consequences of World Wars I and II.
• The Cold War : Exploring the geopolitical tension between the Eastern and Western blocs.
• The Tudors : Delving into the reigns and impacts of Tudor monarchs on England.
• The Civil Rights Movement in the USA : Studying the struggle for racial equality in the 20th century.
• The French Revolution : Understanding the causes, key events, and outcomes of the revolution.

These topics are popular due to their profound impact on contemporary society and politics, offering students a deep insight into the complexities of historical change and continuity.

What are easy history topics?

While "easy" can be subjective, depending on individual interests and strengths, some history topics are considered more accessible due to their straightforward narrative and abundance of resources. These might include:

• The Industrial Revolution : Focused on technological advancements and their societal impacts, with clear cause-and-effect relationships.
• The Elizabethan Era : Centred around Queen Elizabeth I's reign, this period is well-documented, making it easier to study.
• The American Revolution : Offers a clear storyline of the struggle for independence from Britain, with defined events and figures.
• Ancient Civilisations : Such as Ancient Egypt or Rome, where the focus is often on culture, society, and innovations, which can be more straightforward to understand.
• The Suffragette Movement : A specific social change movement with a wealth of sources and a clear narrative of progress and impact.

These topics often have extensive resources available, including textbooks, documentaries, and online materials, making them more accessible for students.

How many paragraphs are in a level history?

An A-Level History essay typically consists of an introduction, several body paragraphs, and a conclusion. The number of body paragraphs depends on the essay's length and complexity but usually ranges from three to six . Each paragraph should focus on a single main idea or argument, supported by evidence and analysis. This structure ensures a clear and logical progression of ideas, helping to articulate a coherent response to the essay question. The key is to ensure each paragraph contributes effectively to your overall argument.

Need help from an expert?

The world’s top online tutoring provider trusted by students, parents, and schools globally.

Study and Practice for Free

Trusted by 100,000+ Students Worldwide

Achieve Top Grades in your Exams with our Free Resources.

Practice Questions, Study Notes, and Past Exam Papers for all Subjects!

Need Expert Help?

If you’re looking for assistance with your A-Levels, get in touch with the TutorChase team and we’ll be able to provide you with an expert A-Level History tutor . We’ll be there every step of the way!

Professional tutor and Cambridge University researcher

Written by: Dr Rahil Sachak-Patwa

Rahil spent ten years working as private tutor, teaching students for GCSEs, A-Levels, and university admissions. During his PhD he published papers on modelling infectious disease epidemics and was a tutor to undergraduate and masters students for mathematics courses.

Related Posts

Top 10 Hardest A-Levels

Top A-Level Revision Websites

A-Levels: A Complete Guide

Hire a tutor

Please fill out the form and we'll find a tutor for you

• Select your country
• Afghanistan
• Åland Islands
• American Samoa
• Antigua and Barbuda
• Bosnia and Herzegovina
• Bouvet Island
• British Indian Ocean Territory
• Brunei Darussalam
• Burkina Faso
• Cayman Islands
• Central African Republic
• Christmas Island
• Cocos (Keeling) Islands
• Congo, The Democratic Republic of the
• Cook Islands
• Cote D'Ivoire
• Czech Republic
• Dominican Republic
• El Salvador
• Equatorial Guinea
• Falkland Islands (Malvinas)
• Faroe Islands
• French Guiana
• French Polynesia
• French Southern Territories
• Guinea-Bissau
• Heard Island and Mcdonald Islands
• Holy See (Vatican City State)
• Iran, Islamic Republic Of
• Isle of Man
• Korea, Democratic People'S Republic of
• Korea, Republic of
• Lao People'S Democratic Republic
• Libyan Arab Jamahiriya
• Liechtenstein
• Macedonia, The Former Yugoslav Republic of
• Marshall Islands
• Micronesia, Federated States of
• Moldova, Republic of
• Netherlands
• Netherlands Antilles
• New Caledonia
• New Zealand
• Norfolk Island
• Northern Mariana Islands
• Palestinian Territory, Occupied
• Papua New Guinea
• Philippines
• Puerto Rico
• Russian Federation
• Saint Helena
• Saint Kitts and Nevis
• Saint Lucia
• Saint Pierre and Miquelon
• Saint Vincent and the Grenadines
• Sao Tome and Principe
• Saudi Arabia
• Serbia and Montenegro
• Sierra Leone
• Solomon Islands
• South Africa
• South Georgia and the South Sandwich Islands
• Svalbard and Jan Mayen
• Switzerland
• Syrian Arab Republic
• Taiwan, Province of China
• Tanzania, United Republic of
• Timor-Leste
• Trinidad and Tobago
• Turkmenistan
• Turks and Caicos Islands
• United Arab Emirates
• United Kingdom
• United States
• United States Minor Outlying Islands
• Virgin Islands, British
• Virgin Islands, U.S.
• Wallis and Futuna
• Western Sahara

Still have questions? Let’s get in touch.

A Level History Essay Structure – A Guide

• Post author By admin
• Post date December 1, 2022
• No Comments on A Level History Essay Structure – A Guide

Getting an A Level History essay structure right is by no means an easy task. In this post we will look at how we can build a structure from which our essay can develop.

Here you can see the most simplified essay structure for tackling A level History essays. All students should be familiar with this structure. We have broken the essay down into an introduction and conclusion as well as 3 separate parts of content. Running through the entire essay at the side is our line of argument. Whilst this may seem fairly simple, many students still fail to adequately follow this structure, when writing essay answers under exam conditions.

The reasons this structure works well is that it enables you to cover 3 different factors of content. These can be aligned 2-1 or 1-2 on either side of the argument. Your essay is now balanced (covering both sides of the argument), whilst at the same time being decisive in terms of your line of argument and judgement. It is also consistent with the amount you can write in the exam time given for (20-25) mark essay questions.

Expanded A level History Essay Structure

Let’s look at an expanded essay structure. Again, we have our introduction and conclusion as well as 3 separate parts of content. Now we can see that we have added whether or not each of our parts of content agrees or disagrees with the question premise. In order to have a balanced essay we can see on this example that; Content 1 agrees, Content 2 disagrees, and Content 3 can go either way. This overall A Level History essay structure ensures a balanced essay that also reaches judgement.

Furthermore, we have now broken down each individual part of Content/Factor. This can be seen as a mini essay in its own right. The Content/Factor is introduced and linked to the question as well as being concluded and linked to the question. Then we write 2 to 3 separate points within the body of the Content/Factor. We have 2 points that agree with the overall argument of this section of content. This strongly backs up our argument.

Then we can also potentially (this doesn’t have to be done always, but when done right creates a more nuanced analysis) add a third point that balances that particular section of content. However, it doesn’t detract from the overall argument of this factor/content. E.g. In the short term ‘point 3’ occurred but of much greater significance was ‘point 1’ and ‘point 2.’

How To Improve Further at A Level History

Pass A Level History – is our sister site, which shows you step by step, how to most effectively answer any A Level History extract, source or essay question. Please click the following link to visit the site and get access to your free preview lesson. www.passalevelhistory.co.uk

Previous and Next Blog Posts

Previous – A Level History Questions – Do and Avoid Guide – passhistoryexams.co.uk/a-level-history-questions-do-and-avoid-guide/

Next – A Level History Coursework Edexcel Guide – passhistoryexams.co.uk/a-level-history-coursework-edexcel/

Leave a Reply Cancel reply

You must be logged in to post a comment.

A Level History: How to Structure Your Essays For Exam Success

Essay-based exams are a staple of A Level History, challenging students to demonstrate their understanding, analysis and critical thinking skills.

Whether you’re studying under AQA , OCR , Edexcel (or any other A Level History exam board for that matter), mastering effective essay writing techniques is essential for exam success.

In this guide, we’ll explore 10 strategies and tips to help you excel in your A Level History exams, regardless of the topic or exam board.

Let’s get started.

1. Understand the question

It’s a classic bit of exam advice, but before diving into your essay, carefully read and analyse the question.

Identify the key terms and requirements, such as “compare”, “analyse”, “evaluate”, or “assess”. What does the mark scheme want when these words are used? To make sure you’re clear, check mark schemes and exam guidance for your specific exam board and topics.

This will guide your approach and ensure you stay focused on addressing the specific demands of the question.

2. Plan your response

Having understood the question, take the time to plan your essay before you start writing. This is essential!

Create a clear and structured outline that includes your introduction, main arguments, supporting evidence, and conclusion. This should only be brief notes, done in a few minutes – but it will really help you stay on track.

Planning helps you organise your thoughts coherently and ensures a logical flow of ideas throughout your essay. Demonstrating these skills is vital for top marks, no matter which A Level History exam board you’re studying with.

3. Develop a strong thesis statement

Your thesis statement is just a sentence that outlines your argument or position on the topic. It should be clear and short, coming right at the start of your essay.

A strong thesis statement sets the direction for your essay and provides a roadmap for your readers to follow. Make sure it’s concise, specific – and supported by the evidence you’re about to outline in your essay.

4. Use evidence effectively

Which neatly brings us onto… backing up your arguments with relevant evidence from primary and secondary sources .

Quote, paraphrase or summarise evidence to support your points and demonstrate your in-depth understanding of the topic. Remember to critically evaluate the reliability and significance of the sources you use.

A word of caution : use your evidence selectively . You only have a short amount of time at A Level, so don’t fall into the trap of just listing everything you know about a topic. Evidence should only be used judiciously to support your arguments.

5. Engage with Historiography

Demonstrate your awareness of different historical interpretations and debates surrounding the topic (this is known as Historiography ). As part of your revision, learn about key historians and schools of thought, and think about how their perspectives shape your own analysis.

By including historians’ perspectives (either to support your own arguments or argue against them) shows depth of understanding and critical engagement with the subject matter.

6. Structure your essay

Organise your essay into clear paragraphs , each focusing on a specific aspect of your argument.

Start each paragraph with a topic sentence that introduces the main point of the paragraph, followed by supporting evidence and analysis (including any counter arguments). Ensure smooth transitions between paragraphs to maintain coherence and flow.

If you’ve created a quick plan before you start writing – this should, hopefully, come naturally!

7. Be concise and precise

Aim for clarity and precision in your writing. Historians hate “fluff”, so avoid unnecessary jargon or verbose language that may obscure your argument.

Remember, you won’t have long to write your essays in your A Level History exams. So make every word count, and always strive for clarity and coherence in your writing.

8. Consider counterarguments

Acknowledge and address counterarguments to your thesis. This demonstrates intellectual rigour and shows you’ve considered multiple perspectives. It’s a high level skill that’s expected at university level – so will definitely impress A Level examiners!

That said, make sure you refute counterarguments effectively and reaffirm the strength of your own argument. Don’t just include a counter argument for the sake of it, otherwise you could run the risk of a confused-sounding essay.

9. Conclude effectively

Summarise your main arguments (i.e. what you’ve said in each paragraph) and restate your thesis statement in the conclusion .

Avoid introducing new information or arguments at this stage. Instead, reflect on the broader implications of your findings and leave the reader with a thought-provoking closing statement.

10. Proofread and revise

Finally, take the time to proofread and revise your essay before submitting it. If all has gone to plan, you should have 10 minutes or so at the end of your exam.

Check for basic spelling and grammar errors, as well as the clarity and coherence of your arguments. Consider seeking feedback from your friends, parents or teachers (in advance of exams!) to help you identify areas for improvement. It’s actually great if it’s someone who isn’t familiar with your History topics – as they’ll be able to let you know whether they understand everything you’re saying.

By following these ten essay writing techniques, you’ll maximise your performance in essay-based exams, not only for A Level History, but other subjects too.

Remember to practise regularly, spend time memorising key facts, engage critically with historical sources, and always strive for clarity and coherence in your writing.

A Level History can certainly be challenging, but with dedication and perseverance, you’ll be well-equipped to tackle even the trickiest essay questions in your final exams.

Good luck! Any specific questions? Just let me know.

As a Personal Tutor and an ex-History A Level student myself, with an MA in History and Philosophy from the University of St Andrews and an M.Phil in History from Bristol University, I’m on hand for any essay-writing queries or concerns.

If you like this, please share!

• Click to share on Facebook (Opens in new window)
• Click to share on Twitter (Opens in new window)
• Click to share on Pinterest (Opens in new window)
• Click to share on Tumblr (Opens in new window)
• Click to share on Reddit (Opens in new window)
• Click to share on LinkedIn (Opens in new window)
• Click to share on WhatsApp (Opens in new window)
• Click to email a link to a friend (Opens in new window)
• Click to share on Pocket (Opens in new window)
• Click to print (Opens in new window)

Leave a comment Cancel reply

• Already have a WordPress.com account? Log in now.
• Subscribe Subscribed
• Copy shortlink
• Report this content
• View post in Reader
• Manage subscriptions
• Collapse this bar

The UK National Charity for History

Password Sign In

Become a Member | Register for free

Essay Writing

Student Guides

• Add to My HA Add to folder Default Folder [New Folder] Add

History is not just about writing lots of essays! It is also about discussion, debate and evidence. However, there will be, as with many other subjects at A-Level, some essays to write - but it is not as tough as it looks. Essay writing is a skill that you will get better at over time, but you might find the guide below useful to help you along.

How to Write a History Essay

• Are you new to the 6th form?
• Are you already in the 6th form but worried about your essay writing skills?
• Are you moving on to study history at university?

Then this could be just what you need! This guide will not help you to get outstanding grades - that is up to you, but it will prepare you with the skills that you need to produce that masterpiece!

Key Features: The Must Haves

A-Level/Undergraduate essays should contain the following features; although it depends on the type of essay you are writing as to how far you go; for example, a personal study or dissertation will require a great deal of historiography and referencing, whereas class essays may require less. If you are unsure as to how much your teacher will expect, it is best to ask! 

A well considered argument - This is VERY important to get right. It means that you will need to make sure that you clearly state your line of argument and do it convincingly. At the same time, you will also need to give full coverage to other factors/opinions/arguments that are at play - even if it is to rubbish them!

Reference to the question

An introduction

A middle -  the substantive part of the essay, where you present the evidence and arguments

A conclusion

Footnotes and bibliography

Before You Start...

The key to success in any history essay is preparation. This not only includes focussed and wide reading around the topic, but also your preparation of your thoughts and arguments. Richard Harris, experienced history teacher and now lecturer in education at Southampton University provides a very good starting point for essay writing. His plan is designed to get you thinking and planning your structure before you write. You can find a copy of this planning sheet at the end of the guide. 

1) Considered Argument

The key to providing a considered argument is to read widely! What is the historiography (views of different historians) surrounding the topic? What evidence is there to support different lines of argument? Your job is firstly to present these lines of argument.

Secondly, you should critically evaluate these views and evidence as you explain them. Is there evidence to counteract? By providing a considered argument - what we don't mean is that you sit on the fence! Every essay MUST have an argument, but by considered, we simply mean that you should be prepared to consider other arguments/factors, other than your own view, even if it is to critically evaluate them and dismiss their importance! But you must be convincing and be prepared to examine them fully.

At A level, the mark-schemes tend to be stepped into 5 different levels; you cannot progress beyond level 2/3 if you do not provide a well considered argument! The examiner wants to see what your opinion is, but they also want to know that you have not just "plucked" this opinion from nowhere - they want to see that you have considered the topic fully, taken account of all of the views and arguments before making your judgement. Therefore, you should stick to your line of argument throughout, but you should clearly evaluate other points of view, showing your reader how and why they are less valuable arguments than your own. 

2) Reference to the question

Where possible you should show how the evidence you are presenting links back to the question. You should refer back to the question wherever a link or piece of evidence provides some clues to help formulate an answer. This should help you to avoid going off track. Always think as you are writing "does this paragraph help to present the evidence to support my line of argument or help me to answer the question?" 

3) The Introduction

The introduction should set the scene. It should be short and snappy, no more than a few lines, but they are very important as you need to hook your reader in. There should be some very brief background detail to the question. You should also include some brief historiography - what is the main debate among historians about this issue? Who is saying what? You should also at this point wish to state what YOUR argument is going to be.

You should then refer back to the question by stating how you are going to measure/argue your case; a good way to do this is by referring back to the question itself. It should help you to get the question straight in your own mind too and give you some direction. For example, if you have a question asking you how significant an event was, you need to explain what is meant by significance and how you will measure this.

E.g. 'How significant was the Reichstag Fire in the Nazi revolution?'

When this question is analysed, bit by bit it helps us to explain to our reader what the essay intends to cover. 

4) The Middle

This is the substantive part of the essay. This is the bit where you have to present the evidence and arguments. It should predominantly contain your analysis/argument but you must also look at the counter-arguments and the views of historians.

• Present evidence in a balanced way: You should present your argument/response to the question clearly and effectively, using the views of historians and other evidence to back up the points you make. On the other side, you should also consider the arguments against your own and critically evaluate them in order to show why they are less important/plausible than your own.
• Present your evidence in a logical order : Try to avoid jumping around. Make a plan before you write that organizes your evidence logically. This could either be in themes or in chronological order.
• Include analysis: You must make sure that you don't just fall into the trap of presenting evidence without analysis. This reads more like a list! When presenting a piece of evidence or the view of a historian, don't forget to critically analyse. Is the evidence reliable? Is the view of the historian reliable or are they writing from a specific viewpoint? Are there different interpretations? What do you think? Is it a valid point?
• Refer often to the title: Don't forget to link your points back to the question where possible. It will help your essay and your reader stay focused on the answer to the question!

How to Structure Paragraphs:

It is important to structure your points within the scaffolding of the paragraph well. A good way to do this is to PEE all over your paragraphs!!!

Of course, don't take this literally and ruin your essay - what we mean is to use the PEE formula:

E - Example

E - Explanation.

This is a good habit to get into and a good way to provide structure. Simply make your point, give an example or piece of evidence to back it up, then explain it. What is the context? How or why is it significant/insignificant? How does it fit into the topic? How does it help to answer the question? 

Test yourself:

See if you can spot the PEE on this paragraph which forms part of an answer to the question "Was Edward IV a new monarch?"

"Edward's power did not increase at the expense of the nobility; a key criteria for new monarch status. Edward continued the tradition of letting powerful magnates rule the peripheral regions of the country, such as the North and Wales. This resulted in the creation of a number of large power bases including the Herberts in Wales, Gloucester in the North, the Percys in the eastern marshes and the Woodvilles in London. This was largely due to the small number of noble creations in his reign - he only made nine promotions to high nobility. On the one hand this shows that he was in form control as he had sufficient power and stability without having to make lots of noble creations to gain support, yet on the other hand he was creating a volatile situation as rivalries built up between powerful factions and Edward was cresting a potentially explosive situation which only he could control." 

5) Conclusion

This is the end of the essay. This is the bit where you are expected to answer the question! Here you should sum up in a couple of sentences what your argument is, and why it is the most plausible explanation, being careful to remind the reader of supportive evidence. Finally, you should put the essay in context. Explain the wider context to the question. It might be that there are longer-term or under the surface issues that need further exploration, or it may be that there is a bigger picture in play. By putting your answer in context, we don't mean just adding some extra facts about the period at the end - your setting in context should display your broader understanding of the period. A good example of this is when a student was writing about the Golden Age of Spain:

"In conclusion, the extent to whether this period can be deemed as a "Golden Age" ultimately rests on the context of the time. Although it is true to say that Spain was making advances in several areas, in terms of power, unity, wealth, economy, culture, empire and discovery. The extent of religious and racial persecution however, could be deemed as less golden in terms of morality, even if both policies were successful in terms of strengthening Spain's power base. In the wider context of the time, Spain's achievements seem less golden than they may at first appear. We have to remember that this period saw the Renaissance. The Renaissance affected practically every area of life at the time, and was a new dawn of discovery and thinking -  Leonardo Da Vinci, William Harvey, Martin Luther, Copernicus and Galileo were but a few of the characters that shaped the time;  therefore, if Spain had a golden age, so too did many other countries." 

• Re-state your argument using the key words from the title
• Be confident in your argument
• Hint at a broader context
• What other issues would you explore, given more time? 

6) Footnotes and Bibliography

At A-Level and undergraduate level, you will be expected to footnote your essays. Because you are not expected to do this at GCSE, this may be a new skill for you, but it is very easy! 

What are footnotes?

When you quote evidence or the views of a historian from a book or periodical, you are expected to let your reader know where you got this evidence from, so that if they wished (very few would) they could go and check your evidence. You can do this by including citations or footnotes.       

How to Footnote

The process of footnoting is slightly different on different computer programs and may differ again if you are using a MAC, but the process is the same, even if you are handwriting.

Footnotes should be numbered and should either appear at the bottom of the page on which they are cited or in a list at the end of the essay. They should include the following information:

1.) Author's name (surname first)

2.) Date and place of publication (found on the first page of the book usually)

3.) Title of book (in italics)

4.) Page reference. 

How to footnote on the computer

If you have Microsoft Office, the simplest way to insert a footnote is by going to the references section on the tool-bar and then following the instructions above. If you are using an earlier version of Office, you should click on insert and then select footnote from the list.

Below is an example to illustrate what a footnote should look like:

"Leo, the holy pope in Rome, passed away; and in this year there was a great pestilence among cattle than man could remember for many years..." [1]   

Footnote extras

• If the book is a collection of articles or a reproduction of primary source material, it will not have an author, but an editor instead. If the main name on the book is an editor, you need to write the letters (ed.) next to the name.
• If your next footnote in the sequence is from the same book, but a different page, you do not need to write out all of the information again, you can simply write the word "Ibid" which means same source and then cite the page number. However, you should only do this once in any given sequence. If you have 3 quotes in a row from the same book, the third time, you should write out the information again. 

What is a bibliography?

A bibliography is the list of books that you have used to help you write your essay. This may include books that you have quoted from or used as part of your reading.

You should always include a bibliography at the end of your essay which lists the books that you have used. You can use the same format as you would for footnotes. Below is a sample to show you how it should look.

1.) Campbell, J (ed) Cambridge 1982 - The Anglo-Saxons

2.) Swanton, M (ed) J.M Dent 1997 - The Anglo-Saxon Chronicle                                                  

The Harvard Footnote System

Another option to make sure you have referenced correctly is to use the simpler Harvard system. This may be a preferred method for the writing of normal class essays, although for a personal study, the use of traditional footnoting is still recommended. Harvard referencing uses the author and the date of the work in the main body of the text, and then has a reference list at the end of the essay which contains the references cited in alphabetical order by author. The reference list contains the full details of the book or journal cited. Because you only refer to a shortened form of works in the main essay (author, date) your essay doesn't get filled with too much reference material. The use of the author/date shorthand does make it easy to locate works in the reference list.

An example from the main body of a text:

Within the last ten years, teachers who have attended INSET courses have reported that the courses have helped to increase their competence and confidence in using IT (see, for example, Higham and Morris, 1993; ESRC 1990), yet despite the fact that the passing years have presented opportunities for more teachers to increase their skills in IT, weaknesses identified by McCoy (1992) seem to be still evident (Gillmon, 1998; Goldstein 1997). This suggests that we need to look for explanations other than attendance at INSET courses for the reasons for the apparently poor state of teachers' competence and confidence in IT.

In this text the author is citing entire works by other researchers to support her argument. Notice the use of brackets and the author/s and dates of all works.

Another example from the main body of a text:

One resource provided in the secondary speech genre is the "posited author" (Bakhtin, 1981, p. 312).

Here the quotation is a direct one so a page number has been added. Quotations of no more than two sentences can be incorporated into the main text and marked off with quotation marks, but if you quote a longer passage it must be placed in a separate paragraph and indented from the left and right margins of the main text.

_______________ 

[1] Swanton, Michael (ed), J.M Dent 1997, The Anglo-Saxon Chronicle, pg. 185

Attached files:

• Essay Planning Sheet 54.5 KB Word document
• How to write a synoptic essay
• A-level 'how to' guides

How to get full marks on source questions in History A Level: 1. Using the content of the source (C grade)

August 10th, 2017 Last updated: October 21st, 2022

Source questions are often the aspect of A-Level History that students find most difficult, but can also be one of the most exciting aspects of the course. Every source provides a window into the ideas, emotions, and thought processes of past human beings. Andrew covers the basics of writing about the information drawn from the source.

NB: Exam boards and schools

I have organised this post article around the general skills required in most A Level specifications. In each section, I have tried to indicate which criteria these skills help to fulfil on the mark schemes of different exam boards. If you’re looking for something specific, use ctrl + F to search for specific words from your exam board’s mark scheme. Different schools and teachers explain how to analyse sources in different ways: ‘Content, Origin, Purpose’, ‘What? When? Who? Why?’, ‘Interpretation, Knowledge, Provenance’, etc. When I tutor, I always try to develop the approach that a student has been taught in school, so that we build on existing skills, rather than starting from scratch. When using this guide, try to do the same yourself, by working out how the skills below correspond to what your teacher asks you to do in lessons.

1. Use short quotations

This will help you achieve the following mark-scheme criteria: AQA : ‘Shows a very good  understanding  of all three sources in relation to both  content  and provenance’ ‘present a balanced judgment… for the particular purpose given in the question ’  Edexcel : ‘ Interrogates the evidence  of both sources with confidence and  discrimination ’  OCR : ‘a convincing, fully supported analysis of [the sources]’

Identify the particular part of the source which tells you something. A good historian can learn a lot from individual words. Avoid quotations that lift full sentences, like this one about the Emperor Charlemagne, who died in 814:  ‘The source tells us that Charlemagne “will be remembered for the tempered severity with which he subdued the iron hearts of Franks and barbarians.” This suggests that Charlemagne’s greatest success was conquering other peoples.’  Instead, pick out particular words:  ‘The reference to subduing “barbarians” suggests that Charlemagne’s greatest success was conquering other peoples.’  Not only is this more skilful, but it’s shorter, saving you precious time in the exam.  

Still need help? View our History tutors here

2. Make inferences

This will help you achieve the following mark-scheme criteria:   AQA : ‘Shows a very good  understanding  of all three sources in relation to both  content  and provenance’  Edexcel : ‘ Interrogates  the evidence of both sources with confidence and discrimination’ ‘making reasoned  inferences  and showing a range of  ways the material can be used’   OCR : ‘engage with the sources’ ‘convincing, fully supported analysis’

This means learning something beyond what is actually written or shown. Imagine your source is Magna Carta, an important document from the year 1215:  ‘The source tells us that the king would no longer levy taxes without “the common counsel of our kingdom”.’  If you followed up like this, you aren’t doing any more than understanding the words in the source itself:  ‘The source tells us that the king would no longer levy taxes without “the common counsel of our kingdom”. This means that the king was not going to take money unless his people advised him to do it.’  Instead, you need to learn something that was not written in the source. For example:  ‘The source tells us that the king would no longer levy taxes without “the common counsel of our kingdom”. This suggests that there was anger at the taxation King John had levied, and this may have caused conflict between the king and his barons.’  The following sentence-starters may help to show that you are doing this:

• This suggests that…
• This implies/might imply that…
• This gives the impression that…

3. Make sure your inferences are  relevant  to the question

This will help you achieve the following mark-scheme criteria:  

AQA : ‘present a balanced argument on their value for the  particular purpose given in the question ’ Edexcel : ‘Interrogates the evidence of both sources with confidence and  discrimination ’ 

OCR : ‘The answer has a very good  focus on the question  throughout’

Your inference must be something related to the topic you are asked about. Imagine you are faced with a source produced by General Douglas MacArthur, an American general in the 1940s and 1950s, and have to answer this question:  ‘With reference to these sources and your understanding of the historical context, assess the value of these three sources to an historian studying the consequences of Soviet expansion.’  The following statement would be irrelevant, as it is about the USSR’s  aims , not the  consequences  of expansion:  ‘General MacArthur’s reference to preventing “global conquest” implies that the USSR expanded in order to build an empire.’  As the question is about  consequences , this would be better:  ‘General MacArthur’s reference to preventing “global conquest” implies that Soviet expansion may have provoked a reaction from the USA.’

If you make sure that you have followed these tips, you are showing the examiner that you have a solid grasp of how to handle sources.

• Use short quotations
• Make inferences
• Make sure your inferences are relevant to the question

In his next article, Andrew will set out how to go that bit further and achieve an A grade in the Source questions. 

If you liked this article, subscribe to our newsletter

By subscribing to our newsletter you agree to receive email from us and agree to our Terms and Conditions*

Join the discussion! Cancel reply

How to get full marks on source questions in history a-level: 4. using the provenance of the source to assess reliability.

In the penultimate post in this series, Andrew looks at how the provenance of the source (including its author, and the time and place in which it was produced) can be used to examine a source’s reliability.

Author Owl Tutors Read 9 minutes

How to get full marks on source questions in History A Level: 3. Using knowledge to assess the accuracy of a source

In the third post in this series, we will look at how to show A Level examiners that you can assess the accuracy of sources. People in the past did not always give an impression consistent with the facts available to us. Good historians will compare the information presented by any source to what they already know of the period.

Author Owl Tutors Read 6 minutes

Tips for Success: Approaching your IB History Extended Essay Topic

In this blog, Anna outlines the initial steps to choosing an IB History Extended Essay topic and question as well as how to approach the planning process.

Author Anna Read 4 minutes

How to get full marks on source questions in History A Level: 2. Using the content of the source (A grade)

This is the second post in a series that shows you how to approach source questions in History A Level, and hopefully also how exciting analysing primary source material can be. In this blog, Andrew sets out how to raise the quality of your answer to A* level by showing understanding of the source in context, and focusing on the question.

Author Owl Tutors Read 5 minutes

Tips for success: How to write Section 3 of your IB History IA

Having successfully written Sections 1 and 2 of your History IA, it is now time to reflect and write Section 3. In this blog, Anna will walk you through the necessary steps to help you gain full marks for this section.

Author Owl Tutors Read 3 minutes

Tips for success: How to research your IB History IA

Once you have chosen the topic and question of your History IA, it's time to get researching! In this blog, Anna sets out some top tips on how best to research and record notes. Research in itself is a vitally important skill assessed throughout the IB Diploma - getting this right can mean the difference between a History IA's success and failure.

Author Anna Read 3 minutes

7 Tips for Choosing a Successful IB History IA Topic and Question

Choosing the right History topic and question for YOU can make the difference between success and failure. Below are 7 steps to help you choose an appropriate topic and question.

You might be interested in

How to get a 9 in gcse history.

Author: Chloe

Tips for success: How to write Section 2 of your IB History IA

Tips for success: how to write section 1 of your ib history ia.

+44 020 3457 8474 [email protected]

Owl Tutors Limited Company Number: 07679444 VAT Number 182078794 Unit 2A, The Plough Brewery 516 Wandsworth Road London SW8 3JX United Kingdom

2024 Copyright Owl Tutors | Terms & Conditions | UK | Privacy Policy

Please could you help me fill in this feedback form so I can improve and make my website more useful

How to interpret and analyse sources

In regards to analysing sources at A-Level, I was taught to use the 'PACMAN' method to analyse and interpret sources:

the purpose should be written as a statement, similar to the following structure

"to (action) + (target audience) + (reaction)"

What is the author's origin/background?

How does the author impact the reliability of the source?

Does the author have a baised/objective view?

How does historical background/context affect the meaning of the source? 

An example of this is the difference between Lenin's view of communism and Stalin's view of communism)

What message does the Cartoonist convey? What is their view?  

An example of a sentence that shows an interpretation of the message is "The Cartoonist criticised that…"

Who did the author target when writing/creating the source?

Some examples of audiences are the parliament, the senate, an assembly or the public and these various audiences affect the message/purpose/etc of the source.

What is the nature of the source?

This refers to how the message is conveyed. Examples include a cartoon, a news report, a speech, a school textbook, a public address or as propaganda.

This discussion is now closed.

• Help (ALEVEL history NEA)
• AQA A-LEVEL History tips and help, A* achieved
• A-level History Study Group 2022-2023
• How to Finish Essay Qs in the Time (A-Level)?
• Triple Science revision
• Yr 12 : I need help
• aqa a level history - can anyone help?
• How can I achieve A-A* in a-levels!!!!!
• GCSE Exam Discussions 2024
• biology, chemistry and history alevel combination ?
• A-level History Study Group 2023-2024
• About wjec level 3 criminology
• THB's 'How To Write a Killer History Essay'
• Which is better to study, A level classics or History????
• A-LEVEL history coursework
• AQA A Level History NEA
• I got A*AA for my A-Levels - ask me anything.
• AQA History A Level Help
• English Lit vs Politics vs History A-Level

A level AQA History essay structure

Scroll to see replies

Related discussions

Last reply 22 minutes ago

Last reply 6 hours ago

Last reply 18 hours ago

Last reply 21 hours ago

Last reply 22 hours ago

Last reply 1 day ago

Last reply 2 days ago

Last reply 3 days ago

Last reply 4 days ago

Last reply 5 days ago

Last reply 6 days ago

Last reply 1 week ago

Articles for you

How to revise for A-level History exams: AQA explains what to do

Will artificial intelligence put legal graduates out of work?

Why industry placements are so important for business students

You don’t need to take a law conversion course for the SQE… but here’s why you should

Show Colleges You're Ready

Register for the August SAT by August 9.

Dates and Deadlines

FRI, JUN 14, 2024

June SAT Score Release

FRI, AUG 9, 2024

Registration Deadline for August SAT

TUE, AUG 13, 2024

Late Registration Deadline for August SAT

SAT, AUG 24, 2024

7:45 AM Local

August 24 SAT

Success Starts with the SAT

Register Now for the SAT

Search test dates and nearby test centers before you register.

Registration for the testing year 2024–25 is now open. Use these testing dates to plan to take the SAT.

Find places near you that are offering the sat. remember: if you can't find a test center near you, consider other dates., find sat registration fees for students taking the test., learn about sat registration fees and other charges for students taking the test outside the united states..

Bluebook™ App and Device Information

In preparation for taking the SAT, you'll need to familiarize yourself with the Bluebook testing application as well as the approved devices and operating system requirements. You'll also need details on borrowing a device if one isn't available to you.

Bluebook Testing App

Bluebook must be installed before test day. This digital testing application supports testing on Mac and Windows devices, iPads, and school-managed Chromebooks.

Device Readiness

Device specifications and installation instructions vary by device type and test. Ensure that the device you plan to use on test day meets the required specifications.

Borrowing a Device

Find information on how to borrow a device if you don't have access to one for the SAT.

What to Expect on Test Day

Before test day, make sure you're familiar with test day rules and procedures.

Practice and Preparation

The key to successful preparation for the SAT is practice. Find tips on how to study for the SAT using full-length practice tests on Bluebook, downloadable forms if you're approved to test on paper, and Official Digital SAT Prep on Khan Academy®.

Historical Nonfiction: Research-Based Writing With Hadley Meares

In this four-part workshop, learn to write your own historical essay through a research-based lens.

Course Description

Have you ever wanted to write a history of personal interest in a 1200-word, Atlas Obscura essay–type format, but didn’t know where to begin? Perhaps you’ve always wondered about the deeper story behind an old family recipe, a run-down building on your block, or a specific moment in time. This four-part online writing workshop with historical journalist Hadley Meares will equip you with the tools you’ll need to start researching and writing.

Over the course of four sessions, you’ll learn how to begin your quest, conduct research, and shape your original project. Along the way, you’ll participate in group exercises and get personalized feedback from Hadley and your fellow participants. By the end of the course, you’ll be well on your way to writing a compelling, nonfiction history that is personal to you and your interests.

Syllabus at a Glance

This course includes four total sessions, each lasting for 1.5 hours with a week between each session.  

Spring Section A: Meets Thursdays beginning April 4.

Session 1 (Thursday, 4/4, 8–9:30 PM ET): Finding your voice and your inspiration

Session 2 (Thursday, 4/11, 8–9:30 PM ET): Research methodologies from home

Session 3 (Thursday, 4/18, 8–9:30 PM ET): Essay format and shaping your narrative

Session 4 (Thursday, 4/25, 8–9:30 ET): Story sharing and feedback

Summer Section B: Meets Mondays beginning June 10.

Session 1 (Monday, 6/10, 8-9:30 PM ET): Finding your voice and your inspiration

Session 2 (Monday, 6/17, 8-9:30 PM ET): Research methodologies from home

Session 3 (Monday, 6/24, 8-9:30 PM ET): Essay format and shaping your narrative

Session 4 (Monday, 7/1, 8-9:30 E3T): Story sharing and feedback

Between Sessions

Students will be given optional assignments to complete between sessions, including brief writing prompts and exercises crafted to help aid in research and writing. You can spend as much or as little time on assignments as you'd like—this class is what you make of it!

Pricing Options

In addition to full-price tickets, a limited number of no-pay spots are available for this course. Please note that these tickets are reserved for those who would not otherwise be able to take this course and who expect to attend all sessions. No-pay spots are distributed via a randomized drawing two weeks before each course begins. For more information and to apply for a no-pay spot, please click here . To learn more about our pricing model and randomized selection process for no-pay spots, please visit our FAQ page .

Community Guidelines for Students

Please take a moment to review our community guidelines for students , which aim to share our classroom ethos and help set the stage for the best possible learning experience.

Atlas Obscura Online Courses

Atlas Obscura Courses offer opportunities for participants to emerge with new skills, knowledge, connections, and perspectives through multi-session classes designed and taught by expert instructors. To learn more about our current course offerings, please visit www.atlasobscura.com/online-courses . For answers to commonly asked questions, check out our FAQ page here .

Founded in 2009, Atlas Obscura created the definitive community-driven guide to incredible places across the planet and is now an award-winning company that shares the world’s hidden wonders in person and online.

Once registered, you’ll receive a confirmation email from Eventbrite that will provide access to each class meeting. Please save the confirmation email as you’ll use it to access all sessions of your course via Zoom.

Hadley Meares is an LA-based historical journalist, tour leader, talking head, and the host of the history podcast Underbelly LA . She is a frequent contributor to Vanity Fair , The Hollywood Reporter, Curbed , HISTORY , LAist , Los Angeles Magazine and Atlas Obscura , among other outlets.

This is an interactive, small-group seminar that meets over Zoom. Students may be encouraged to participate in discussions, work on assignments outside of class, and workshop projects with their instructor or classmates. Due to the interactive nature of this course, we strongly recommend students attend as many live sessions as possible. Within 72 hours after each session meets, students will receive access to a recording of the live session, which they can watch for up to two weeks after the course concludes. 

Instructors may use Google Classroom to communicate with students outside of class. While students aren’t required to use Google Classroom, instructors may use this platform to post resources, discussion questions, or assignments. This platform also offers a space for students to connect with one another about course material between sessions.

We provide closed captioning for all of our courses and can share transcripts upon request. Please reach out to us at [email protected] if you have any questions, requests, or accessibility needs.

There are 30 spots available on this experience.

There are no upcoming experiences at the moment. Fill out the form below to be notified when we add new dates.

Tree Communication With Annie Novak

How We Dream: The Science, History & Future of Dreaming With Sidarta Ribeiro

Shared Soul: A Culinary Journey from West & Central Africa to the American South With Michael Twitty

Playing for Keeps: Designing Keepsake Games With Shing Yin Khor

Summer Camp: Reading the Skies, Befriending Birds, & Scary Films

Exploring a Secret Fort

Creating Crossword Puzzles With Brooke Husic & Natan Last

A Lockpicking Practicum With Schuyler Towne

Writing the Food Memoir: A Workshop With Gina Rae La Cerva

Monster of the Month w/ Colin Dickey: Arctic Ghosts

The atlas obscura podcast is back.

Add Some Wonder to Your Inbox

We'd like you to like us.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Welcome to the Purdue Online Writing Lab

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

The Online Writing Lab (the Purdue OWL) at Purdue University houses writing resources and instructional material, and we provide these as a free service at Purdue. Students, members of the community, and users worldwide will find information to assist with many writing projects. Teachers and trainers may use this material for in-class and out-of-class instruction.

The On-Campus and Online versions of Purdue OWL assist clients in their development as writers—no matter what their skill level—with on-campus consultations, online participation, and community engagement. The Purdue OWL serves the Purdue West Lafayette and Indianapolis campuses and coordinates with local literacy initiatives. The Purdue OWL offers global support through online reference materials and services.

Social Media

Facebook twitter.

Hunter Biden’s conviction shows there’s not a two-tier system of justice

Four Israeli hostages are finally free. Now for peace talks to break through.

The paradox ahead for Gaza: A postwar where war goes on

Why can't americans agree on immigration, sign up for democracy, refreshed, a newsletter series on how to renovate the republic, electing prosecutors is a terrible idea. trump’s conviction shows why., why congestion pricing — a great idea — is doomed, the ‘double haters’ misnomer: biden’s secret weapon, what’s that noise cicadas or a raucous election year, the san diego zoo kids channel is the thing america needs right now, justice alito is right about today’s politics, trump telegraphs plans to neuter congress, this time by seizing spending, taylor swift and beyoncé albums ‘dropped’ we’re all insiders now..

Democracy isn’t doomed

Want to go back in time? Visit a school where cellphones are banned.

They were bulky and ugly — and a piece of history. Let’s save the last one.

A setback for Modi is a silver lining for India’s Muslims

Stephen bannon ordered to report to prison, falling apart under pressure, cartoon by clay jones, raising taxes this much in d.c. will backfire, today’s western alliance needs the spirit of the boys of pointe du hoc, the real alien menace is trump’s plague of suspicion and fear, an epidemic of scientific fakery threatens to overwhelm publishers, merrick garland: unfounded attacks on the justice department must end, obama tried to pivot to asia in 2011. we must succeed this time., ask eugene robinson about the latest news around the u.s. and world, what’s a dog’s favorite shakespeare play i was taking your jokes., chat with karen tumulty about the campaign trail, chat with david ignatius about the war in ukraine and foreign affairs.

Our goal should be a planet with fewer humans

America’s immigration problems don’t stop at the border, what biden needs to say about the economy if he wants to win, how to help d.c.’s kids learn the math they need to succeed.

• Read our guide to writing a guest opinion
• Submit a guest opinion
• Submit a letter to the editor