For example, you might create a game such as one of these:. You can use your Facebook page to advertise and launch a capital campaign for a new initiative.
Although you cannot receive donations through your Facebook page, you can use your Facebook page to point to another website where you can accept donations such as PayPal. Make certain that your request for money is only a fraction of the content you share. Include compelling content about the initiative and the actions your group is taking so supporters are inspired to donate. Your group can evaluate and perhaps celebrate its success in building online support by reviewing usage statistics about your Facebook page.
You can do this by periodically reviewing Facebook's "Insights" portal, which offers the following use statistics:. The Insights portal also provides a quality score that can help your group understand how well your posts are provoking feedback.
Determine what posts seem the most popular, and which ones fell flat — then adjust your Facebook tactics accordingly. See 'Creating a Social Media Policy'. Read this advice from TechSoup for help to develop a social media policy.
Developing a policy is a wise decision for any group that uses Facebook or any other social media tool. Visit our other Wisconsin Historical Society websites! The word you probably want in historical prose is refer , which means to mention or call direct attention to.
Novel is not a synonym for book. A novel is a long work of fiction in prose. A historical monograph is not a novel —unless the historian is making everything up. This is an appalling new error. If you are making a comparison, you use the conjunction than. The past tense of the verb to lead is led not lead. The opposite of win is lose , not loose. However may not substitute for the coordinating conjunction but. Your religion, ideology, or worldview all have tenets —propositions you hold or believe in.
Tenants rent from landlords. The second sentence says that some colonists did not want to break with Britain and is clearly true, though you should go on to be more precise. Historians talk a lot about centuries, so you need to know when to hyphenate them. Follow the standard rule: If you combine two words to form a compound adjective, use a hyphen, unless the first word ends in ly.
The same rule for hyphenating applies to middle-class and middle class —a group that historians like to talk about. Bourgeois is usually an adjective, meaning characteristic of the middle class and its values or habits. Occasionally, bourgeois is a noun, meaning a single member of the middle class. Bourgeoisie is a noun, meaning the middle class collectively. Your professor may ask you to analyze a primary document. Here are some questions you might ask of your document.
You will note a common theme—read critically with sensitivity to the context. This list is not a suggested outline for a paper; the wording of the assignment and the nature of the document itself should determine your organization and which of the questions are most relevant. Of course, you can ask these same questions of any document you encounter in your research. Your professor may ask you to write a book review, probably of a scholarly historical monograph.
Here are some questions you might ask of the book. Remember that a good review is critical, but critical does not necessarily mean negative. This list is not meant to be exhaustive, nor is it a suggested outline.
Your writing tutor sneaks another look at her watch as she reminds you for the third time to clarify your thesis. Your main historical actors are this, it, they, the people, and society, and they are all involved with factors, aspects, impacts, and issues.
Students will learn to use interdisciplinary methods from the humanities and social sciences to probe the sources of the past for answers to present questions. They will learn to draw comparisons and connections among diverse societies across a range of historical eras. They will further learn to convey their findings through writing that is clearly structured, precise, and persuasive. Writing Center. Writing Resources.
Writing a Good History Paper. Additional Navigation About Us. Tutoring Services Tutors. Seven Sins of Writing Passive Voice. Incorrect Punctuation of Two Independent Clauses. Misuse of the Apostrophe. Misplaced and Dangling Modifiers. Pronoun Problems. The Dreaded Pet Peeves.
Faculty Resources. State a clear thesis. Be sure to analyze. See also: Analyzing a Historical Document Be precise. Watch the chronology. Cite sources carefully. Use primary sources. See also: Analyzing a Historical Document Use scholarly secondary sources. See also: Writing a Book Review Avoid abusing your sources. Quote sparingly Avoid quoting a secondary source and then simply rewording or summarizing the quotation, either above or below the quotation.
Know your audience Unless instructed otherwise, you should assume that your audience consists of educated, intelligent, nonspecialists.
Misuse of the passive voice. Abuse of the verb to be. Inappropriate use of first person. Tense inconsistency. Ill-fitted quotation. Free-floating quotation. Clumsy transition. Unnecessary relative clause.
Distancing or demeaning quotation marks. Remarks on Grammar and Syntax Awkward. Unclear antecedent. It was a symbolic act. Faulty parallelism. Run-on sentence. Sentence fragment. Confusion of restrictive and nonrestrictive clauses. Consider these two versions of the same sentence: 1.
Confusion about the objects of prepositions. Misuse of the comparative. Comma between subject and verb. The fact that. In terms of. Thus and therefore. Misuse of instead. Essentially and basically. Both share or both agree. The events that transpired. The reason is because. For all intensive purposes. Take for granite. This is an illiteracy. You mean should have or could have. Center around. Begs the question.
A queen reigns during her reign. You rein in a horse with reins. You do know the difference. Pay attention. What exactly is the document e. Are you dealing with the original or with a copy? If it is a copy, how remote is it from the original e.
How might deviations from the original affect your interpretation? What is the date of the document? Is there any reason to believe that the document is not genuine or not exactly what it appears to be? Who is the author, and what stake does the author have in the matters discussed? If the document is unsigned, what can you infer about the author or authors? What sort of biases or blind spots might the author have? For example, is an educated bureaucrat writing with third-hand knowledge of rural hunger riots?
Where, why, and under what circumstances did the author write the document? How might the circumstances e. Has the document been published? If so, did the author intend it to be published? If the document was not published, how has it been preserved? In a public archive? In a private collection? Can you learn anything from the way it has been preserved? For example, has it been treated as important or as a minor scrap of paper?
Does the document have a boilerplate format or style, suggesting that it is a routine sample of a standardized genre, or does it appear out of the ordinary, even unique? Who is the intended audience for the document? What exactly does the document say? Does it imply something different? In what ways are you, the historian, reading the document differently than its intended audience would have read it assuming that future historians were not the intended audience?
What does the document leave out that you might have expected it to discuss? What does the document assume that the reader already knows about the subject e. What additional information might help you better interpret the document? Do you know or are you able to infer the effects or influences, if any, of the document? What does the document tell you about the period you are studying? If your document is part of an edited collection, why do you suppose the editor chose it?
How might the editing have changed the way you perceive the document? For example, have parts been omitted? Has it been translated? If so, when, by whom, and in what style? Has the editor placed the document in a suggestive context among other documents, or in some other way led you to a particular interpretation?
Writing a Book Review Your professor may ask you to write a book review, probably of a scholarly historical monograph. Who is the author, and what are his or her qualifications? Has the author written other books on the subject? When was the book written, and how does it fit into the scholarly debate on the subject? Getting this right is the foundation of your review. For example, does the author rely strictly on narrative and anecdotes, or is the book analytical in some way? What kinds of evidence does the author use?
For example, what is the balance of primary and secondary sources? Has the author done archival work? Is the source base substantial, or does it look thin? Is the author up-to-date in the scholarly literature?
How skillfully and imaginatively has the author used the evidence? Does the author actually use all of the material in the bibliography, or is some of it there for display? What sorts of explicit or implicit ideological or methodological assumptions does the author bring to the study? For example, does he or she profess bland objectivity? A Whig view of history?
Is the argument new, or is it old wine in new bottles? Is the argument important, with wide-ranging implications, or is it narrow and trivial?
Is the book well organized and skillfully written? What is your overall critical assessment of the book? What is the general significance, if any, of the book? Make sure that you are judging the book that the author actually wrote, not complaining that the author should have written a different book.
Writing a Term Paper or Senior Thesis Here are some tips for those long, intimidating term papers or senior theses: Start early. You should be delving into the sources during the second week. Work closely with your professor to assure that your topic is neither too broad nor too narrow. Set up a schedule with your professor and check his or her policy about reading rough drafts or parts of rough drafts.
How can you possibly get this done with only two weeks left in the semester? She will help you to find and use the appropriate catalogs and indexes. Use your imagination in compiling a bibliography. Think of all of the possible key words and subjects that may lead you to material. If you find something really good, check the subjects under which it is cataloged. Much of what you need will not be in our library, so get to know the friendly folks in the Interlibrary Loan department.
Start early. Use as many primary sources as you can. Jot down your ideas as they come to you. You may not remember them later.
Take careful notes on your reading. Label your notes completely and precisely. Distinguish meticulously and systematically between what you are directly quoting and what you are summarizing in your own words. Unintended plagiarism is still plagiarism. Write down not just the page of the quotation or idea, but also the whole run of pages where the matter is discussed. Reread all of your notes periodically to make sure that you still understand them and are compiling what you will need to write your paper.
Err on the side of writing down more than you think you will need. Just accept that there is something anal about good note-taking. If you take notes directly into your computer, they will be easy to index and pull up, but there are a couple of downsides. You will not be able to see all of them simultaneously, as you can note cards laid out on a big table.
What you gain in ease of access may come at the price of losing the big picture. Also, if your notes are in your computer, you may be tempted to save time and thought by pasting many of them directly into your paper. Note cards encourage you to rethink and to rework your ideas into a unified whole.
Make sure that your paper has a thesis. See the entry State a clear thesis. Check and recheck your facts. Footnote properly. See the entry Cite sources carefully. Save plenty of time to proofread. You just pasted in another words of quotations. Final Advice You guessed it — start early. Writing Center Kirner-Johnson Close Search Hamilton. About Expand Navigation. Know Thyself. Just the Facts. Our Region. Our Diverse Community. Contact Us. Admission Expand Navigation. Our Promise.
Financial Aid. Meet Our Staff. Request Information. Academics Expand Navigation. Study What You Love. Areas of Study. Psyche, they probably wouldn't even accept my requests. Oh my God, it's happened -- I'm officially a loser. It's been official for years. I swear, one day I'm gonna move out of this basement and really make something of myself. And not a crash-test dummy either, although I am open to that if the money's good.
I call the trunk!
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