Transcript Writing Essays - 12 Ancient History

Writing Essays
HSC ANCIENT HISTORY
Issues of Conservation,
Reconstruction and ethical
issues
VIVOLO STORTO
SCHOLA ARMATURARUM
IUVENTUTIS POMPENIANAE
Introductions
1. Restate the question
2. Outline your thesis (your main argument)
3. Outline your points to follow – this is essentially a road
map for your essay:
 ‘E.g. This essay will explore / examine / evaluate….’
 Provide necessary background / context – what is
conservation? Reconstruction? Or ethical issues?
Surrounding archaeology!
 Arouse the reader’s interest with an interesting quote or
discussion of the significance or gravity of the situation
Explain your approach
EXAMPLE FOR PART 3 OF YOUR INTRO
 Restoration as a policy began with Spinozzola along the
via dell'Abundanza. Although the concept of restoration in
Pompeii and Herculaneum is a necessary one for the
preservation of the buildings, floors, walls and paintings
once excavated, the quality of workmanship has been a
problem. As local firms do not have the specialised
knowledge needed, errors have been made such as
wrong materials and incorrect construction methods.
Exposure also brought vegetation problems as weeds
have invaded the ruins which have contributed to the
building decay and declining structural integrity of sites
such as House of the Pansa and the Surburban baths
beside the Telephus relief.
Explain your approach
EXAMPLE FOR PART 3 OF YOUR INTRO
 Is it acceptable for an institution to possess and display
human remains? If so, under what conditions? Since the
commencement of excavation of the Vesuvian sites in the
18th Century, human remains have been viewed, firstly as
objects for display and secondly as a resource for research.
The former is especially the case for Pompeii as bodies were
discovered there from the first excavations in 1748, whereas
human remains were not found in great numbers in
Herculaneum before the 1980s. By this time attitudes to
human remains had changed and research was considered
far more appropriate than using bones to illustrate the
gruesome manner in which the victims were killed.
Structure of Body Paragraphs
 In English, you use TEEL
 In History, aim for TEAL
 The difference is ANALYSIS. Judging to what
extent something was a factor in undermining or
improving conservation efforts/restorative efforts or
contributing to the ethical debate of human remains
on display.
Analytical Paragraphs
 TOPIC SENTENCE – make a reasonably general remark
relevant to the question.
 EVIDENCE – provide topic-specific detail, e.g. dates,
people, events, ideas, organisations, places, data, etc.
 Analysis – explore the significance of the evidence

THIS IS WHERE YOUR EVALUATIVE ASSESSMENT of the
methods WILL COME INTO PLAY!
 Link – make an interim summary linked firmly to the
question.
Analytical Paragraphs
It is clearly evident that “Pompeii has been the victim of the fallacious
conception that the archaeologist’s role consists merely of excavations”
(Francis, K. 2008). As shown in Appendix A these attempts to restore
the wall of the Schola Armaturarum Iuventutis Pompeianae (School of
the Gladiators) have been disastrous as the reactions between ancient
plasters and modern mortar have caused cracks to form. Rather than
restore the wall of plaster, the entire wall eventually collapsed and was
destroyed through this method (Appendix B). Consequently more
effective methods of preservation mortars were developed by the
Herculaneum Project to prevent such future incidents.
APPENDIX A
APPENDIX B
Paragraph Transitions
 One paragraph needs to flow from another in order to arrive at a
‘substantial conclusion’
 Think of your essay as building a house, you wouldn’t do this by
building lots of foundations
 To do this use signposting, connective terms and similar words /
expressions at the start of a new paragraph to the ones you’ve
used at the end of the last one.
Useful Connective Terms
Sequence
 first(ly) initially, second(ly), to begin with then, next, earlier, later after, following
Additional Information
 in addition, and, similarly, likewise, as well, besides, further more, also, moreover, and then,
too, not only, for example, for instance
Consequence
 as a result, thus, therefore, consequently, it follows that, thereby eventually
Contrast
 However, on the other hand, despite, in spite of, though, although, on the contrary, otherwise,
rather, whereas, nonetheless, even though, compared with, in contrast, alternatively, similarly,
in contrast, unlike, although
Summarise & Results
 Overall, this demonstrated, above all, consequently, finally, therefore
Conclusions
 Finish strongly; dramatically; memorably
 Should follow inevitably from title, introduction and main body
 Should have finality about it
 Sum up in a new / fresh manner all of your interims conclusions
 Give something definite to think about. Do not just ‘tail off’ or ‘sit
on fence’. What is the message for the future? What lessons can
we learn from this type of work both positive or negative?
Perhaps include a historian’s quote which sums up or supports
your position. E.g. In the words of Historian ….
‘___________’.
Other Points to Consider
 NEVER use 1st person (I; me; my)
 Always stick to question (Be clear what the question is asking before you start)
 Don’t ‘tell stories’ – don’t be general. Evidence and analysis are crucial to
perform well.
 Don’t make critical statements like - ‘the people hated Johnson– this does not
show complex understanding. Don’t say ‘the people’ thought...’ What people?– do
all people react the same way?
 Keep your tone formal and detached not conversational e.g. Don’t say ‘So,
basically’ say ‘Therefore, overall…’ . Don’t say ‘more and more’ – say
increasingly...
 DO use analytical words like polarised, catalyst, galvanised, heightened
tensions, exacerbated….