Essay 要求(6600字)

发表于:2020.12.26来自:www.fanwen118.com字数:6600 手机看范文

Michigan State University

ESSAY:

As part of your application for admission, a personal statement is required. Michigan State

University is interested in learning more about your background, talents, and experiences and how you plan to apply them to your MSU education and future. Your statement may be considered as a positive factor to enhance your admissibility, as well as for scholarship consideration. Choose one of the personal essay topics below and write a short essay of up to 400 words.

1. If admitted to Michigan State, you will join a diverse community of students, faculty, staff,

and alumni. Please respond to the following hypothetical situation: In your first-semester English course you are assigned a group writing project to be completed within a week. In addition to yourself, your group is comprised of five other students, some of whom are from different countries and/or have different racial/ethnic backgrounds than you. Please explain how your past life experiences will help you effectively collaborate with your group

members in order to achieve success on this project.

我曾经参加过一个学生的社团,从组织到招新,基本都是我们一手创办,虽然最后的结局不是很好,但是这也是充分的锻炼了我自己。首先是我的朋友提出来的构想,于是,我作为经理,开始网罗了很多的志同道合者,我为人和善,有一些关系很好的朋友,我说动他们帮助我成立这个社团,我尊重这个社团每一个成员提出来的创意和点子,我把这些意见收集起来拿给社长看,然后我负责的是招新,我们社团是给学生提供一些兼职打工的机会或者自主创业的机会,我先是去复印店印了大概四百张宣传单,在招新的前一天在寝室区的门口分发,有些不懂得同学还可以向我们咨询,校内的复印店一直的生意都很好,但是苦于经常找不到可以兼职的大学生,于是我们告诉他们说,我们负责帮你们找你们缺的人手,然后免费帮我们印一部分宣传单,第二天的时候,我们向学校借来了一张大桌子,桌子上摆的表格以及社团简介,开始招新,有不懂不明白的同学,我们三四个人负责给他们解答,到后来报名进我们社团的人越来越多,我们又找了一些已经是社团的团员帮我们发宣传单或者代替我们讲解,这充分锻炼了我们组织能力以及口才。(本内容你可以着重写你在此社团中的角色,而且你是怎么样达到招收新人的目的的?顺便可以写你们创建这个社团的目的是什么?)

我认为团队的合作是很重要的,如果与五个不同国家的学生组成一个团队进行各种协作与活动,这对我来说是个很大的挑战,首先我需要懂得如何与不同的人接触,协调,保持乐观的心态,我相信我能帮助别人,别人同样也能帮助我。我的英语口语或许不是很好,但是

我更乐于干些实事,我可以通过我的行动以及口才与他们达到很好的交流(本内容你应该着重写你会利用你的特常怎样和其它成员进行合作。)

是的,现在这样的确不能代表我的水平什么的,但这并不是我的唯一能力,我相信人都是有潜能的,挑战越大,则潜能越大,就像是海绵一样,吸水越多则分量越沉,但是我现在并没有吸满水。

提示:从团队合作入手,用以往在学校内参加的一些活动为例进行说明。在活动中你的作用是什么?扮演什么样的角色?体现出的你的优势是什么?并且你是怎样和团队中的成员进行合作的等?

Purdue University--West Lafayette

Essay:

There are three questions from which students can choose for their essay (below). Essays should be 250-1,000 words in length.

1. What are the qualities of a good leader? Use examples from your personal

experiences to illustrate your particular leadership style

要说我认为一个领导者,首先要具备正直的品格,必须要诚实的对自己以及自己的团队,以取得别人的信任,只有这样才能让团队服从你的管理,其次是倾听,领导者能够今夏新来听取别人的看法以及建议,一个人不可能一生都没有犯过错,如果周围有人能够提醒你,你或许可以避免犯一些没必要犯得错误,还有能够倾听些你团队中人的意愿,如果失去了倾听,那么就会减少了团队的交流,那么就可能会失去自己的队伍。再其次,就是个人的眼光以及魄力了,有长远的眼光,才能发展,才能带领团队成功。

我曾经与别人合办过一个关于学生创业的社团,首先是我的朋友提出来的构想,于是,我作为经理,开始网罗了很多的志同道合者,我为人和善,有一些关系很好的朋友,我说动他们帮助我成立这个社团,我尊重这个社团每一个成员提出来的创意和点子,我把这些意见

收集起来拿给社长看,然后我负责的是招新,我们社团是给学生提供一些兼职打工的机会或者自主创业的机会,我先是去复印店印了大概四百张宣传单,在招新的前一天在寝室区的门口分发,有些不懂得同学还可以向我们咨询,校内的复印店一直的生意都很好,但是苦于经常找不到可以兼职的大学生,于是我们告诉他们说,我们负责帮你们找你们缺的人手,然后免费帮我们印一部分宣传单,第二天的时候,我们向学校借来了一张大桌子,桌子上摆的表格以及社团简介,开始招新,有不懂不明白的同学,我们三四个人负责给他们解答,到后来报名进我们社团的人越来越多,我们又找了一些已经是社团的团员帮我们发宣传单或者代替我们讲解,这充分锻炼了我们组织能力以及口才,但是,虽然社长很有创意和天赋,但是,有些他的错误决定,无论我们如何劝他,他还是不听,人一个个都走掉了,再有才华,也是空无一用,因为她不懂倾听,也无法沟通,他的有些仓促之间想起来的点子,不等探讨可行性,他就先开始行动了,最后导致很多朋友都走掉了。中国有一句古话,一个巴掌拍不响,恐怕说的就是这个道理。

提示:从团队合作入手,用以往在学校内参加的一些活动为例进行说明。在活动中你的作用是什么?扮演什么样的角色?体现出的你的优势是什么?并且你是怎样和团队中的成员进行合作的等?最好在活动中你的角色是以一个组织、策划人的角色出现。

2. Describe how your Purdue education would support the attainment of your personal and/or professional goals.

对于未来与梦想,我想的很清楚,我希望以后能够用我更丰富以及先进的物流知识,更及时的为困难的人们提供物资上的帮助,20xx年,雨雪冰冻和汶川地震两大自然灾害,如果我能够学成先进的物流知识,合理安排救援物资,能够更及时的把帮助提供给更多的需要的人,更快速的为人们提供急需物品的运输,在大一末的时候,我意识到,在物流学的学习中,如果没有对于这个日益更新的行业的了解以及国际先进的思想理念,很可能导致最后学习物流学方面出现信息掌握不全滞后的局面,为了更好的学习深入了解物流学,我十分希望可以再到贵校继续我对于物流学的热爱以及学习。短期的学习目标是希望自己能早日毕业,学到真

正的物流知识,学习在国内学不到的知识。

从职业目标入手,要有一个清晰的职业规划,可以从短期的学习规划到长期的职业规划。可以对于Purdue education的你所申请专业的优势进行吹捧,但是要适当切合实际。

3. If you had a second chance — the opportunity to do something over and do it differently —

what would you choose to do over and what changes would you make?

如果我有第二次的机会,我认为,我会好好把握住自己大学的时光,不会单一的只是在学习上,我要更多的参加社团活动呢,学习以及做自己想做,想学的事情,发散思维,培养团队意识,最重要的是提高自己的能力。

记得有一次,高中时,文理分科,我认为学习理科很有前途,可我却忘记了自己本身理科很差的事实,我以为只要自己努力的学就应该会好 的,可我错了,我根本一点也不喜欢理科,我理解了何为天赋,我越来越发现了我对于文学,历史,地理的热爱,如果有第二次机会,我会毫不犹豫的选择一个自己喜欢的而不是在现实中或许会职业会很吃香,或许工作会很高薪,很有前途的工作,我想,只要自己喜欢,管他呢。

我对于物流的概念来源于好奇,这是一个新兴的产业,我从小到大都没有听说过这样一个专业,但是由于我的性格中充满了探险精神,十分富有求知欲,我对于物流学这个概念的真正建立是在大学,在完成了一系列枯燥而让人厌烦的基础课后,物流生产与运作以及供应链管理者两门课,一下子就点亮了我的眼睛。我迷恋上了这个能充分应用于实际的学科——物流学。

我知道了FEDEX、DHL、UPS、AAE这些都是国际上首屈一指的物流公司,尤其是现在美国已经从第三方物流跨越到第四方物流,可以说美国的物流已经趋于完善,所以我希望能够进入大学,学习更先进的物流管理思想,丰富和不断完善自我,回到自己的国家一展身手,现在物流在中国的发展前景是非常好的:经济的高速发展,物流管理的不完善。所以这些工作都需要我学成归来为祖国的物流行业添色,同时也给自己一个更高的平台。据我所知,AAE

是一家美籍华人在美国办的一家中美之间的专线快递物流公司,我也希望能够学成进入这个公司,我认为贵校可以把我培养成一个具有这种优秀素质的人才。 尽量避免写学习的内容,如:当初没好好学习等。可以详细到具体的一个事例,可以写你所面对一些问题所犯的错误。例如当时你的处理方式是怎样的?而你认为更好的处理方式是什么?

University at Buffalo—SUNY

Essay:

Why I Want to Study at UB: My Dreams and Goals

美国的教育优势在于,国内教育方式和美国有很大的不同. 不利于发展独立思考的能力和teamwork ,美国的教育恰恰弥补了这种不足,留学不仅可以在学习专业知识的同时锻炼自己与不同文化的朋友交流的能力.同时还能够增强自己的自立性和自主性,接受不同的教育和文化,锻炼自己。

长期目标,20xx年,雨雪冰冻和汶川地震两大自然灾害,如果我能够学成先进的物流知识,合理安排救援物资,能够更及时的把帮助提供给更多的需要的人。

短期的学习目标是能够解决自己对于这门学科的困惑,得到先进的知识。

对于未来与梦想,我想的很清楚,我希望以后能够用我更丰富以及先进的物流知识,更及时的为困难的人们提供物资上的帮助,更快速的为人们提供急需物品的运输,在大一末的时候,我意识到,在物流学的学习中,如果没有对于这个日益更新的行业的了解以及国际先进的思想理念,很可能导致最后学习物流学方面出现信息掌握不全滞后的局面,为了更好的学习和深入了解物流学,我十分希望可以再到贵校继续我对于物流学的热爱以及学习,我希望能够解决我的这些困惑的问题。

为什么想在UB学习,可以吹捧美国的教育优势,UB的教育优势,和你所申请的专业在UB的优势。(注:这一部分可以夸张,但是要切合实际。)

DREAM AND GOAL:从职业目标入手,要有一个清晰的职业规划,可以从短期的学习规划到长期的职业规划。

University of Delaware

Essay:

1. Please briefly elaborate on one of your extracurricular activities or work experiences in the

space below (150 words or fewer).

我每年寒暑假都去一家钢结构公司实习,跟随业务经理去找寻一些商机,我也曾去做过推销员的工作,那份工作是一直让你不停的说,这些都让我学习到了平时在学校学不到的东西,记得有一次,我去找一个我们为他设计店面玻璃幕墙的老板要账,工程的材料费人工费我们都是已经先出了,那是我第一次做这种事情,我干什么事情都没有魄力,我总是太柔弱,结果被人家很容易的打发出来了,他一会让我找这个人,一会让我找那个人去拿钱,最后却一分钱也没有拿到,这让我觉得自己很屈辱,浪费了时间却还做不成什么事,我根本不懂如何抗拒,如何据理力争。

社会实践活动。你所负责的主要工作,所遇到的困难,怎么解决的等?

2. Personal essay:

Please provide a statement (250 words minimum) that addresses your reasons for transferring and the objectives you hope to achieve.

中国的大学大部分都是理论大于实践的,很多时间都是在学习,攻读专业课,很少有时间能够做自己的事情,很少能自主的安排自己的事,我抽空还去学习了网球课程,虽然打的不是很好,但是我觉得这是一项很棒的运动,我常常会自己写些文章贴在网络上,我的寒暑假一般都是抽出一个月的时间去旅游,我是一个闲不住的人,我喜欢到处跑去增长的我见闻,我喜欢见识新奇的事物,我能够很快的去融入当地人之中,然后把暑假剩下一个月用来去实习,当别人的小秘书,在端茶倒水当跟班的过程中学到了很多,别人总是在放假时哀叹为什么那么无聊,为什么没有事情做,然而我的假期总是很快就过去。我相信美国的教育能够带给我更多的挑战,我能够学习我自己想学的事情,我能够挑战以及锻炼我自己,所以我要转学,这会让我懂得何为团队合作。去美国学习对于我来说是一个很好的机会,我可以提高自己,增加自己的团队合作能力

转学的原因: 可以从美国的教育理念,如:更多的实习机会,更多的实践学习等,还可以从美国的先进的教育模式和教育理念,和想要追求更高的受教育的机会。(换句话说就是吹捧美国的教育有多牛,但是要切合实际)

objectives:从职业目标入手,要有一个清晰的职业规划,可以从短期的学习规划到长期的职业规划。

3. Additional information:

Include any additional information that you would like to provide regarding special circumstances, additional qualifications, etc.

长期职业规划师可以学成归国,为紫国的物流事业做出贡献,短期规划是拿到文凭,




第二篇:Essay questions 24100字

Page 1 of 21

Course Leader: Dr Mark J Crowley

E-mail:

20 June, 2011: Submit your essay (the questions are on page 7)

27 June, 2011: Final Examination

Please contact Dr Crowley by e-mail if you have any questions about any aspects of the course.

For issues about enrolment, sickness and other matters, please contact Dr Crowley the postgraduate secretary, 徐冶琼

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?

?

?

?

? prepare students for PhD research train students in using English sources instruct students in research design teach students the skills and analysis required for modern historical study to study some of the most significant topics of the period from European nation

building to modern British politics.

to promote interdisciplinary study between History, Politics, English and popular culture through focusing on modern and contemporary history and culture; ? At the end of the course, students will:

?

?

?

?

? demonstrate an understanding of broad themes in modern history. know the skills required to pursue specialised study. have the ability to use primary sources, and be able to critique their usefulness. understand the various methodological approaches to historical study. develop core skills in use of library, critical reading in primary and secondary sources,

and essay-writing.

Page 3 of 21

There are two methods of assessment for this course:

An essay of no more than 2,000 words – this is very important, and counts for 30% of your final grade in this subject. Please submit this assignment in class by . On your essay, you should clearly put your name (in Chinese pinyin) and your student number on the front page.

If you submit this essay late without a written request to me in advance, you will be given 0%

There will be an examination at the end of term. This counts for 70% of your mark in this subject. The exam will be held on If you fail to attend the exam you will be given 0% for this assessment. In the event of illness or other problems, please contact me and the postgraduate secretary in advance by e-mail for alternative arrangements to be made.

The exam will be 1.5 hours in duration The paper will be in two sections

Students will be required to write an essay.

The essay topics will come from Part 1, Part 2 and Part 3 of the course (see topic list below for further details)

Page 4 of 21

Students can write about the same topic as the one they wrote about for their assessed essay, since the focus of the examination questions will be different.

SECTION B: SOURCES (about 45 minutes)

Students will be required to analyse and answer questions about original historical sources Source material will be included with the examination paper

Students will need to answer the list of questions provided

Students will need to comment about the sources, especially on the following aspects:

? The purpose of the source

? How useful is it?

? What are the problems with the source?

? What are the difficulties for historians when using sources?

? How much does the source contribute to our knowledge of the period it is writing

about?

Cheating in exams is a serious academic offence. Do not do it. rules that will be in place:

? NO TALKING

? NO BOOKS

? NO COPYING FROM THE PEOPLE NEAR YOU

? NO CELL PHONES

? NO CLASS NOTES

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This course is divided into 4 parts:

1. historiography

2. approaches to history

3. writing history

4. sources

The topics we will study is as follows:

Part 1: Historiography

? What is history?

? The use and misuse of sources

? Interpreting Modern European History

Part 2: Approaches to History

? Marxism

? Comparative History

? Counterfactual History

? Intellectual History (the history of ideas)

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Part 3: Writing History

? Political History

? Social history

? Economic History

? Women and Gender History

Part 4: Sources

? The First World War

? Britain in the Interwar Years

? World War Two

? 'Never Had it so good' Britain in Austerity and Growth ? Britain, 1970-2000: Boom, Bust, Boom again and collapse

Page 7 of 21

Please type your essays on the computer.

Please use font size 12 with double line spacing

Please print your essays on one side of A4 paper

Choose ONE of these topics, and write an essay of no more than 2,000 words.

1. Karl Popper once said “There can be no history of the past as it actually did happen;

there can only be historical interpretations, and none of them final, and every generation has to frame its own”. Do you agree with him, and what are the debates in the west about how history is written?

2. What are the different approaches historians can use when analyzing sources, and

what are the dangers caused by misusing sources?

3. What are the main elements of Marxist historiography, and do you think they are

useful today for the study of history?

4. What are the advantages and disadvantages of comparative history? Do you think this

is a useful mode of historical analysis?

5. What is counterfactual history, and is it a useful mode of historical analysis?

6. How important is using political theory (the history of ideas) to the study of history as

a discipline?

7. What are the advantages and disadvantages of political history, and why do you think

that its popularity has reduced in the western world?

8. What are the advantages of studying social history, and why do you think this has

become an increasingly popular area of study for modern historians?

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I appreciate that the style of writing an essay in western universities is probably different to that in China, so I have put some advice below to help you to write an essay.

I appreciate that English is not your native language, and therefore I understand that this is a difficult task. However, please make sure that the essay is written in good English, although I will not penalise students for linguistic mistakes. The main purpose of this course is to introduce students into the new analytical methods in the study of history, and I want to see that you display these clearly in the assignment.

Doing some additional reading for this course is important. However, the Powerpoint presentations I have given for the lectures contain a lot of information too. You can combine this information, together with your additional reading to write your essay. The most important thing to ensure is that when you do this, you Don?t just repeat back to me what I said in the class –

The structure of a historical essay normally comes in 3 parts:

1. Introduction

2. Main Body

3. Conclusion

Introduction (about 300-400 words)

At this part of the essay, you need to do the following:

? Set out your interpretation of the question.

? Identify the debates on the topic: who are the major historians, and what have they

said?

? Why do people disagree about the topic? Identify the influence of their

background/historical approach.

? Give a brief suggestion of what you believe to be the answer

? Do you agree or disagree with the current interpretations (remember, you don’t have

to agree, as long as you can demonstrate good analysis to challenge the current writings!)

? Say how you are going to answer the question (identify your structure)

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Main Body

The main body of the essay is where the This is where you have to and proving that your thoughts are based on strong analysis and evidence.

The most important thing to remember here is that all essays at this level should have a . That is why it is important to focus on a small number of points and analyse them deeply and closely, rather than trying to look at many issues and doing very little analysis. An essay at Masters level is trying to test your ability to

To best achieve this, I always advise students to choose and to spend one paragraph on each main point, analysing the question and offering their own interpretations. Below is an example on how you should structure a paragraph in the main body of the essay.

Main Point (about 400-450 words)

I advise the following structure:

? Outline your main point.

? Clearly state your opinion.

? Prove your point by referring to a historian and his/her work.

? Challenge or support the point through the use of evidence that you deem appropriate. ? Offer your interpretation on why people debate the issue.

? Provide a brief summary of your main point at the end of the paragraph and say how

this relates to the question.

Main Point 2 (400-450 words) and Main Point 3 (400-450 words) should also follow the same structure.

Conclusion (about 300 words)

The purpose of the conclusion is to summarise your main points and to explain what your final opinion on the question actually is. You should say why you have reached this conclusion, and how this fits with, or challenges the current interpretations. The structure could be as follows:

? A sentence on each of your main points as a summary

? What is your final opinion on the question?

? Why do you have this opinion?

Page 10 of 21

? Does this challenge or fit with the current interpretations?

? Overall, how useful are your findings and the current interpretations to the study of

history?

Simply put, plagiarism is copying other people?s work and claiming it is your own. DO NOT DO IT! This is actually considered as many ways in which I can find out that you have copied.

Unfortunately, every year, I have caught at least one student who commits plagiarism. The punishment is severe. First, you will get 0% for the essay, and you will be told to leave the course. Therefore, you will fail this course. You may also be forced to leave Wuhan University, but this is ultimately the decision of the Dean of the History Department.

Plagiarism is a serious academic breach. It is not worth putting the rest of your academic future at risk. You are all intelligent people –

I cannot stress enough how important good analysis is for writing an essay at this level. Here is some advice to help your analytical skills when you are writing the essay:

? You need to think about what the question is ? What ?angle? is the question approaching you from? What perspective do you

need to write from (Marxist? Social History? Political History? How does this affect your interpretation and the interpretation of historians writing from this angle?)

? write down everything you know

? purely describing something

? writing lists

? You need to

? Plan your research: identify the books and articles you want to read and then make

a research plan.

? What question are you trying to answer? State clearly in the essay your

interpretation of the question and say how you are going to answer it

Page 11 of 21

? What contribution does your work make? Highlight this by showing why your

work is important.

? Does it tell us anything new? If it does, you need to emphasise this and say how

and why this is important.

Please use the footnote system for writing your essay, where you insert a number at the end of a sentence to reference your point. The full reference will then go at the bottom of the page. Here is an example from my own work:

Before 1914, occupational regulations in the labour market had designated specific and different jobs for men and women.1

The reference then goes to the bottom of the page. At the bottom of the page, you then need to give details about the source that you have used. You can do it in the following way. In the footnote, books need to have:

? the name of the author,

? the title of the book (in italics),

? the place of publication

? the year of publication

? the page number (s) followed by a full stop (.)

Example:

Joanna Bourke, Working Class Cultures in Britain, 1890-1960 (London, 1994), p. 101. 1 Joanna Bourke, Working Class Cultures in Britain, 1890-1960 (London, 1994), p. 101.

Page 12 of 21

If you reference a book more than once in your essay, every subsequent time it is used it can be abbreviated, just like this:

Bourke, Working Class, p. 123

Chapters in edited books

These need to be referenced in the following format:

? author of the chapter,

? title of the chapter (in single inverted commas, like this ? ?),

? title of the book (in italics),

? place of publication,

? year of publication

? page numbers used.

? If it is an edited book, you put (ed) at the end of the book author?s name.

Example:

Carol Pursell, ?Am I a Lady or an Engineer?? in Annie Canel, Ruth Oldensiel, and Karin Sachmann (ed.) Crossing Boundaries, Building Bridges: Comparing the History of Women Engineers, 1870s-1990s (Amsterdam, 2000), p. 52.

If you reference a book chapter more than once in your essay, every subsequent time it is used it can be abbreviated, just like this:

Pursell ?Am I a Lady?, p. 55.

Page 13 of 21

These need to be referenced in the following format:

? the name of the author,

? the title of the article in single inverted commas (? title of article?),

? the title of the journal (in Italics),

? the Volume and Issue Number of the journal

? the pages used.

Example:

Winter, J. M., ?The Demographic Consequences of the War? in Harold L Smith (ed.) War and Social Change British Society in the Second World War (Manchester: Manchester University Press, 1986), pp. 151-178.

If you reference an article more than once in your essay, every subsequent time it is used it can be abbreviated, just like this:

Winter, ?The Demographic Consequences?, p. 153.

These need to be referenced in the following format

? name of the author,

? the name of the article,

? the name of the website,

? the link to the article (URL)

? the date that you accessed the information.

Example:

Page 14 of 21

Ben Dolven, ?The First Signs of Recovery?, Far Eastern Economic Review, , accessed 8 May, 2011

If you reference a website more than once in your essay, every subsequent time it is used it can be abbreviated, just like this:

Dolven, ?The First Signs of Recovery?,

The bibliography should come , which is a list of all the works you have read when you were writing the essay. You don’t have to reference every item from your bibliography in your essay to include it in this list

It should be an alphabetical list according to the The bibliography should be divided into 4 sections:

? books,

? book chapters,

? journal articles,

? websites

The family name of the author should go first, then their given name. The information should also include the details of the publisher?s name of the book or article.

Page 15 of 21

This should be written in the bibliography as follows:

? Family name of the author

? First name of the author

? Name of the book

? Place of publication

? Name of publisher

? Year of publication

Example:

Addison, Paul, The Road to 1945: British Politics and the Second World War (London: Cape, 1975).

This should be written in the bibliography as follows:

? Family name of the author

? First name of the author

? Name of the chapter (in single inverted commas, like this ?article name?)

? Full name of the author of the edited book (Given name then family name) followed

by (ed.)

? Name of the book (in italics)

? Place of publication

? Name of publisher

? Year of publication

Example:

Harris, Jose: ?Political ideas and the debate on State Welfare, 1900-45? in Harold L Smith (ed.), War and Social Change: British Society in the Second World War, (Manchester: Manchester University Press, 1986), 233-63.

Page 16 of 21

This should be written in the bibliography as follows:

? the family name of the author,

? the given name of the author

? the title of the article in single inverted commas (? title of article?),

? the title of the journal (in Italics),

? the Volume and Issue Number of the journal

? the pages used.

Example

Scott, Joan, ?Gender: A Useful Category of Historical Analysis?, American Historical Review, 91 (1986), pp. 1053-1075.

Smith, Harold, ?The Womanpower Problem in Britain during the Second World War?, The Historical Journal, Vol. 27, No. 4 (1984), pp. 925-945.

This should be written in the bibliography as follows:

? family name of the author,

? given name of the author,

? the name of the article,

? the name of the website,

? the link to the article (URL)

? the date that you accessed the information.

Example:

Dolven, Ben, ?The First Signs of Recovery?, Far Eastern Economic Review, , accessed 8 May, 2011

Page 17 of 21

Books

Alexander, Sally, Becoming a Woman (London: Virago, 1994).

Baldwin, Peter, The Politics of Social Solidarity: Class Bases and the European Welfare State 1875-1975 (Cambridge: Cambridge University Press, 1990).

Banks, O, Faces of Feminism: A study of Feminism as a Social Movement (Oxford: Martin Robertson, 1981).

Book Chapters

Jefferys, Kevin: ?The Attlee Years, 1935-55? in Brian Brivati and Richard Heffernan (ed) The Labour Party: A Centenary History (Basingstoke, 2000), pp. 87-112.

Law, Christopher M., ?Employment and Industrial Structure? in James Obelkevich and Peter Catterall (ed.) Understanding Post-War British Society, pp. 85-98.

Pedersen, Susan: ?Engendering the British Welfare State? in Family, Dependents and the Origins of the Welfare State (Cambridge: Cambridge University Press, 1993), pp. 289-356.

Journal Articles

Booth, Alan: ?The “Keynesian Revolution” in Economic Policy-Making?, The Economic History Review, 36 (1983), pp. 103-123.

Campbell, D?Ann, ?Women in Combat: The World War II Experience in the United States, Great Britain, Germany and the Soviet Union?, The Journal of Military History, 57 (1993), pp. 301-323.

Williamson, Philip, ?Safety First: Baldwin, the Conservative Party and the 1929 General Election? Historical Journal, 25, (1982), pp. 385-409.

Websites

Dolven, Ben, ?The First Signs of Recovery?, Far Eastern Economic Review, , accessed 8 May, 2011

Page 18 of 21

F. R. Ankersmit, ?Historiography and Postmodernism?, History and Theory, Vol. 28, No. 2 (May, 1989), pp. 137-153 (available on JSTOR)

Hannah Arendt, The Human Condition (Chicago, 1958)

Bernard Bailyn, ?The Challenge of Modern Historiography?, The American Historical Review, Vol. 87, No. 1 (Feb. 1982), pp. 1-24

Marc Bloch, The Historian’s Craft, (translated from the French by Peter Putnam ; with a preface by Peter Burke), Manchester, 1992.

E H Carr, What is History? with a new introduction by Richard J. Evans (Basingstoke, 2001)

Karl Popper, The Two Fundamental Problems of the Theory of Knowledge (Routledge, 2009)

Robert E. Shalhope, ?Republicanism and Early American Historiography?, The William and Mary Quarterly Third Series, Vol. 39, No. 2 (Apr., 1982), pp. 334-356 (available on JSTOR)

Gerald Strauss, ?The Dilemma of Popular History?, Past & Present, No. 132 (Aug., 1991), pp. 130-149 (available on JSTOR)

Gavin Williams, ?In Defence of History?, History Workshop No. 7 (Spring, 1979), pp. 116-124 (available on JSTOR)

Christopher Hill, ?Historians on the Rise of British Capitalism?, Science & Society Vol. 14, No. 4 (Fall, 1950), pp. 307-321 (available on JSTOR)

E. J. Hobsbawm, ?The Revival of Narrative: Some Comments?, Past & Present, No. 86 (Feb., 1980), pp. 3-8 (available on JSTOR)

Eric Hobsbawm, Age of Extremes (London, 2001)

Page 19 of 21

David Renton ?Studying Their Own Nation without Insularity? The British Marxist Historians Reconsidered?, Science & Society, Vol. 69, No. 4 (Oct., 2005), pp. 559-579 (available on JSTOR)

E P Thompson, The Making of the English Working Class (London, 1963)

A. A. van den Braembussche, ?Historical Explanation and Comparative Method: Towards a Theory of the History of Society? History and Theory, Vol. 28, No. 1 (Feb., 1989), pp. 1-24 (available on JSTOR)

George M. Fredrickson, ?From Exceptionalism to Variability: Recent Developments in Cross-National Comparative History? The Journal of American History, Vol. 82, No. 2 (Sep., 1995), pp. 587-604 (available on JSTOR)

Arend Lijphart, ?Comparative Politics and the Comparative Method?, The American Political Science Review, Vol. 65, No. 3 (Sep., 1971), pp. 682-693 (available on JSTOR)

William H. Sewell, Jr., ?Marc Bloch and the Logic of Comparative History? History and Theory, Vol. 6, No. 2 (1967), pp. 208-218 (available on JSTOR)

Martin Bunzl, ?Counterfactual History: A User's Guide?, The American Historical Review Vol. 109, No. 3 (June 2004), pp. 845-858 (available on JSTOR)

Richard Ned Lebow, ?Counterfactual Thought Experiments: A Necessary Teaching Tool? The History Teacher, Vol. 40, No. 2 (Feb., 2007), pp. 153-176 (available on JSTOR)

George G. S. Murphy, ?On Counterfactual Propositions? History and Theory, Vol. 9, Beiheft 9: Studies in Quantitative History and the Logic of the Social Sciences (1969), pp. 14-38, (available on JSTOR)

Andrus Pork, ?Assessing Relative Causal Importance in History?, History and Theory, Vol. 24, No. 1 (Feb., 1985), pp. 62-69 (available on JSTOR)

David Harlan, ?Intellectual History and the Return of Literature?, The American Historical Review, Vol. 94, No. 3 (Jun., 1989), pp. 581-609 (available on JSTOR)

David Harvey, The Condition of Postmodernity: An Enquiry into the Origins of Cultural Change (Oxford, 1989)

Dominick Lacapra, ?Rethinking Intellectual History and Reading Texts? History and Theory Vol. 19, No. 3 (Oct., 1980), pp. 245-276 (available on JSTOR)

Page 20 of 21

Quentin Skinner, Liberty Before Liberalism (Cambridge, 1998)

James Tully (ed.) Meaning and Context: Quentin Skinner and his Critics (Cambridge, 1998) Michael Bentley, High and Low Politics in Modern Britain: Ten Studies (Oxford, 1983)

Ronald P. Formisano, ?The Concept of Political Culture?, Journal of Interdisciplinary History, Winter 2001, Vol. 31, No. 3, pp. 393-426.

Gareth Steadman Jones, Languages of Class (Cambridge, 1983)

Susan Pedersen, ?What is Political History Now?? in David Cannadine (ed.) ?What is History Now? (Basingstoke, 2002) pp. 36-56.

Geoff Eley and Keith Nield, ?Why Does Social History Ignore Politics??, Social History Vol. 5, No. 2 (May, 1980), pp. 249-271. (available on JSTOR)

Roderick Floud, ?Quantitative History and People's History: Two Methods in Conflict?? Social Science History, Vol. 8, No. 2, Quantitative History in International Perspective (Spring, 1984), pp. 151-168 (available on JSTOR)

Bryan D. Palmer, ?Reasoning Rebellion: E.P. Thompson, British Marxist Historians, and the Making of Dissident Political Mobilization? Labour / Le Travail, Vol. 50, (Fall, 2002), pp. 187-216 (available on JSTOR)

Miles Taylor, ?The Beginnings of Modern British Social History?? History Workshop Journal No. 43 (Spring, 1997), pp. 155-176 (available on JSTOR)

Economic History

Avner Greif, ?Cliometrics After 40 Years? The American Economic Review, Vol. 87, No. 2, Papers and Proceedings of the Hundred and Fourth Annual Meeting of the American Economic Association (May, 1997), pp. 400-403 (available on JSTOR)

Pat Hudson, History By Numbers (London, 2000) Chapter 8

Page 21 of 21

Joseph A. Schumpeter, ?The Creative Response in Economic History?, The Journal of Economic History, Vol. 7, No. 2 (Nov., 1947), pp. 149-159 (available on JSTOR)

Robert M. Solow, ?Economic History and Economics?, The American Economic Review Vol. 75, No. 2, Papers and Proceedings of the Ninety-Seventh Annual Meeting of the American Economic Association (May, 1985), pp. 328-331 (available on JSTOR)

Women and Gender History

Kathleen M. Brown, ?Brave New Worlds: Women's and Gender History? The William and Mary Quarterly Third Series, Vol. 50, No. 2, Early American History: Its Past and Future (Apr., 1993), pp. 311-328 (available on JSTOR)

Mark J Crowley, Women Workers in the General Post Office, 1939-1945: Gender Conflict or Political Emancipation? (London PhD Thesis, 2010 – this should be in the History Department Library)

Linda Nicholson (ed.) Feminism and History (Oxford, 1996)

Joan W Scott, ?Gender: A Useful Category of Historical Analysis?, American Historical Review, 91 (1986), pp. 1053-1075. (available on JSTOR)

Joan W. Scott (ed.) Feminism and History (Oxford, 1996)

Pat Thane, ?Women and the Poor Law in Victorian and Edwardian England?, History Workshop, No. 6 (Autumn, 1978), pp. 31-51 (available on JSTOR)

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