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School of Social Sciences, Loyola Schools

Department of History

History 199 Senior Essay

Second Semester, 2018-2019

Meynardo P. Mendoza, Ph.D. and Patricia Irene Dacudao, Ph.D.

Class: Section A MWF 3:00-4:00 P.M. CTC 106

Consultations: class hours and by appointment

A. Course Description

As the culmination of the AB History program, History 199 requires the students to
conclude their course by writing a major historical essay or its equivalent under the
guidance of the instructor. This will put together the skills, perspectives, and knowledge
that the student has gained as a history major.

B. Course Objectives
At the end of the semester, students are expected to be able to:
1. Pursue and conduct independent research and writing on a historical topic of their
2. Practice and use historical methods and research techniques.
3. Present their work before an academic audience.

C. Course Outline, Timeframe

Week 1, Jan. 21-23 : Organizational Meeting and Historiography

Week 2, Jan. 28-Feb.1: Historiography

Week 3, Feb. 6-8 : Review of Research Methods and Compiling a Bibliography

Week 4, Feb. 11-15 : Individual Consultations for topics and research proposal

Week 5, Feb. 18-22 : Submission of Research Proposal (Chapter 1)

Week 6, Feb. 27-Mar.1: Individual research, writing and consultations

Week 7, Mar.4-8 : Individual research, writing and consultations

Week 8, Mar. 11-15 : Submission of First Draft

Week 9, Mar. 18-22 : Rewriting and individual consultations

Week 10, Mar. 25-29 : Rewriting and individual consultations

Week 11, Apr. 1-5 : Submission of Second Draft and Public Presentations

Week 12, Apr. 8-12 : Revisions and individual consultations

Week 13, Apr. 15-17 : Writing Break and Holy Week Reflection Days

Week 14, Apr. 22-26 : Submission of final version of Senior Essay

D. Readings

Required readings

Arnold, John H. History: A Very Short Introduction. New York: Oxford University
Press, 2000.

Marius, Richard and Melvin Page. A Short Guide to Writing About History. 8th Ed. New
York: Pearson Longman, 2012.

Presnell, Jenny L. The Information-Literate Historian: A Guide to Research for History

Students. 2nd Ed. New York & Oxford: Oxford University Press, 2013.

Storey, William Kelleher. Writing History: A Guide for Students. 4th Ed. New York:
Oxford University Press, 2013.

Required and suggested readings based on the student’s choice of research topic will
be given during consultations.

Suggested Readings

Daniels, Maygene F. A Modern Archives Reader: Basic Readings on Archival Theory

and Practice. Washington D.C., 1984.

Tosh, John. The Pursuit of History: Aims, Methods, and New Directions in the Study of
Modern History. New York and Oxford: Oxford University Press, 2007.

Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations:
Chicago Style for Students and Researchers. 7th Ed. Revised by Wayne C. Booth,
Gregory G. Colomb, Joseph M. Williams and the University of Chicago Press Editorial
Staff. Chicago: University of Chicago Press, 2007.

E. Grading System

1. Grade Composition

First Draft 20%

Second Draft 20%
Oral Presentation 20%
Final Version 40%

2. Table of Equivalents

A 92 and above D 70-74

B+ 87-91 F 69 and below
B 83-86 W Overcut
C+ 79-82 WP Withdrawal with Permission
C 75-78

3. Criteria for Grading

A Excellent. A well-written work with an exceptional insight into the heart of the topic.
Historical facts and figures mentioned are accurate and used in the correct context.
Shows mastery and critical analysis of major themes involved. Has an insightful
understanding of the implications of the topic well beyond what was discussed in class
or in consultations.

B+ Very Good. There is evidence that the major themes have been mastered. The
submission gives a good articulation of the topic at hand. May have very minor or
insignificant inaccuracies or imprecision in the handling of historical facts. Has good
insight that needs further articulation.

B Good. Themes are comprehensively understood and well-integrated. Indicates

evidence that thought has gone into the work and a rudimentary level of independent
analysis and original reflection was done. The submission is fairly accurate with a small
number of errors in the use of facts and/or context. Has insight, but insight is not

C+ Satisfactory. Demonstrates adequate understanding of main themes and ideas.

However, ideas may merely echo those discussed in class or consultations and there
might be only a minimal evidence of the student’s independent thought and analysis.
The submission is truthful overall but has a number of significant errors and
imprecisions in the use of historical facts and evidence that do not necessarily affect the
essay’s overall validity.

C Sufficient. Answers the question. Meets the standards at the minimum level expected
from a college student. All the main themes are sufficiently understood and explained,

but may be simplistically articulated. The submission is generally truthful but its errors
and imprecisions in the use of historical facts and evidence somehow compromise the
validity of the work.

D Passing. Indicates that the major ideas are understood but at a very basic level. Lacks
any real articulation of ideas and/or does not sufficiently answer the question. The
submission is simplistic in its use of historical data and has a significant number of
major inaccuracies and errors which severely compromise the validity of the work.

F Fail. Completely misses the point. The student clearly does not understand the topic.
Submission has numerous blatant errors in the use of historical facts and evidence that
make the work invalid. May also be given if submission is plagiarized whether in part
or in full.

4. Paper Format

Font: 12 point, Times New Roman.

Final Version of the paper is 50 to 80 pages using double spacing and 1” margins.
Minimum of 10,000 words and maximum of 30,000 words.
Citation Format: Chicago Manual of Style, 16th or 17th Edition, full note with footnotes.
Use the Zotero app for uniformity.

F. Class Policies

1. The student is expected to consult regularly with the instructor, whether at the
behest of the student or the instructor. The student is expected to show up for
consultations when the instructor specifically calls for it. Not showing up for a
consultation called by the instructor is equivalent to a cut.
2. The student is allowed a maximum of 9 cuts for this course.
3. Intellectual dishonesty in any form will not be tolerated and will be dealt with