Students
INTS210 – Modern Chinese History
2016 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Kevin Carrico
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
12cp
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit is a survey of political and intellectual developments in China set against the first modern contacts with the West to the end of the twentieth century. Themes and subjects covered include: first contacts with the West; the Opium War and its consequences; the Taiping Rebellion; the Confucian response to the challenge of the West; constitutional reform and the collapse of imperial China; the rise of nationalism; the introduction of Communism into China; the Sino-Japanese War; the early years of the People’s Republic of China; the Great Leap Forward; the Cultural Revolution; the death of Mao Zedong; the post-Mao period; the political and intellectual crisis of 1989; and the beginnings of the reform and opening up policies which have led to China's present power and prosperity.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment Tasks
| Name | Weighting | Due |
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| Tutorial Participation | 20% | Cumulative |
| Midterm Exam | 25% | Week 7 |
| Book Review and Presentation | 20% | Paper Wk 8, Pres ongoing |
| Research Essay | 35% | Week 13 |
Tutorial Participation
Due: Cumulative
Weighting: 20%
This is not a simple attendance mark. Marks will not be awarded for attendance. Attendance is mandatory and deductions for absences will count toward the final grade. Students who miss more than 3 tutorials without evidence of an unforeseen and serious disruption will be excluded from the unit. This means that you will not be permitted to sit the final exam, and automatically receive a Fail grade. See Extensions and Penalties for policies in this regard.
The tutor will look for evidence of student knowledge of set readings and tutorial questions; analysis of those readings and questions expressed in verbal form; ability to complete set tasks; ability and willingness to work with and respond to the views of the tutor and other students in verbal form.
In weekly tutorials, students will form discussion groups to collaborate in discussing weekly tutorial topic/questions, and engage with other groups in the discussion of the week's topic/questions. The weekly tutorial question/topics will be based on the required readings and will be posted on ilearn before the scheduled tutorial.
The assessment task Research Essay Group Work Tutorial Paper is also relevant to Tutorial Participation.
Tutorial Schedule Tutorial readings include chapters from the textbook The Search For Modern China by Jonathan Spence and are inclusive of the chapters listed for each week. Other readings will also be set. These will be indicated on ilearn. All students will be expected to have read the readings and considered or attempted the tutorial questions prior to attending lectures and tutorials.
On successful completion you will be able to:
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Midterm Exam
Due: Week 7
Weighting: 25%
An examination based on all materials covered in lectures and tutorials.
On successful completion you will be able to:
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Interpret written and material evidence with a sense of appreciation and understanding.
Book Review and Presentation
Due: Paper Wk 8, Pres ongoing
Weighting: 20%
Students must write a brief critical review (1000 words), in scholarly style, of a academic book on modern Chinese history (covering the periods studied in this unit). Books may be chosen by the student - suggestions will be made during the first two weeks of semester.
From Week 8 onwards, students will give a brief (five minutes) presentation in tutorials, introducing their chosen book and providing an analysis and critique of it to their fellow students.
On successful completion you will be able to:
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Research Essay
Due: Week 13
Weighting: 35%
This task is a student's individual work. This should be no longer than 2000 words and is an analytical research essay on a topic of modern Chinese history, chosen by students from a selection of topics. Responses must address all aspects of the question.
There will be a limited number of students per question in each tutorial class. Starting early in the semester each student should consider a choice of topic preferences. At the start of Week 2 registration of topic choices will be opened and kept updated on iLearn. Question availability will be allocated on a first come, first served basis.
This essay will require students to use relevant sources, starting with The Search for Modern China by Jonathan Spence, as well as a minimum of 10 other self-located scholarly sources, such as books and academic journal articles, to support the analysis. The essay will be footnoted and referenced in the required format as specified in the unit guide. Refer to Writing Essays and Referencing.
Research Essay Topics
Topics will be distributed in the first few weeks of the semester.
On successful completion you will be able to:
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Delivery and Resources
ilearn
Online units can be accessed at: http://ilearn.mq.edu.au
iLearn is an important part of this unit.
This unit will make use of iLearn for communications. iLearn also features a messaging system and discussion forum, which students are encouraged to use to circulate information and discussion.
All announcements made by the unit convenor will also be delivered via iLearn's integrated email system. Students should ensure that iLearn emails are forwarded to their personal email account for convenience. It is the responsibility of students to be aware and up to date with unit news and announcements via iLearn.
Electronic Copy via Turnitin.com
This is MacquarieUniversity's subscription to the 'Turn It In' plagiarism detection system. All students will be required to submit all of their written work through this system. See Assessment Submission for details.
Library Databases
The library databases offer access to thousands of academic journal articles on all relevant subject areas. Make a point of searching these databases for scholarly articles for sources of information for assignments.The library enquiry desk is a good point of assistance in the use of these databases.You can also the ‘Ask a Librarian’ service by phone or live chat. http://www.mq.edu.au/on_campus/library/
Please direct any questions about passwords, access and iLearn to the IT helpdesk http://informatics.mq.edu.au/help/
Assessment Marking Rubrics and Self Assessment
Assessment Marking Rubrics and Self Assessments are required for each assessment task (see Assessment Tasks in General). They can be downloaded from iLearn.
Unit Schedule
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Week 3 |
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Week 4 |
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Week 5 |
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Week 6 |
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Week 7 |
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Midterm exam |
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MID-SEMESTER BREAK
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Week 8 |
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Week 9 |
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Week 10 |
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Week 11 |
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Week 12 |
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Week 13 |
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Research papers due |
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Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
New Assessment Policy in effect from Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy_2016.html. For more information visit http://students.mq.edu.au/events/2016/07/19/new_assessment_policy_in_place_from_session_2/
Assessment Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/assessment/policy.html
Grading Policy prior to Session 2 2016 http://mq.edu.au/policy/docs/grading/policy.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Student Code of Conduct
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
- Research Essay
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
- Research Essay
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
- Research Essay
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Midterm Exam
- Book Review and Presentation
- Research Essay
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Midterm Exam
- Book Review and Presentation
- Research Essay
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
- Research Essay
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
- Research Essay
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- Demonstrate an understanding of the socio-political driving forces of modern Chinese history.
- Demonstrate an understanding of different models of interpreting Chinese history.
- Analyse and express judgements about Chinese history in oral and written form.
- Interpret written and material evidence with a sense of appreciation and understanding.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
- Research Essay
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcomes
- Analyse and express judgements about Chinese history in oral and written form.
- Understand and respond to the views of staff and other students in the unit, in both oral and written form.
- Combine pre-selected and self-located evidence to provide a critical analysis of events and forces in Chinese history.
Assessment tasks
- Tutorial Participation
- Book Review and Presentation
About this Unit
This unit is a survey of the political and intellectual developments which have defined modern China, set against the first modern contacts with the West to the end of the 20th century.
Beginning with the Manchu conquest of China in 1644, the course covers the final period of ‘traditional’ China, its political and social systems and the introduction of modern socio-political concepts and technology from ‘the West’. This includes the rise and fall of the Qing Dynasty, first contact with Britain, the Opium Wars, the Taiping Rebellion, the Boxer Uprising, attempts of reform and eventually the end of the millennia old dynastic system with the nationalist revolution of 1911.
With the establishment of the Republic, the unit then covers the attempt to establish a modern nation state from the foundations of ‘traditional’ China. This includes the failure of democratic reforms, the intellectual revolution of the May 4th Movement, the Warlord period, the challenges of the Kuomintang government, the birth of the Communist Party, the civil war (1927-1937), the war with Japan (1937-1945) and the civil war (1945-1949).
Following the establishment of the People's Republic, the course covers the establishment of a radicalized and revolutionary socio-political structure and the creation of a totalitarian state from the Maoist period of the Great Leap Forward to the Cultural Revolution. The course continues through to the beginnings of normalization and the reform period of the early 1980s and ending with the social, political and intellectual crises of 1989.
Assessment Submission
All written assessment tasks will be required to be submitted only electronically via Turnitin.com, unless otherwise indicated.
Written assignments not received in e-copy via Turnitin.com by the appropriate due date will NOT be marked.
Late submission of the essays will result in a penalty of 5% of the total value of the essay towards unit assessment each day (including weekends). The essay will not be marked after a period of five calendar days of non-submission.
Electronic submission via Turnitin.com
Macquarie University's subscription to the Turnitin plagiarism detection system. All students will be required to submit all of their written work through this system.
To submit, follow the link for the required assignment on the iLearn CHN 157 home page and submit your assignment and bibliography. You do not need to submit the assessment marking rubric with the Turnitin submission.
Return of marked work
Marked work will be returned to students by the course coordinator, normally by email.
Assessment Tasks in General
1. All written assessments will be graded against Assessment marking rubrics, which are to be considered by students as marking criteria for the task. Each Assessment task has its own specific rubric and the correct one must be attached and submitted with the assessment. Any assessment submitted without the appropriate Assessment marking rubric attached will not be marked.
2. Assessment marking rubrics are available for download from iLearn.
3. All written work must conform with the Chicago style of writing set out in Writing and Referencing in this guide. All written work must be formatted to a minimum of 1.5 line space.
4. Scholarly sources (academic journal articles, scholarly books etc) are the expected sources of information. While useful for basic information and subject orientation, generic websites such as blogs, Wikipedia (and similar), culture-china.com and the like, are not an acceptable primary or secondary reference source in any assessment task. Information sourced from websites must be used sparingly with scholarly judgement and caution with regard to context and appropriateness.
Extensions and Disruption to Studies
Short Term Extensions
Requests for assignment extensions due to unavoidable and unforseen circumstances of less than three days duration (eg short term illness or misadventure) must be made to the supervisor before the due date if possible, or immediately after the disruption. Note that other assessment commitments will not be considered grounds for an extension.
Assignments that are handed in later than the due date, where no extension has been granted, or are handed in later than the extension date without being granted further extension or special consideration, will be penalised.
Late submission of the essays will result in a penalty of 5% of the total value of the essay towards unit assessment each day (including weekends). The essay will not be marked after a period of five calendar days of non-submission.
Serious Illness and Unavoidable Disruption
If your performance has been affected for a period of 3 days or more as a result of serious unavoidable disruption or illness, you are advised to inform the unit convenor and tutor of the problem at the earliest possible opportunity. You must supply documentary evidence of the extended disruption and submit an application for consideration of Disruption to Studies. (see ask.mq.edu.au).
No assessment work will be accepted for marking unless you have submitted an application for consideration of Disruption to Studies with adequate and appropriate supporting evidence and have been granted special consideration. Please note that requests for special consideration for long term or serious reasons are not granted automatically, and are reserved for unforeseen and serious circumstances such as prolonged & chronic illness, hospitalisation or bereavement in your immediate family which have affected your performance over the course of the semester; or in cases of unavoidable disruption or misadventure during the formal examination period. If you believe that you qualify for special consideration, please contact the teaching staff as soon as is practically possible and lodge the application.
Disruption to Studies process
http://ask.mq.edu.au/kb.php?record=ce7c4e38-4f82-c4d7-95b1-4e2ee8fd075f
Guide to Writing Research Papers
An excellent guide from Purdue University
http://owl.english.purdue.edu/owl/resource/658/03/
There are many more guides available online.
Academic Study Skills Workshops
The university Study Skills Support Unit offers a range of workshops to help you develop your academic skills. These are strongly recommended to all new students. http://www.mq.edu.au/studyskillssupport/
Research Assistance
This unit is research intensive and will require you to make the full use of university research resources of the library. Sign up for a 'library tour' in the first few weeks of uni start and discover the multiple sources of print books and journals, newspapers and electronic journal databases available through the library.
Required and Recommended Texts
The required text for this course is:
The Search for Modern China by Jonathan Spence, 3rd ed Norton 2012.
Please make sure you have your own copy of this book.
Recommended Readings:
Most of these resources can be found in the reserve section of the library.
The Search for Modern China by Jonathan Spence, 2nd ed Norton 1999.
The Search for Modern China - A Documentary Collection edited by Pei-kai Cheng, Michael Lestz, with Jonathan D. Spence.1st ed. Norton, 1999.
A companion volume, in which you can find translations of original documents.
The Rise of Modern China by Immanuel Hsu. 3rd ed, 1983.
Both Spence and Hsu have extensive bibliographies for specific topics, which will give you some initial guidance in researching a particular topic.
Readings in modern Chinese history edited by Immanuel C.Y. Hsu. Oxford University Press, 1971.
China's response to the West : a documentary survey, 1839-1923 by Ssu-yu Teng and John King Fairbank. Harvard 1954
China : A New History by John King Fairbank and Merle Goldman , Harvard, 1998
The Pattern of Chinese history : cycles, development, or stagnation? edited with an introduction by John Meskill.
Chinese civilization : a sourcebook edited by Patricia Buckley Ebrey 2nd ed 1993.
Mao's China and After - A History of the Peoples Republic. Maurice Meisner, Collier Macmillan, 1986
The birth of Communist China. C.P. Fitzgerald. Penguin 1964
The origins of ChineseCommunism , Arif Dirlik. Oxford University Press, 1989.
The YenanWay in revolutionaryChina. Mark Selden, Harvard University Press, 1971
China in war and revolution,1895-1949. Peter Zarrow, RoutledgeCurzon, 2005.
A Brief History of Chinese Civilization, Conrad Schirokauer, Harcourt & Brace 1991
Colin Mackerras, Pradeep Taneja, Graham Young. China since 1978. Longman, 1998. (Detailed coverage of history, politics, agricultural reform, political reform etc during the period 1978-1998.)
Colin Mackerras , China in Transformation 1900-1949 . Longman, 1998.
Linda Benson , China Since 1949 . Longman, 2002.
Patricia B. Ebrey, China: A Cultural, Social, and Political History Wadsworth Publishing, 2005
Unit Requirements and Expectations
Students will be expected to:
- review lecture materials in lectures or iLecture prior to tutorial classes;
- review assigned tutorial class readings and tutorial questions prior to tutorial classes;
- actively participate in tutorial classes by interacting with tutors and fellow students by discussing and answering questions based on the lecture materials and tutorial readings;
- complete written assignments on time and to the prescribed standards; and
- successfully complete a formal examination.
Writing Essays and Referencing
Based on 'Writing Essays in History', prepared by Bridget Deane, Department of Modern History June 2007.
Writing an essay is not just about writing a narrative, biography or chronology of an event, person or period of time: It requires the construction of an argument in answer to the question posed or the problem being investigated. During research for your paper you will find that the evidence may suggest several answers to the question or problem. You will therefore form your own opinion through evaluation and analysis of sources and this will be the basis of the argument put forward in your answer.
It is because of the emphasis on evaluation and analysis in academic writing, that it is essential to acknowledge sources used in your work through the use of a referencing system. In this unit, footnotes are required, using the Chicago referencing style (see also http://www.lib.monash.edu.au/tutorials/citing/chicago.html for more information)
All students are expected to conform to this system in this unit guide, unless directed by the supervisor in accordance with the required style of an academic journal or publisher.
Why reference?
It shows the person marking your work the sources that you have been accessing. It establishes that your argument is one formed by knowledge of a range of authors' opinions - use of this knowledge will make your argument stronger. It allows the reader to quickly identify and verify the sources you have used. Most importantly, it is how you recognise your intellectual debt to others.
When to footnote
It is essential to footnote when you are making use of someone else's words, information or ideas as evidence for your argument. Failure to acknowledge this in your own work amounts to plagiarism, i.e., presenting another person's work as if it were your own. It is simply not acceptable to plagiarise, and any piece of work found to contain it will be failed automatically. For more information on MacquarieUniversity's policy on Academic Honesty Policy
Using sources in your essays
If you use another person's ideas or information in your essay then you need to acknowledge this use through referencing. Such material may be included in the following ways:
Direct Quotation Using the author's exact words. They must be placed in quotation marks, with a footnote number at the end of the quotation.
Paraphrase (indirect quotation) Rewriting someone else's ideas in your own words. The footnote number is placed at the end of the sentence.
Summary (indirect quotation) Reference to an author's ideas or argument. Again, the footnote number is placed at the end of the sentence.
Quotations of more than forty words should be indented using single spacing, without quotation marks:
Other sources that need to be referenced:
Images, figures, tables, graphs, maps and diagrams, frame enlargements from films. Information from lectures - the lecturer's words, notes taken during the lecture, information from slides and overheads.
What does not need to be referenced:
Common knowledge - information that is general and well known, that is, in the public domain. For example, the Second World War ended in 1945. Your own ideas, arguments and visual materials.
If in doubt about whether to reference or not, ask the unit convenor for advice.
Preparing footnotes
Footnotes appear at the bottom of each relevant page of your essay, whereas endnotes are located at the end of the document.
Sometimes because of lack of space at the bottom of a page, Word will move footnotes over to the next page. Do not worry if this happens.
Titles of books, journals, etc, must be written in italics.
Punctuation and the use of capitals are important in footnotes, so pay attention to this in the examples below.
How to create a footnote using Microsoft Word
Go to the Insert menu and select Footnote (or in the 2003 version click Reference). Choose footnote.. Make sure the numbering is continuous and applies to the whole document.
Additional material in footnotes
You are discouraged from the placing of additional material in footnotes, as this indicates lack of editing and an attempt to get round the word limit. An exception is the inclusion of a translation of material included in the main text.
Footnotes
Different sources require different formats when creating footnotes as the examples below will show, but generally you need to include the following information for an initial citation of a source:
Name of author
Title of the source
Name of the city and publisher of the source
Date of publication
Page number(s)
For an initial citation of:
Books
1 Simon Ryan, The Cartographic Eye: How Explorers saw Australia(Melbourne: Cambridge University Press, 1996), p.45.
Note that publication details are placed in brackets
Books with two authors
2 Christopher Bayly and Tim Harper, Forgotten Armies: The Fall of British Asia, 1941 – 1945 (Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2005), pp.30-31
Note that multiple pages are indicated with pp.
Books with three or more authors
3 R. Frankham, J.D. Ballou and D.A. Briscoe, Introduction to Conservation Genetics, (Cambridge University Press 2002) p2.
Multivolume work
4 Winston Churchill, A History of the English Speaking Peoples, vol. 2, The New World (London: Cassell, 1956), p.124.
Translation
5 Christine de Pizan, The Book of the City of Ladies, trans. R. Brown Grant (Harmondsworth: Penguin, 1999), p. 48.
Foreign Language Books
Standard conventions must be followed, although foreign language words must be italicised.
5 Qiao Liang and Wang Xiangshui, Chaoxian Zhan. Dui Quanqiuhua Shidai Zhanzheng Yu Zhanfa De Xiangding (Unrestricted Warfare. Thoughts on Warfare and Strategy in the Globalised Era). (Jiefangjun Wenyi Chubanshe (Liberation Army Arts Publishing House), Beijing , 1999). p.34
Note that the publisher's name in Chinese is italicised, but the English translation of it remains un-italicised. Both are correctly observing convention.
Chapter in an edited book
6 Gareth Wiliams, 'Popular Culture and the Historians' in Making History: An Introduction to the History and Practices of a Discipline, ed. Peter Lambert and Phillipp Schofield (Abingdon: Routledge, 2004), p.260.
7 M.N. Pearson, "Pilgrims, Travellers, Tourist: the Meanings of Journeys." Australian Cultural History 10 (1991): p.127.
Journal articles (online access of printed journals)
8 Georg Iggers, "Historiography from a Global Perspective," History and Theory 43, no. 1 (2004) p.149.
Note: you must cite the author, article title and journal title in full, and not just the URL from where you accessed the article.
Electronic Journal articles
Electronic journals and other material sourced from the Internet usually do not have page numbers. Include the appropriate section or paragraph instead. eg Introduction
9. Tom Wilson, "'In the Beginning Was the Word': Social and Economic Factors in Scholarly Electronic Communication", ELVIRA Conference Keynote Paper, 1009, 10 April 1995, http://www.shef.ac.uk/~is/wilson/publications/elvira.html (accessed May 23 1999), Introduction.
Book reviews
9 Colin Seymour-Ure, review of World War II in Cartoons, by Mark Bryant, History Today, 55,no. 9 (September 2005): p.55.
Citing a source read in another source
10 Paul Keating quoted in Richard Connaughton, Japan's War on Mainland Australia 1942-1944 (London: Brassey's, 1994), p.11.
Unpublished manuscript material
11 John David Booth, Papers, 1984-1990, MLMSS7332, State Library of NSW, Sydney
Information from a lecture
12 Jane Smith, "Women Politicians of the Twentieth Century" (Lecture given at MacquarieUniversity, NSW, March 7, 2005).
13 Jane Smith, "Women Politicians of the Twentieth Century" (Lecture slide, MacquarieUniversity, NSW, March 7, 2005).
Theses and dissertations
14 Elizabeth Eggleston, "Emma Peel - Feminist Icon or Swinging 60s Chick?" (BA (Hons) thesis, BournemouthUniversity, 2002), p.12.
Internet sources
References for internet sources must give the author and/or title of the material and the URL (website address) to enable the reader to find the source easily. Provide the date on which you accessed the source online.
15 "Australians at War: First World War 1914-1918," Australian War Memorial, available from
http://www.awm.gov.au/atwar/ww1.htm (accessed 12/10/2009)
Audio-visual sources
16 Steven Spielberg, Schindler's List, (Universal Pictures, 1993)
If you are engaged in intensive film analysis it will be of great assistance to the reader of your work if you specify the chapter or minute mark.
Newspapers and magazines
17 M. Lake, "The Howard History of Australia," The Age, 20 August 2005, p.5.
18 Agence France-Presse, "China upholds jail term for top dissident: lawyer", Sydney Morning Herald, 11 February 2010.
Note If you access the newspaper or magazine online you must include the URL address.
For unsigned articles:
18 "History with a Raw Edge," Sydney Morning Herald, November 10, 2003, p.12.
Images, figures, maps, etc
Every image, figure or map used should be provided with a caption naming the source of the illustration and title:
From a book:
Map: The Religious Complexion of Europe in the Period c. 1555-8
Source: Euan Cameron, The European Reformation. New York: OxfordUniversity Press,1991.
For works of art include the name of the artist and title of the work and source:
Herbert Badham, The Swimming Enclosure, 1941. Source: State Library of NSW, Sydney
Note that these sources do not need to be included in your bibliography.
Second and later references
After the first, full reference of a source you can then use an abbreviated version in your footnotes or endnotes:
16 Simon Ryan, The Cartographic Eye; How Explorers saw Australia
(Melbourne: Cambridge University Press, 1996), p.45.
17 Ryan, p.45.
OR
When referring to a source more than once you may use ibid in your footnotes when the work is the same as the one immediately above it:
16 Simon Ryan, The Cartographic Eye; How Explorers saw Australia
(Melbourne: Cambridge University Press, 1996), p.45.
17 Ibid.
OR
When referring to a source already cited, you may use Op. Cit. in your footnotes.
16 Simon Ryan, The Cartographic Eye; How Explorers saw Australia
(Melbourne: Cambridge University Press, 1996), p.45.
17 Ibid.
18 Jones, p2
19 Ryan Op.Cit., p.45
If
There is more than one publication by the same author, use a year to indicate separate publications in second and later references:
16 Simon Ryan, The Cartographic Eye; How Explorers saw Australia
(Melbourne: Cambridge University Press, 1996), p.45.
17 Ibid.
18 Jones 1990, p2
19 Ryan Op.Cit., p.45
20 Jones 1991, pp41-42
Books with two authors
2 Bayly and Harper, p3
Books with three or more authors
3 Frankham et al, p3-4
Bibliography
At the end of your essay list all the books, articles and other sources in alphabetical order of author's family name. You can divide the bibliography into sections, i.e. primary and secondary sources.
Be aware of naming conventions for Chinese names. The family name is traditionally the first name written eg MAO Zedong, unless it has been reversed in the English language convention, particularly in Western academic publishing eg Zedong MAO.
Note that a bibliography is required in addition to footnotes. Formats used for bibliographical entries are different from those used for references.
Books
Ryan, Simon. The Cartographic Eye; How Explorers saw Australia. Melbourne: CambridgeUniversity Press, 1996.
Books with two authors
Bayly, Christopher and Harper, Tim. Forgotten Armies: The Fall of British Asia, 1941 - 1945. Cambridge, Massachusetts: The Belknap Press of HarvardUniversity Press, 2005.
Three or more authors
Grimshaw, Patricia, MarilynLake, Ann McGrath, and Marian Quartly. Creating a Nation. Ringwood: Penguin Books Australia Ltd., 1996.
Multivolume work
Churchill, Winston. A History of the English Speaking Peoples. Vol. 2, The New World. London: Cassell, 1956.
Translation
de Pizan, Christine. The Book of the City of Ladies. Translated by R. Brown Grant. Harmondsworth: Penguin, 1999.
Foreign Language Books
Qiao, Liang and Wang, Xiangshui. Chaoxian Zhan. Dui Quanqiuhua Shidai Zhanzheng Yu Zhanfa De Xiangding (Unrestricted Warfare. Thoughts on Warfare and Strategy in the Globalised Era). Jiefangjun Wenyi Chubanshe (Liberation Army Arts Publishing House), Beijing, 1999.
Note the Chinese family name convention.
Note that for the bibliographical entries for chapters, journal articles and electronic journal articles you need to include the full page range of the text. For footnotes just the page number is cited.
Chapter in an edited book
Williams, Gareth. "Popular Culture and the Historians" in Making History: An Introduction to the History and Practices of a Discipline, edited by Peter Lambert and Phillipp Schofield, Abingdon: Routledge, 2004, pp.257-268.
Journal articles
Pearson, M.N. "Pilgrims, Travellers, Tourist: the Meanings of Journeys." Australian Cultural History 10 (1991): pp.125-134.
Electronic journal articles
Iggers, Georg. "Historiography from a Global Perspective," History and Theory 43, no. 1 (2004)
http://www.blackwell.synergy.com/doi/abs: pp.146-154.
Note: you must cite the author, article title and journal title in full, and not just the URL.
Book reviews
Colin, Seymour-Ure. Review of World War II in Cartoons, by Mark Bryant, History Today, 55, no. 9 (September 2005): pp.55-56.
Source read in another source
Keating, Paul, quoted in Richard Connaughton, Japan's War on Mainland Australia 1942-1944. London: Brassey's, 1994.
Unpublished manuscript material
John David Booth, Papers, 1984-1990, MLMSS7332, State Library of NSW, Sydney
Information from a lecture
Smith, Jane. "Women Politicians of the Twentieth Century." Lecture given at MacquarieUniversity, NSW, March 7, 2005.
Thesis and dissertations
Eggleston, Elizabeth. "Emma Peel - Feminist Icon or Swinging 60s Chick?" BA (Hons) thesis, BournemouthUniversity, 2002.
Internet source
"Australians at War: First World War 1914-1918." Australian War Memorial.
http://www.awm.gov.au/atwar/ww1.htm
Audio-visual sources
Spielberg, Steven. Schindler's List. Universal Pictures, 1993
Newspapers and magazines
Lake, Marilyn. "The Howard History of Australia." The Age, August 20, 2005.
Agence France-Presse, "China upholds jail term for top dissident: lawyer", Sydney Morning Herald, 11 February 2010.
For unsigned articles put the name of the newspaper first:
Sydney Morning Herald, "History with a Raw Edge," November 10, 2003.
Further information on referencing and compiling bibliographies
For further information on referencing and compiling bibliographies, including sources not mentioned here, the following books will be useful:
Jules R. Benjamin, A Student's Guide to History, 8th edition, (Boston: Bedford/St. Martins, 2001)
Style Manual for Authors, Editors and Printers (Canberra: AGPS,1994)
The Chicago Manual of Style, 15th edition, (Chicago:University of Chicago Press, 2003) Chicago-Style Citation Quick Guide available online at
http://www.chicagomanualofstyle.org/tools_citationguide.html
You can also access Citation and Style Guides through the Macquarie University Library Website at http://www.library.mq.edu.au/readyref/cites.html