history rsr sample essay

History in Your Hands project guide

Overview of class 3.

In this class, we will break down the marking scheme for your overall research study report and for the outline plan section. We'll look at how to choose a strong research study report title that you'll then review with your teacher. We'll show you how to start writing the define and justify and aims sections of your outline plan and talk about why it's important to cite your sources. 

You will be asked to work together in a group to correctly match the outline plan elements of three research study reports which have been mixed in together. You will then be asked to order the elements of each report by title, definition and justification, aims, intended approach and sources to be consulted. 

We will show you an overview of how to structure your extended essay and demonstrate what this should look like using a draft version of the Seán Lester report as an example.

Finally, you'll be asked to jot down some ideas you have about the report title you'd like to choose. You will discuss your potential title in pairs or in threes, then briefly describe the other student's suggested title to the class.

Between the end of class 3 and the start of class 4 you will be asked to choose your own research study report title, find three potential sources and start creating an outline plan.

Class 3 PowerPoint presentation slides: slideshow

• History in your hands Class 3 Powerpoint slides (for download) Click on the link to download the PowerPoint presentation slides used in class 3 of the DCU History in Your Hands pilot project in 2023/2024 or view the slideshow above.

Choosing your research study report topic

• Purpose of the research study report
• Choosing your subject and title

With the research study you are expected to show that you are able to carry out a piece of research and demonstrate skills that include the ability to:

• locate historical data (i.e. information) from a number of sources
• evaluate the data
• collate relevant data
• present findings in a well-structured format
• When you have a subject in mind, check with your teacher first before starting any in-depth research  
• Choose a subject for which there are good sources of information. You should be able to find these sources without too much difficulty - access to good evidence is vital to the success of your work. Choose sources that can be checked easily - in this way, the marker makes sure that the information in the report is historically accurate.  
• Begin with a working title - this is likely to change slightly when you’ve finished researching and writing your essay.  
• Your chosen subject should be historically significant i.e. it must be be one of the following: remarkable, remembered, resulting in change and revealing.  See the  i s your topic historically significant  guide for more information about this. You'll need to describe why your topic is historically significant in the 'define and justify' section of your outline plan.  NB:   A student's f ailure to explain why their subject is historically significant is a common area where marks are lost.  

You can research any part of history for the RSR – e.g., political, sporting, military, local,  women’s, scientific, warfare, etc. BUT the topic must be historically significant! See a list of suggested categories on page 14 of the Leaving Certificate History Guidelines for Teachers.

• The subject that you’re going to investigate should be clearly defined and have a narrow focus. This will allow you to carry out an in-depth investigation which is an important part of the research study report. i.e. The IRA raid of Sligo Gaol, 1920 will allow you to achieve a greater depth of research than The history of Sligo Gaol. A clearly defined title allows you to analyse evidence, debate viewpoints, examine issues and draw conclusions. By doing this you’re using and demonstrating your level of historical skills.  
• Ideally the title of your research study report will include the date or range of dates of the historical topic you'll be researching i.e. The Assassination of President John F. Kennedy, 1963 or The impact of Seán Lester’s diplomatic career on international politics 1929-1937. Alternatively, it could mention a specific period in history i.e. The impact of the Great Famine on the Doneraile Estate, County Cork.  
• Avoid the key personalities and case studies covered in the History syllabus when choosing a subject. You can view these on pages  20-47 of the Leaving Certificate History syllabus . It may be possible to choose a key personality if you narrow the focus to examine a specific aspect of their history not covered in-depth in the syllabus – consult with your teacher about this.  
• Students studying higher level history and completing this project are expected to ‘show understanding of the broader historical context of research findings’, in their research study report. This means that you will be able to understand and describe how the subject you’re investigating fits into the time or era in which it takes place. For example, you might look at the social, cultural, and political circumstances that influenced an event in the past to understand it better. Take this into account when choosing your subject i.e. choose a subject from an area of history that you understand well.  

Stay within the time limits laid out in the syllabus as you will not receive marks for material that covers events that occurred after these dates. If you are choosing a subject relating to Ireland and Irish history, your report should investigate historical events up to December 1993 and no further. If you are choosing a subject relating to Europe and the wider world your report should investigate historical events up to and including December 1992 and no further. You can refer briefly (one or two sentences) to the impact your subject had on political or historical events that fall outside the time limit, but don't go into detail.

The subject you choose should be unique -  nobody else in your class should have the same report title as you. The report must all be your own work - you'll sign a form countersigned by your teacher and principal stating that this is the case. See the penalties for copying, plagiarism etc in the 2011 Leaving Certificate circular .

After you have chosen a title for your research study it is a good idea to brainstorm the likely headings you will use. This will help you when you are filling out your aims in your Outline Plan and will help you organise your Extended Essay under different paragraphs. When you find information in your sources you may find it useful to collate that information or data under those headings.

Examples of RSR titles

The following RSR/historical research essay titles have been sourced from   Online extract from Shortcuts to success History exam guide: Leaving Certificate - the research study, document questions and sample essays :

Martin Luther King and the FBI The assassination of President John F. Kennedy, 1963 

The following RSR/historical research essay titles have been sourced from: Students' Guide to the RSR: Wicklow County Archives

The Coolattin Estate during the Famine  The Poor Law and the Shillelagh Workhouse  Death and Emigration from Wicklow during the Famine  Wicklow women in WWI  WWI impact on Wicklow  Wicklow men in the great War  Kynoch Munitions, Arklow and WWI  Wicklow Women Jennie Wyse Power - Women’s right activist 1858 - 1941  Anna Parnell - Ladies Land League  Teresa Dargan - Poor Law Union and Rathdrum Rural District Council

The following RSR/historical research essay titles have been sourced from  A Guide to Writing Historical Research Essays for Second Level Students :

All in this Together: Appraising Margaret Thatcher’s definition of “Community” Is Nothing Sacred? How Fr Michael Griffin’s disappearance developed in real-time: the story then, and the story now. Michael Cusack’s contribution to the revival of Gaelic Games in Ireland, 1883-1901 It is not a Free State, it is a Slave State The Communist Party of Ireland and the Anglo-Irish Treaty Bloody Sunday, 1972 and its Consequences Brendan Duddy’s contribution to achieving peace in Northern Ireland throughout the Troubles, 1973-1991

Examples of RSR outline plans

This example of an outline plan for the RSR 'The assassination of President John F. Kennedy, 1963' is taken from:  Online extract from Shortcuts to success History exam guide: Leaving Certificate - the research study, document questions and sample essays

• The assassination of President John F. Kennedy, 1963: Outline plan

These three pages from the  Teachers' Guide to the History Research Study Report: Wicklow County Archives  focus on how to write your outline plan. They give examples of two outline plans and you need to assess both and decide how well they fulfil the requirements and fit the marking indicators laid out.

• Teachers' Guide to the History Research Study Report: Wicklow County Archives
• << Previous: November 2023: Class 2
• Next: January 2023: Class 4 >>
• Meet the project team
• October 2023: Class 1
• November 2023: Class 2
• December 2023: Class 3
• January 2023: Class 4
• February 2024: Revision Class
• April 2024: Submitting your Research Study Report and Marking Scheme
• RSR tips and checklists

Is your RSR topic historically significant?

• Historical significance
• Resulting in change

To be considered historically significant your RSR topic should fall into at least one of the following '4R' categories: Remarkable, Remembered, Resulting in Change, Revealing. Check through each category using the tabs above to investigate if your topic is a suitable choice. This information is drawn from the Leaving Certificate History Research Study Report: A guide on How to Research: Wicklow County Archives.

Remarkable:

Was the event or person being researched remarked upon at the time or since the time? 

Were people talking about it at the time?  

Are people still talking about it in modern times? 

Is it an important event/person that is known nationally and/or  internationally? 

Did this event/person impact their world?  

In what way were their words/thoughts/actions/beliefs impacting the  world at their time in history?

Remembered:

Is the person/event collectively remembered?  

How is it remembered? 

Has the commemoration/remembrance of this event/person changed  over the course of history? How? 

Are there commemorations to celebrate this person/event? Is it remembered locally/nationally/internationally? 

Do we still speak about this event/person regularly?

Resulting in change:

Did the person/event have consequences for the future? 

Did the event/persons actions change the course of history?  How? 

Did the course of the event change an aspect of culture/society/politics?  How? 

Did the actions of the person influence modern life?  

Does the event/person reveal something about another time in the past? 

Does the event/person reveal more information about a specific period in the past? 

Are we able to draw comparisons and connections between the past  and now because of this event/person? 

What can we learn from the event/person that may influence our actions and beliefs now?

Supporting documents

We used History syllabus guides and other supporting documents to inform the content in the History in your Hands classes and in this guide. Consult these documents if you're looking for more information on any aspect of researching and writing your History research study report:

• Department of Education Leaving Certificate History Syllabus
• Leaving Certificate History Guidelines for Teachers
• Revised Leaving Certificate History circular (2005)
• Leaving Certificate History: Arrangements for the presentation and assessment of the Research Study Report  (2011)
• History In-Service Team, Supporting Leaving Certificate History: A Student Guide to the Research Study
• Online extract from Shortcuts to success History exam guide: Leaving Certificate - the research study, document questions and sample essays
• A Guide to Writing Historical Research Essays for Second Level Students
• Wicklow County Archives: Undertaking the History RSR: Resources for teachers and students

Have a question?

If you're taking part in the project and you'd like to ask us a question, just click on the image below to submit a query to the team.

Irish language version of guide

There is an Irish language version of this guide available -  Stair i do Lámha: Treoir Tionscadail

• Last Updated: Feb 26, 2024 5:14 PM
• URL: https://dcu.libguides.com/Historyinyourhands

History Study Resources

What does it take to get a h1 in higher level history.

Elizabeth Hearst, a past pupil from The Institute of Education who achieved a H1 in Leaving Cert higher level history, tells us how she got top marks.

Elizabeth Hearst | How I Achieved My H1

Practice writing essays

It’s difficult to get an essay written in 42.5 minutes, but with practice you can learn how it’s done. We did weekly class tests, which I found really helped.

Study past papers

Familiarise yourself with the paper and the past questions that have been asked.

Make a plan

In the exam, it’s much easier if you know the structure of what you’re going to write, before you write it. Those 42.5 minutes go by incredibly quickly, so knowing your structure is key. When making my plan, I wrote out each important point that I wanted to make, in each of the essays that I prepared.

Writing essays

Aim for 3-5 quotes per essay. Examiners love this, as it shows depth rather than reeling off facts. Include interesting nuggets of information in all paragraphs. Write short paragraphs. Each paragraph is marked out of 12, so writing 2 short paragraphs and each scoring 6’s, is better than one long paragraph which could be awarded 9.

Reaction to 2023 History Exam

Each year, our exceptional teachers give their take on the Leaving Certificate higher level exam papers. Read what Susan Cashell, history teacher at The Institute of Education, had to say about the 2023 exam below.

Reaction to Leaving Certificate 2023 History (Higher Level) by Susan Cashell, history teacher at The Institute of Education.

The History paper is one that always requires students to write with time constraints in mind. Generally, the questions were straightforward. Occasionally a term might be unfamiliar but after a moment of composure and reflection the context of the question would provide the key.

Section 1: To start, the compulsory document question was the Sunningdale Agreement and the power-sharing executive, 1973-4. Many students would have been well-prepared for this and thus well-equipped to tackle the first three questions. Some might have paused before Question 4’s Contextualisation, which asked why the Agreement was so “divisive”, but ultimately this would have been manageable by adapting prepared material and reworking link sentences to fit the question.

Section 2: Ireland had an overarching question on how Cosgrave and De Valera handled Anglo-Irish relations. The broad scope of this question would really allow the practised student to show off their knowledge – which could be a challenge within the 42.5 minutes allowed for each question. Those looking to write another essay on the most popular area, Sovereignty, might have been stretched to find another question with the same flexibility. The question on the Northern Ireland Government and its challenges, or the question on the impact of the Eucharistic Congress and the Irish language, were options but were much less generous in their scopes.

Section 3: Europe and the Wider World had a great question on the characteristics of fascism. This would have been covered at the beginning of 5th Year, as it underpins the topic. Students who knew the specific examples of fascism could easily refine them into a response for the characteristics in general. Those wishing to focus on specifics were greeted by a very accessible question on Stalin. Many students would have anticipated and prepared for this and been relieved. For those looking to stand out from the crowd by taking the road less travelled, there was a rewarding question on France. While not appealing to everyone, if you had prepared that topic you really had a chance to shine. Those looking to answer on American history will have been well-served by racial inequality and the Moon landing.

The History course is large, varied, and demands a lot of writing but, on this paper, everyone had a chance to fairly represent themselves. In particular, those who were prepared to tackle three topics would have found something rewarding in each.

Sample Notes

Students who attend The Institute of Education are provided with exclusive, exam-focussed study notes to support their home study and revision. Below are a sample of the high-quality history notes they receive.

“If you’re aiming for a high grade, you need to pay attention to the DBQ.”

The Documents Based Question in the higher level history paper is worth 20% of your overall grade.

Susan Cashell, history teacher at The Institute of Education, steps through the ‘four C’s’ of the DBQ and explains how answering each part correctly can help you maximise your grade in the exam.

Susan Cashell, history teacher at The Institute of Education, shares her secrets to exam success.

Top Tips for the Exam

Practice, Practice, Practice!

How can you attempt this exam if you haven’t written under pressure? You should be doing a test two times every week. If this is not possible in your class, do it at home. Even if you find this difficult at the beginning you will get better at it.

Write fast!

This is an exam that rewards those who write fast and a lot ! You do not have a hope of a high grade if you only write three pages for an essay. Aim to write five.

Running out of time? Never spend longer than 42.5 minutes on a question. If you run out of time, leave a blank page and go on to the next question. If there is time you can go back. If you are under pressure near the end of the essay, make bullet points for the last two paragraphs and write out the conclusion.

Toilet breaks

Never bring fizzy drinks into the exam, sip water. Remember if you leave the exam hall for a toilet break the examiner will have to stamp your script when you leave and when you return. What a waste of your valuable writing time. You could have written that conclusion!

Research Study Report

Take the RSR seriously as it is worth 20% of your overall mark!

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Leaving Cert Papers, News, Notes, Tips and Resources

Finishing up the RSR

The Research Study Report. 20% of the marks for History. And a taste of what’s to come with writing college papers. Tomorrow, April 28th, is the official deadline to have it in, written into an official booklet under official supervision in an official school. Most of you have probably already done it and handed it in. Some of you probably did it in fifth year. To be honest, I did most of it over this weekend 😛 But If you’re in one of those schools who’re waiting until the last possible second to get it done, this post’s for you.

It pissed me off how little advice there was for writing this. It’s like trying to grocery shop without a shopping list. You end up with three different bottles of ketchup (although that was mainly because I wanted to do a taste-test). However, I found this guide fairly recently, which turned out to be very very helpful. (You’re wanting to download “b. Student Guide to Research Study Report “) Thanks to the good folks at scoilnet.ie! Ya’ll saved my ass. That file is basically a shopping list of everything you need to have done in your Research Study Report.

I’m going to assume here that, by now, you have it all written up in a handy .rtf document (Rich Text Format is what all the professionals use. Just sayin’) and now it’s time to sweat the details. If you’re anything like me, you’ve probably written too much. At least in the Outline Plan and Evaluation of Sources sections.

You see, there are three sections. The above two, and the actual Extended Essay. The booklet has 16 pages. Excluding the front page, the title page and the two back pages, that leaves 12. One for the Outline, one for the Evaluation, ten for the essay. After printing out the booklet and writing into it, I’ve determined I can fit about 8 words per line, totalling about 240 words per page. (And my writing is pretty big. It has a certain whimsical flair to it that I just can’t seem to restrain. Also, I use long-ass words…) Bottomline, is that if you keep your Evaluation and Outline sections to less than 250 words you should be perfectly a’ight.

Also important: I’m told that adding two or three lines onto the end of the page (there’s a blank margin at the bottom) is acceptable, so it’s a good idea to bring a ruler and pencil (eracing the lines later). Also , if you have long-ass URLs, one trick is to use a site like http://tinyurl.com/  to reduce their size.

Another thing to look out for is verbosity. Being more concise is almost never a bad thing, especially in this kind of scenario. I reduced the Outline Plan from 400+ words to 235 (including the citation of a fourth source) just by changing phrases like “Second Lieutenant William Laws Calley was the leader of 1st Platoon, Charlie Company, the unit responsible for the brutal massacre at the My Lai hamlet of Son My village” to “Lt. Calley led C-Company into My Lai”

I think sometimes people can equate being wordy with being smart. Which as any decent writer will tell you is complete bullshizzle. Good writing is about conveying your message with as few words as possible. (Which is why I believe poetry should be considered a whole other artform, seeing as how most of it can be summed up by a couple words: “I’m sad”, “I think I’m gay”, “He doesn’t love me”, etc.)

Overall, the RSR seems like a fairly easy 20%. It’s basically just an extra-long essay that you have months to write (which is thousands of times longer than the essays on the exam, which are only a bit shorter). Although part of it might have been the fact that I picked a project that was interesting enough to research without it feeling much like work. (Note that although it’s an interesting insight into the dark depths of humanity, the My Lai Massacre is not for the faint of heart. You’ve been warned.)

(P.S. Heinz is still the best)

10 thoughts on “Finishing up the RSR”

Hah, as evidence to how little information on the RSR there is: This post is actually the FIRST Google hit for ‘leaving rsr’ (fifth if you make it ‘rsr leaving cert’)

Yeah true, when I did the RSR, I also bullshizled the whole thing “Leonardos theory of flight”. Got me a pretty damn good mark! I could get nothing on the RSR anywhere!! We were the second year doing it, you guys being the third of course.

Also loved you theory on poetry! nice.

When I read your tweet I was expecting faaar less history, and faaar more ketchup. Mildly disappointed. I can’t understand how anyone eats Chef. People tell me there’s no difference. They totally lie.

Chef is crappy, I agree (except the titular character looks like my friend so it’s worth it for slagging-value…)

I recently got obsessed with ketchup because somebody used this amazingly sweet, tangy ketchup on a sandwich I bought and I’ve been trying to figure out which brand it was… Thing is, it’s probably some cheap generic brand used only by delis. It’s a conspiracy!

In 4th year when it came to choosing subjects, I chose business over history simply cause of this project thing…

You happy with that choice? Personally, after 3 years of Business I jumped at the opportunity to leave it far, far behind. The you-would-never-believe-it-how-boring-this-guy-is teacher contributed to that a bit.

But history is one of the few subjects that actually is important to know/comes up in conversation.

I spent so long writing that project into my tiny little booklet, that I shall cry if it doesn’t get 100%. And you didn’t take history because of the project? Why ever not? Easy marks.. 😛

Yeah I’ve since realised that history would’ve have been beneficial apres the leaving cert, however business isn’t so bad. I loathed accounting at JC level, but for the LC parts of it are actually interesting. (Shock shock horror) It’s also possible to omit one seventh of the course, which is handy.

Our RSR was due on a Friday morning, so of course, in true me-style… I started writing it up at 8pm- that Thursday evening. So it went in uncorrected. My teacher has no idea what it’s even about at this stage. So yeah, nothing official about it really. She didnt even see my sources because they were blatantly made up. Only fooling myself really I suppose… yada yada yada

Emerald…That tangy ketchup you are looking for is ‘Candee’ ketchup. It’s the cheapest one on the market… and it seems pretty proud of the fact that it ‘Contains Additives and Sweeteners!’… which doesnt say alot…

For anyone doing the Leaving ’10 (woah… sounds mad) I highly suggest that you don’t put it off one more day… get started, even reading up on any bit of history that mildly tickles your fancy. There’s a good podcast on the RTE website about it (which I discovered at 4am on that faithful night in April, hours before our deadline)

Recycle, Stay in School and Fight the Power! Peace Out

My RSR is due this week. Almost have extended essay written in official document. Have evaluation of sources done, need to tidy up outline plan. What do I put in the review at end of essay? Any help?

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Tips for the Research Study Report (RSR)...

Introduction to the RSR

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History - Higher

Late Modern History (1815-1993) is divided into 6 Irish topics and 6 European topics. 

Leaving Cert History is a challenging course and requires essay style answers. Good English skills, the ability to do research and an interest in History are all important if you do this subject. Up to 20% of your final result will be based on your research project done before the exam. 

History (Late Modern) Course Content

Irish History (1815-1993) 

• Ireland & the Union,
• Movements for political and social reform
• Sovereignty & the impact of partition
• The Irish diaspora
• Politics and society in Northern Ireland
• Republic - government, society, economy

History of Europe and the Wider World 1815-1993 

• Nationalism and State Formation
• Nation states and international tensions
• Dictatorship and democracy
• Division and realignment in Europe
• European retreat from Empire and the aftermath
• The US and the World.
• Written Exam (80%)
• Research Study Report (20%)

At both levels, the examination paper features a documents-based question (linked to the documents-based study) and three general questions. All four questions carry equal marks. The paper is 2 hours and 50 minutes long.

Research Study Report

Students must choose a research topic and write up their findings under three headings:Outline Plan (15 marks); Evaluation of the Sources (25 marks); Extended Essay with a review of the research process (60 marks). 

Future Careers with Leaving Certificate History

Leaving cert History is not an essential requirement for any courses in the CAO system. History can be used in a wide variety of careers including Archaeology, Writing, Research, Education and Tourism.

Download the Leaving Cert History Syllabus

Download the Leaving Cert History Chief Examiner's Report  (2017) 

Download the Leaving Cert History Guidelines for teachers

Past Papers

Created by studyclix.

Community Activity

How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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