Professor of History
Advisor, Medieval and Renaissance Studies Center
Texas Tech University

 

 

JOHN MCDONALD HOWE

How to Write an Identification

A common form of examination in History is an identification question (an ID). Teachers differ greatly on what they expect in terms of length and detail. Be sure that you understand their expectations in advance.

Some general principles normally do apply. To identify something, you need to answer the basic reportorial questions: Who? What? When? Where? You need to identify the person place or thing in question and to put it into some sort of geographical and chronological context. Keep in mind as a model the opening paragraph of a traditional newspaper article: newspapers written in a six or eight column format usually have short opening paragraphs (30-50 words) which tell a reader in concise terms what the full article will recount.

Most teachers also want something more, a "big picture" context that explains why the thing being identified is historically significant. For students this can be the most difficult element because it requires thought, not simply memorization and repetition. To explain historical significance you need to look for distinctives. How does the subject differ from other subjects in its category? Or, more basically, why did you have to learn about this person or law or building or place instead of countless other possible alternatives? What made it so special that it showed up in the readings and lectures of this particular class?

Avoid comon mistakes.  Do not write at greater length than is required--although many ID subjects have had whole books written about them, on a test you need to dispatch them expeditiously. Do not write fewer IDs than are requested.  This sounds obvious, but a peculiar psychological dynamic often causes students to quit early:  a test-taker will start first with the identification about which he or she knows most; on the next ID the test-taker will feel less confidence; toward the end it is easy to get discouraged and to skip the last one or two. But no teacher can give you credit for work not attempted.  It is better to say whatever you do know, even if it is only a geographical or chronological parameter.. Do not omit key elements of the ID simply because you do not know them exactly: it is better to put "ca." or "about" or "around" in front of a date, or to locate your subject approximately within a century or era, than to leave it chronologically undefined.