The purpose of this assignment is to give you an opportunity to demonstrate your knowledge of the witch-hunts and Scottish society up to this point, utilizing both primary and secondary sources to defend an argument.
In this essay, you will choose and defend one particular argument in a three-sided historiographical debate. Drawing on both primary (the National Covenant) and secondary sources (the assigned readings up to this point in the course), you will take a side in this debate and argue that one of the following groups (local elites, religious elites, or the Scottish state) played the most important role in driving witch-hunting, specifically in the 1630s and 40s.
Your essay should:
include a clear and identifiable SMART thesis statement, taking a position on the historiographical debate within the context of Revolutionary Scotland
provide a short description of the political and religious background of the 1630s and 40s (including the National Covenant)
utilize specific examples and supporting evidence relevant to this period from both primary and secondary sources to support the central argument
address the two counter-arguments of the debate
employ Chicago Style in footnote citations (with specific page numbers) and bibliography
The essay should be between 1500-2000 words. Papers should be double-spaced, and should include a title page and a bibliography (which do not count towards the total word count). All citations should be formatted as footnotes in Chicago Style.
Assignment Description
In the Unit 03 readings by Levack, Goodare, and Macdonald, we were introduced to three different perspectives on who played the most important role in driving witch-hunting in Scotland. One author emphasizes the role of local officials in witch-hunting, while another focuses instead on the role of the state and national government, and the third stresses the influence of ministers and other religious elites. In this essay, you will be asked to choose one of these approaches and apply it specifically to the witch-hunts of the 1640s.
Using the readings and material covered in Units 01 through 03, you will be asked to provide a clear description of the background of the events that took place approximately between 1638 and 1651 (see esp. Chapter 4 of your textbook, and John Young’s article from Unit 02). Then, using one of the three approaches discussed above, you will discuss how the events of the 1640s related to the rise in witchcraft prosecution, specifically emphasizing the role of either local, state, or religious authority in the trials. Using information from both primary and secondary sources, you will need to defend your argument about why one of these particular groups played a more important role than the others in encouraging or discouraging witch-hunting during this period. Be sure to include not only the information that supports your interpretation of the events, but also to acknowledge and address the arguments for the importance of the other two groups, to show why your position is the better one. Note: This is a methodological assignment. Remember, you are not simply repeating what your chosen author has already argued, but applying their approach to a specific case study and time period (i.e. the 1640s).
The National Covenant will be used as a primary source in this assignment. Your essay should incorporate a description of the National Covenant and its role in the events of the 1640s. Using examples from this source, you will need to demonstrate the relative importance (or unimportance) of different levels of authority in Revolutionary Scotland.
Questions to consider
Who was most important in driving the large spike in prosecutions during this time period? What changed during this period that may help explain the high rates of prosecution in this period? What specific evidence are you using to back your argument up? Why is this approach better than the other two approaches? (Always consider and address the counter-argument when you are making a specific claim; this can really help improve your essay).
Required Sources & Citations
You may use any of the readings or sources covered in this course to help you research and write your essay, but at minimum, your sources should include:
The National Covenant (primary source)
The Ares readings by Julian Goodare and Stuart Macdonald (secondary sources)
Chapters 4 and 6 in your textbook (secondary sources)
You may also use (optional):
John Young’s article from Unit 02
The Survey of Scottish Witchcraft
Any of the assigned Ares or textbook readings (incl. Chapter 2 on trial process)
If you use or refer to the online unit content, please provide a footnote showing which section you are drawing this information from, but do NOT include this as one of your scholarly secondary sources in your bibliography. This is considered “lecture content” and, just like in an in-person-class, you wouldn’t include your lecture notes as scholarly “research” for an essay, so please do not do so here. Please do not use or rely on any outside sources for this assignment. All research and source analysis should be restricted to the sources and readings assigned within this course.
Chicago Style
Please use Chicago Style to format your footnotes and bibliography. The bibliography should be separated into primary and secondary sources, and all footnotes should include specific page numbers (not the full page range of the article) to show where you are getting your information from. For how to correctly format your citations in Chicago Style, please access the Chicago Manual of Style Online through the University Library’s website (make sure you are logged in) or use the U of G Library’s Guide to Chicago Style Notes & Bibliography (be sure to click on the “More Examples” tab to see how to format citations differently for each type of source – e.g. book vs. article vs. chapter in a book with an editor).
Question to Think About
Before You Begin: Writing an Outline
Beginning with an outline can be very helpful in planning and constructing a successful essay. An outline requires you to formulate an argument about your topic, think about how to organize your discussion, and provide examples of sources you plan to use. It should be completed before you begin writing your essay. Use the following guidelines to help you plan and organize your essay. This is an optional self-assessment exercise and will not be submitted for a mark.
Introduction
Begin your essay plan with a Thesis Statement – A thesis statement is a sentence in your essay that identifies the main idea and/or central purpose of the essay. However, a thesis statement is not simply a statement regarding the general subject of the paper. Instead, a successful thesis statement clearly presents a particular argument or position that will be taken in the essay, which will be supported by specific examples and evidence in the body of the paper. It serves to organize the essay and usually appears in your introductory paragraph, often – but not always – at the end of that paragraph. It clearly states the central claim that you will try to prove. It should articulate, as clearly as possible, your central argument.
Body
Provide three major points to support your argument, with at least two to three examples/pieces of evidence from the course material to support each point. Note: this is only an essay plan; your essay may have more than three major points or additional evidence.
Point A: Write a clear topic sentence that explains what this paragraph(s) will argue, and how it will support the central argument.
Example 1
Example 2
Point B: Topic Sentence
Example 1
Example 2
Point C: Topic Sentence
Example 1
Example 2
Conclusion
Write a short paragraph that draws the essay together, tying your major points back to your thesis statement and concluding the essay. Note: this conclusion is part of your essay plan; your final essay’s conclusion can and should be developed further.
A handy hint regarding thesis statements: often our arguments evolve as we write – we sometimes don’t see every side of the argument until we have begun to write. It isn’t cheating to re-write your essay’s thesis statement after you have completed the rest of the essay and conclusion so that the thesis statement really does state exactly what it is you argue throughout the essay. For help with constructing a SMART thesis statement, please see the “Thesis Statement” Exercise in Unit 03 before you get started. If you are unsure if your thesis statement fulfills these guidelines, or would like feedback on your outline, please contact your TA. However, please make sure you email your TA well in advance of the deadline – at least one week – in order to give yourself enough time to respond to any suggestions.
Turnitin Originality Check
For this assignment, your instructor will be using TurnItIn, integrated with the Courselink Dropbox tool, to detect possible plagiarism, unauthorized collaboration or copying. See more details about use of Turnitin in the course policies in the Outline section.
In the Dropbox area, there will be two submission folders created for this assignment:
Essay 1 (Draft)
Select this folder for draft essay submission to screen your essay through Turnitin. Once you submit your essay to this folder, you will be able to see and print an originality report that shows you exactly where you have properly and improperly referenced the outside sources and materials in your assignment. DO NOT submit a draft within 24 hours of the essay deadline, as you will be in danger of not having enough time to make revisions to your essay before final submission.
Essay 1 (Final Submission)
Select this folder for final submission of your essay for marking. This must be done before the deadline. Check the Outline for specific due dates. Once you submit the final version of your essay, you will not be permitted to see the originality report. Note that you will be allowed ONE submission.
Grading Expectations
This assignment will be marked out of 100 and is worth 25% of your overall course grade. See below for a breakdown and description of marking guidelines. For more specific feedback and details, please review the assignment rubric (Tools > Rubrics).
Central Argument: 30%
The essay’s introductory paragraph introduces the topic clearly and effectively;
The introduction includes a clear and concise thesis statement that is easily recognizable;
The essay develops a central argument effectively, with each section clearly relating back to the central thesis;
The essay has a concluding paragraph that affirms the thesis presented in the introduction, but is not just a repetitive summary of the essay.
Evidence and Expository Skills: 40%
The essay is properly contextualized, demonstrating a good grasp of the chronology and historical background
The essay uses the sources effectively to develop and support its central argument;
The essay draws specific examples from both primary and secondary sources
The essay shows good research skills and a variety of perspectives, drawing on a range of sources (not just one or two sources), in order to support the essay’s central thesis.
Composition: 20%
Sentences are written clearly using standard English spelling and grammar;
Paragraphs are organized and structured properly and are of an appropriate length;
Topic sentences are used to inform the reader of the topic of the paragraph and how the paragraph relates to the central argument of the essay;
There are no typographical, spelling, punctuation, and syntax errors.
References: 10%
Footnotes (NOT in-text citations or endnotes) are used appropriately;
Chicago Manual of Style is used for footnotes and bibliography;
Bibliography is included at the end of the essay and is divided into first a primary source section and then a secondary source section. All entries are listed alphabetically.
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