ABSTRACT
One of the many, sometimes unforeseen, challenges for new teachers is incorporating writing strategies within the framework of historical content. No question that history students must acquire skills to articulate logical, analytical arguments. The challenge often lies with the variety of skills that students bring with them into a history course. Many may not even demonstrate clear, thesis-based essay writing, let alone possess the skills to articulate a convincing, comparative argument. Such a situation is often overwhelming for new teachers and can be discouraging. At the core of this difficulty is another compounding issue: how to teach students to think critically and comparatively. However, after a few years in the classroom, with a bit of flexibility and some helpful strategies, even the new teachers can make a dent in their students’ comparative thinking and writing abilities. Making such skills achievable takes a systematic approach, based on collaborative group work, consistent teacher feedback, and a willingness to borrow from related disciplines. Along the way, teachers can find much satisfaction and even surprises in watching their students grow.
