Course
Outline Information
Semester 2
2013/14
HIS3022
The Origins of Protestantism
2014
15 University Square
Queen’s University Belfast
Belfast BT7 1PA
Northern Ireland
Tel: 028 90 973423 (international code +44 28)
Fax: 028 90 973400 (international code +44 28)
Website: www.qub.ac.uk/history
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HIS3022
The Origins of Protestantism
2014
Dr. Scott Dixon
MODULE AIMS AND LEARNING OUTCOMES:
The module will examine the rise of Protestantism in the early modern period, from the onset of
the Reformation in Germany and Switzerland to the spread of the movement throughout Europe
and America to the eve of the Enlightenment. Although the module content will be structured
and delivered chronologically, the main focus of the module will be on those specific events
and developments that help us to understand the historical conditions that gave rise to
Protestantism and how it has impacted the course of western history. Included in the analysis
will be a look at the religious foundations of the Protestant Reformation, the social and political
changes associated with the rise of the Reformation movement, the intellectual and cultural
dimensions of the faith, and the geographical spread of Protestantism up to and including its
early history in America. The module will end with a survey of the nature of Protestantism at
the end of the period and the extent to which it has contributed to the making of the modern
world.
By studying the rise of Protestantism, students will acquire a range of critical and analytical
skills. The emphasis on comparative methodology and the need to synthesise knowledge in
both written and oral form in a cross-national framework will enable them to contextualise
historical interpretations and arguments. Students will be asked to assess secondary material
and develop the ability to recognise and evaluate historical arguments and the standpoint of the
author. In addition, there will be occasional use of primary source materials, which will require
the ability to identify the nature of the source, the reliability of the author, and the importance
of the source in the context of Protestant history.
Finally, in addition to this fairly ‘specialist’ type of knowledge, the module will also develop
the following general intellectual skills:
Analytical Thinking: the ability to identify, understand, interpret and evaluate relevant
subject-specific arguments made by others; to construct independent arguments;
Critical and Independent Thinking: the ability to think critically and construct one’s own
position in relation to existing and ongoing debates in the field;
Communication Skills: ability to communicate clearly with others, both orally and in writing;
Efficient and Effective Work Practice: to demonstrate the ability to work efficiently to
deadlines for both written work and tutorial presentations;
Clear Organisation of Information: show efficiency in the organisation of large amounts of
complex information and the ability to identify, describe and analyse the key features of the
information;
Organisation and Communication: to demonstrate ability to use evidence to develop logical
and clear argument and show aptitude for the effective use of information in a direct and
appropriate way.
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TEACHING METHODS:
The course will be taught by means of lectures and tutorial sessions. The lecture will take place
on Mondays from 16:00 to 17:00 at 22UQ/01/005. In addition to this session there will be one
two-hour tutorial which will take place at the following times (students should be signed up for
one of these sessions):
Tuesday: 10:00-12:00
Tuesday: 15:00-17:00
7UQ/G05
PFC/01/005
For the tutorials, reading will be set in advance, supplemented by lectures when considered
appropriate. Students will be expected to do the reading for each meeting and complete the
tutorial components which will be worth 10% of the overall mark. All students will be
expected to participate in the general discussion, which will follow from the presentations.
MODULE ORGANISATION:
Module Convenor: Dr Scott Dixon
Office: 16 University Square, room 202
Office Phone: ext: 3437
Email: s.dixon@qub.ac.uk
ASSESSMENT:
Assessment is as follows:
Exam 50% (2 hours)
Essay 40% (3,500-4,000 words)
Date of essay submission: Tuesday 6 May 2014
Tutorial Presentations 10%
Tutorials:
Students are expected to attend all lectures and tutorials. The tutorial component of the module,
which makes up 10% of the overall grade, is made up of the combined mark of two separate
presentations along with tutorial participation.

The presentation, which should be no longer than 3 pages, should be prepared in
response to one of the tutorial questions. This will be read out before the tutorial group
and will serve as a basis for discussion. Both presentations should be submitted in
typewritten form at the end of the session. One of the presentations, however, should
be written in the form of an essay which will be returned to you with critical comments.
Further tutorial Information is available under the module code on Queen’s Online.
Course Readings:
Readings will be taken from a variety of texts available on undergraduate loan. The main texts
will be Euan Cameron, The European Reformation (Oxford, 1991), C. Scott Dixon,
Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (Oxford, 2010), Kaspar
von Greyerz, Religion and Culture in Early Modern Europe (Oxford, 2008), and Diarmaid
MacCulloch, Reformation: Europe’s House Divided 1490-1700 (London, 2003). The majority
of readings will come from these texts, however readings will also be assigned from other texts
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listed under General Surveys. All books that have readings have been placed on undergraduate
loan.
The historiographical themes discussed in the module along with the related literature are
surveyed in C. Scott Dixon, Contesting the Reformation (Oxford, 2012).
In addition to published texts, students will occasionally make use of an interactive cd module
(Mark Greengrass & C. Scott Dixon, The Protestant Reformation: religious change and the
people of sixteenth-century Europe). Within the university, the module can be accessed on my
staff webpage at the following address:
http://www.qub.ac.uk/schools/SchoolofHistoryandAnthropology/Staff/AcademicStaff/DrScott
Dixon/
Access from outside the university requires the following:
Username: lanyon
Password: botanic
Bibliography:
Each weekly meeting addresses a different topic and there is a separate list of applicable works
in each section. The set readings are recommended, but you may consult any other appropriate
texts when preparing for the tutorial or writing an essay. You should consult the course tutor,
Dr Scott Dixon, if you are unable to find the books in the library.
A comprehensive bibliography of Reformation history and its related themes will be made
available under the module code on Queen’s Online.
General Surveys: Readings
Reformation
Philip Benedict, Christ’s Churches, Purely Reformed (New Haven, 2002)
Thomas A. Brady, Jr., Heiko A. Oberman, and James D. Tracy (eds). Handbook of European
History 1400-1600 (Leiden, 1996), 2 vols.
C. Scott Dixon (ed.), The German Reformation (Oxford, 1999)
C. Scott Dixon, The Reformation in Germany (Oxford, 2002)
Mark Greengrass, The European Reformation c. 1500-1618 (London, 1998)
Hans J. Hillerbrand, The Division of Christendom (Louisville, 2007)
Ronnie Po-chia Hsia (ed.), A Companion to the Reformation World (Oxford, 2004)
Carter Lindberg, The European Reformations (Oxford, 1996)
Diarmaid MacCulloch, Reformation: Europe’s House Divided, 1490-1700 (London, 2002)
Peter Marshall, The Reformation (Oxford, 2009)
John T. McNeill, The History and Character of Calvinism (Oxford, 1954)
Graeme Murdock, Beyond Calvin (Basingstoke, 2004)
Heiko A. Oberman, The Two Reformations (New Haven, 2003)
Andrew Pettegree (ed.), The Early Reformation in Europe (Cambridge, 1992)
Andrew Pettegree, (ed.), The Reformation World (London, 2000)
Ulinka Rublack, Reformation Europe (Cambridge, 2005)
James D. Tracy, Europe’s Reformations 1450-1650 (Oxford,1999)
Peter G. Wallace, The Long Reformation (Basingstoke, 2004)
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Puritanism and Pietism
Patrick Collinson, Godly People (London, 1982)
Patrick Collinson, The Elizabethan Puritan Movement (London, 1967)
Patrick Collinson, The Religion of Protestants (Oxford, 1982)
Christopher Durston and Jacqueline Eales (eds), The Culture of English Puritanism, 1560-1700
(London, 1996)
Stephen Foster, The Long Argument (Williamsburg, 1991)
R. Po-chia Hsia, The Cambridge History of Christianity, Vol. 6, Reform and Expansion 15001640 (Cambridge, 2007)
Carter Lindberg (ed.), The Pietist Theologians (Oxford, 2005)
Diarmaid MacCulloch, A History of Christianity (London, 2010)
Alister McGrath, Christianity’s Dangerous Idea (London, 2007)
John Spurr, English Puritanism 1603-1689 (Basingstoke, 1998)
William Naphy, The Protestant Revolution (London, 2007)
W. R. Ward, Christianity under the Ancien Règime 1648-1789 (Cambridge, 1999)
Additional Readings:
For additional bibliographical resources see the relevant entries in the following resource
works: Hans J. Hillerbrand (ed.), The Encyclopedia of Protestantism (New York, 2004), 4.
vols; Hans J. Hillerbrand, Oxford Encyclopedia of the Reformation (Oxford, 1996), 4 vols;
Pierre Gisel (ed.), Encyclopédie du protestantisme (Paris, 1995); Peter G. Bietenholz and
Thomas B. Deutsche (eds), Contemporaries of Erasmus (Toronto, 1985-87), 3 vols;
Theologische Realenzyklopädie (Berlin, 1971-2004), 36 vols.
Journals that are either devoted to the study of Reformation history or have regular reviews of
the associated literature include Archiv für Reformationsgeschichte (Berlin); The Catholic
Historical Review (Washington); Dutch Review of Church History (Leiden); Revue d'histoire
ecclésiastique (Louvain); Sixteenth Century Journal (Kirksville); Zwingliana (Zurich).
Works on the historiography of the Reformation include:
Alec Ryrie (ed.), The European Reformations (Basingstoke, 2006)
David M. Whitford (ed.), Reformation and Early Modern Europe (Kirksville, 2008).
Lecture schedule
WEEK 1: (3 February 2014)
Introduction: History and Historiography
WEEK 2: (10 February 2014)
Pre-Reformation Religion
WEEK 3: (17 February 2014)
The Reformation in Germany
WEEK 4: (24 February 2014)
The Rise of Calvinism
WEEK 5: (3 March 2014)
Reformation Ideas
WEEK 6: (10 March 2014)
Protestant Media
WEEK 7: (17 March 2014)
No Lecture
WEEK 8: (24 March 2014)
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The Rise of the Radicals
WEEK 9: (31 March 2014)
Protestant Politics
WEEK 10: (28 April 2014)
Confessionalisation
WEEK 11: (TBA)
Puritans and Pietists
WEEK 12: (12 May 2014)
Summary Lecture: Protestantism and Modernity
Lecture One: Introduction: History and Historiography
(3 February 2014)
Lecture Two – Pre-Reformation Religion
(10 February 2014)
Reading: * denotes recommended reading:
*Euan Cameron, The European Reformation. (1991), 9-93.
* Diarmaid MacCulloch, Reformation: Europe’s House Divided 1490-1700 (London, 2003), 3105.
R. Po-chia Hsia, A Companion to the Reformation World (2004). First two chapters.
Tutorial Questions:
1. Was the late-medieval church in need of a reformation?
2. Was there a distinction between the religion of the people and the religion of the
Church in this period?
3. In your opinion, was the late-medieval ‘cycle of salvation’ and its associated rites and
obligations too demanding for the average parshioner?
Lecture Three - The Reformation in Germany
(17 February 2014)
*Euan Cameron, The European Reformation (1991), 99-110.
*Diarmaid MacCulloch, Reformation: Europe’s House Divided 1490-1700 (London, 2003),
106-37.
*C. Scott Dixon, Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (2010), 924.
Bob Scribner, Roy Porter, & Mikulás Teich [eds.] The Reformation in National Context.
(1994), Chapter One.
Ulinka Rublack, Reformation Europe (2005), 12-64
C. Scott Dixon, The Reformation in Germany (2002), 20-59.
Tutorial Questions:
4. Why did the Reformation originate in Wittenberg?
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5. What were some of the preconditions that contributed to the outbreak of the
Reformation movement in Germany?
6. To what extent was Martin Luther a revolutionary?
Lecture Four – The Rise of Calvinism
(24 February 2014)
Reading:
*Philip Benedict, Christ’s Churches Purely Reformed: A Social History of Calvinism (2002), 1120.
*Diarmaid MacCulloch, Reformation: Europe’s House Divided 1490-1700 (London, 2003),
137-57, 237-69.
C. Scott Dixon, Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (2010), 2433, 47-59, 129-134.
Graeme Murdock, Beyond Calvin (2004), 6-30.
Tutorial Questions:
7. To what extent was the Swiss Reformation an independent movement?
8. Why did the Reformation movement in France fail to evolve into the religion of the
state as it did in parts of Germany, Scandinavia, and England?
9. Why was Calvinism more dynamic than Lutheranism in the second half of the sixteenth
century?
Lecture Five – Reformation Ideas
(3 March 2014)
Reading:
*Euan Cameron, The European Reformation (1991), 99-167; 319-329.
Berndt Hamm, ‘What was the Reformation Doctrine of Justification?’ in C. Scott Dixon (ed),
The German Reformation. (1999), 53-90.
Tutorial Questions:
10. Was early Reformation thought revolutionary?
11. What were the practical effects of the theological changes on religious practice?
12. Was there a common corpus of Reformation thought?
Lecture Six – Protestant Media
(10 March 2014)
Reading:
*Greengrass & Dixon, The Protestant Reformation: religious change and the people of
sixteenth-century Europe, Case-Study 2: The Engraven Reformation
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*Andrew Pettegree, Reformation and the Culture of Persuasion (2005). Chapters on preaching,
print, and the visual image.
Bernd Moeller, ‘What was Preached in German Towns in the Early Reformation?’ in C. Scott
Dixon (ed), The German Reformation (1999), 33-52.
Ulinka Rublack, Reformation Europe (2005), 12-64.
Tutorial Questions:
13. What was preached in German Towns in the Early Reformation?
14. How important was the printed book for the Reformation movement?
15. In what ways did the first Protestants use art in order to diffuse the message?
Lecture Seven: No Lecture (St Patrick’s Day)
(17 March 2014)
Lecture Eight - The Rise of the Radicals
(24 March 2014)
*Euan Cameron, The European Reformation, (1991), 319-38.
*Kaspar von Greyerz, Religion and Culture in Early Modern Europe (Oxford, 2008), 157-83.
*C. Scott Dixon, Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (Oxford,
2010), 33-46.
Sigrun Haude, ‘Anabaptism,’ and James M. Stayer, ‘The German Peasants’ War and the Rural
Reformation,’ Andrew Pettegree (ed), The Reformation World (2000), 127-45, 237-56.
Hans-Juergen Goertz, ‘Radical Religiosity in the German Reformation,’ in Ronnie Po-chia Hsia
(ed.), A Companion to the Reformation World (Oxford, 2004), 70-85.
Tutorial Questions:
16. Why were the radicals perceived as such a danger to the authorities?
17. What were the main differences between the teachings of the radicals and the
mainstream tradition?
18. Was the early radical Reformation movement responsible for the Peasants' War of
1525?
Lecture Nine: Protestant Politics
(31 March 2014)
Readings:
*Euan Cameron, The European Reformation, (1991), 210-313.
*Diarmaid MacCulloch, Reformation: Europe’s House Divided 1490-1700 (London, 2003),
347-99
*C. Scott Dixon, Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (2010),
60-92.
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Philip Benedict, Christ’s Churches Purely Reformed: A Social History of Calvinism (2002),
121-280.
James D. Tracy, Europe’s Reformations, 1450-1650. (1999), 145-167.
Graeme Murdock, Beyond Calvin (2004), 54-75.
Tutorial Questions:
19. What was the appeal of the Reformation to the German and Swiss cities?
20. Did the rulers benefit or suffer from the implementation of the Reformation?
21. What were the main ‘Wars of Religion’ brought about by the Reformation?
Lecture Ten - Confessionalisation
(28 April 2014)
Reading:
*Kaspar von Greyerz, Religion and Culture in Early Modern Europe (2008), 41-77.
*Wolfgang Reinhard, ‘Pressures towards Confessionalization? Prolegomena to a Theory of the
Confessional Age,’ in Dixon (ed.), The German Reformation, 169-192; 221-61.
Philip Benedict, Christ’s Churches Purely Reformed: A Social History of Calvinism (2002),
429-532.
Diarmaid MacCulloch, Reformation: Europe’s House Divided 1490-1700 (London, 2003), 549708.
C. Scott Dixon, Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (2010),
128-173.
Tutorial Questions:
22. What is meant by the notion of confessionalisation?
23. Were the Protestant authorities able to create a confessional state?
24. Did the process of confessional change have a cultural impact?
Lecture Eleven: Puritans and Pietists
(TBA)
Reading:
*Kaspar von Greyerz, Religion and Culture in Early Modern Europe (2008), 79-99, 176-181.
*C. Scott Dixon, Protestants: a History from Wittenberg to Pennsylvania, 1517-1740 (2010),
107-114, 184-204.
Tutorial Questions:
25. What were the main points of belief that separated Puritans or Pietists from the
magisterial churches?
26. In what ways was Puritanism or Pietism a threat to the Christian order?
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27. Why did some Puritans leave England for the New World? Include a discussion of the
nature of their religious communities.
Lecture Eleven: Protestantism and Modernity
(12 May 2014)
*Kaspar von Greyerz, Religion and Culture in Early Modern Europe (2008), 187-224.
*Richard van Dülmen ‘The Reformation and the Modern Age,’ in Dixon (ed.), The German
Reformation, 193-223.
*C. Scott Dixon, Contesting the Reformation (Oxford, 2012), 181-97.
For all information relating to the School of History and the expectations of the module,
including submission procedures and the format of submitted work, students should consult the
School of History Handbook.
TUTORIALS 2014
All students are expected to attend the weekly tutorials, which begin the second week of the
semester (Tuesday 11 February 2014). From that point forward tutorials will take place weekly
at the following times:
Tuesday: 10:00-12:00
Tuesday: 15:00-17:00
7UQ/G05
PFC/01/005
Students will be expected to do the reading for each meeting and complete the tutorial
component. The tutorial component of the module, which makes up 10% of the overall grade,
is made up of the combined mark of two separate presentations along with tutorial
participation.
Presentation:
Each student is required to give 2 presentations chosen from tutorial questions in the module
guideline. The two presentations may not be in the same tutorial session. I will circulate a sheet
at the start of the semester with the list of questions and you can sign up for the two topics that
suit best. Failing this, you can send me an email (s.dixon@qub.ac.uk) with your choice (or list
of three choices) and I will add your name to the list. The presentations should be 2-3 pages in
length and they will be read out to the group. They will thus serve as a basis for the discussion
and a point of departure for other themes. The presentation should also be type-written and
handed in at the end of the tutorial. On request, one of the presentatins can be written in the
form of an essay (i.e. typed with references and bibliography)and it will be returned to the
student with comments. The purpose of the presentations is twofold:

First, it is an opportunity for you to develop confidence speaking in front of a group as
well as the ability to respond critically and constructively to the views of others. The
presentations thus form the basis of the weekly dialogue we will have about the module
and the related historiographical themes, so it is both an opportunity for you to state
your own views and develop them in the context of an informed audience as well as a
chance for you to follow up any issues or themes that are not clear in the readings or
the lectures.
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
Second, the presentation in its written form is an opportunity for you to write a practice
essay and receive feedback on it during the course of the semester. It should be
constructed in the manner of an essay, with an introduction and conclusion and a
consistent thesis/argument running through the body of the text. It should also have
proper referencing (footnotes/endnotes, bibliography) There is no limit on the number
of books you may use, though no more than 3 should suffice for an exercise of this
kind. After the tutorial the written version should be submitted to me. I will mark it and
return it with comments. If the comments are not clear or you have further queries, we
can then arrange a time for further discussion.
The presentation will be marked with a view to both of these aspects: the oral presentation and
the written form.
Primary Source Materials:
On occasion students will be asked to consult primary materials in preparation for the tutorial
discussion. These materials can be consulted online by accessing the cd module The Protestant
Reformation: religious change and the people of sixteenth-century Europe.
The primary textual materials are identified by the following icon:
Primary images are identified by the following icon:
These image sources will provide the basis of the discussion following Lecture Six –
Protestant Media (10 March 2014)
The analysis of primary sources is an important exercise, for the very use of such materials
opens up a number of important historiographical issues that are central to the art (or science)
of history. Keep these in mind as you examine the documents:

How does the source relate to the broader issues we are discussing?

What are the potential problems associated with the authorship of the source? Who was
the author? Is s/he biased?

What was the purpose of the source? Why was it written?

What are the potential problems facing the modern historian as s/he tries to make sense
of sixteenth-century sources?
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Tutorial Schedule
Tutorial One: 11 February 2014
History and Historiography
Tutorial Two: 18 February 2014
Pre-Reformation Religion
Tutorial Three: 25 February 2014
The Reformation in Germany
Tutorial Four: 4 March 2014
The Rise of Calvinism

Source Analysis:
Greengrass & Dixon, The Protestant Reformation: religious change and the people of
sixteenth-century Europe, Case-Study 6: The Genevan Reformation.
06.23 Calvin's farewell admonition to the Genevan ministers,
06.25 Genevan Ecclesiastical Ordinances, 1541
Tutorial Five: 11 March 2014
Reformation Ideas

Source Analysis: Greengrass & Dixon, The Protestant Reformation: religious change
and the people of sixteenth-century Europe, Case-Study 1a: The Theologians'
Reformation: Martin Luther
01a.36 Doctrine of Justification by Faith Alone
01a.37 The Authority of Scripture
Tutorial Six: 18 March 2014 No Tutorials (Reading Day)
Tutorial Seven: 25 March 2014
Protestant Media

Source Analysis: Greengrass & Dixon, The Protestant Reformation: religious change
and the people of sixteenth-century Europe, Case-Study 2: The Engraven
Reformation
Tutorial Eight: 1 April 2014
The Rise of the Radicals

Source Analysis: Greengrass & Dixon, The Protestant Reformation: religious change
and the people of sixteenth-century Europe, Case-Study 3: 'The Peasants are becoming
Aware!' The Peasant Reformation in Germany.
03.26 Wendelstein Church Ordinance, 1524
03.28 Articles of the Peasants of Memmingen
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Tutorial Nine: 29 April 2014
The Politics of the Reformation
Tutorial Ten: 6 May 2014
Confessionalisation

Source Analysis: Greengrass & Dixon, The Protestant Reformation: religious change
and the people of sixteenth-century Europe, Case-Study 5: The Reformation in the Free
Imperial City of Nuremberg (1517-1562).
05.41 Visitation Returns: Eltersdorf/Tennenlohe (10 October 1561)
05.44 Visitation Returns: Kalchreuth (26 October 1561)
Tutorial Eleven: 13 May 2014
Puritans and Pietists
SCHOOL OF HISTORY AND ANTHROPOLOGY
Queen’s University Belfast
RULES FOR THE ASSESSED ESSAY
The following rules will apply:
1
The essay should be: 1,500-2,000 words long (for 20%); 2,500-3,000 words long (for
30%); 3,500-4,000 words long (for 40%). Word counts include footnote, but exclude
the bibliography. It is the School’s expectation that all essays should be wordprocessed on A4 paper, preferably in Times New Roman, font 12, and in Microsoft
Word-compatible format (unless otherwise specified by the tutor).
2
The essay should contain an appropriate bibliography of works used (including any
electronic or manuscript sources). This should come at the end of the essay and the
works should be in alphabetical order (by author). All essays should also have suitable
references at the foot of the page (footnotes) giving details of the source from which
material has been quoted directly or from which a close paraphrase is being offered.
Details of acceptable referencing systems can be found in the section attached on
‘Bibliography and References’.
3
Written assigments must be the student’s own work. Students must not copy from the
work of other students, and where they use material taken word for word (or
paraphrased) from a source of any kind (printed, electronic or hand-written), they must
explicitly acknowledge the source in the manner indicated in ‘Bibliography and
References’ (see below) or in the Student Handbook. Any breach of this rule will be
regarded as plagiarism, which is defined as the presentation of the work of others as
the writer’s own without appropriate acknowledgement.
Plagiarism is an extremely serious offence under University regulations: see General
Regulations: University Calendar. In severe cases of plagiarism a mark of zero may be
awarded and no resit permitted. Candidates should, therefore, take great care when
14
making notes that they know contain sentences which have been copied unchanged, so
that if they later use these notes in preparing the assessed essay they can indicate by
quotation marks and by appropriate forms of reference which parts have been taken
unchanged from the original and which are their own words. See the Student Handbook
for further guidelines.
4
An electronic copy of the essay must be submitted via the module’s QOL ‘Assignment’
function no later than 12.00 noon on the deadline specified by the tutor. Essays sent
by e-mail, e-mail attachment, or fax will not be accepted. A coversheet is still required
for submission of essays online and can be found on both the School’s Sharepoint and
your modules’ QOL resources). This must constitute the first page of your essay and
should not be submitted separately.
5
Students presenting their work late will have 5 marks deducted for each working day
thereafter, up to a maximum of five working days. An essay will not be accepted
beyond five working days after the deadline, and a mark of zero will be awarded for
work not submitted by that date.
Students who feel that mitigating circumstances have prevented the presentation of
their assessed essay on time, but who still submit it within five working days, may seek
remission of the penalties for late submission. Applications for the waiving of
penalties must be made within five days of the original deadline, using the official
form (available from the School’s Sharepoint), and must be accompanied by copies of
supporting documentation. Please contact the relevant Examinations Officer if you
have any queries about these rules and coursework deadlines:
Level 1: Dr Andrew Holmes (a.holmes@qub.ac.uk)
Level 2: Dr Danny Kowalsky (d.kowalsky@qub.ac.uk)
Level 3: Dr James Davis (james.davis@qub.ac.uk)
MA: Dr Alex Titov (a.titov@qub.ac.uk)
Whether remission of penalties is justified will be determined on the basis of guidelines
laid down by Academic Council. Students should note that the waiving of penalties for
late submission will be the exception rather than the rule, and that, if work is presented
after the original deadline, there is no guarantee that their module result will be
published at the same time as those of other students.
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Guide for Bibliography and Footnote References
1. Bibliography
Essays should include a BIBLIOGRAPHY of works used, including books, articles and
also any electronic sources. It is not necessary to include lecture- or class-notes. Full,
accurate, and consistent information should be provided. It is sensible to make a note of
these details when undertaking your preparation for the essay. If necessary, check the
original, or the relevant entry in the library catalogue.
Listing of secondary works in bibliography
Your bibliography should include all the material that you have read for your essay even if
you have not cited it in the text of the essay. The citation should be in the format outlined
below and the author’s surname should come first. Books, chapters and articles should be
listed alphabetically according to the author’s surname.
For example:
Butterwick, R., Poland's last king and English culture: Stanislaw August Poniatowski
1732-1798 (Oxford, 1998).
Flanagan, M. T., 'Irish and Anglo-Norman warfare in twelfth-century Ireland' in T. Bartlett
and K. Jeffery (eds), A military history of Ireland (Cambridge, 1996), pp 52-75.
Garnham, N., 'How violent was eighteenth-century Ireland?' in Irish Historical Studies, xxx
(1997), pp 377–92.
Johnson, D., ‘Aspects of a liberal education: late nineteenth-century attitudes to race, from
Cambridge to the Cape Colony’ in History Workshop, 36 (1993), pp 162-82.
O’Connell, Sean, Credit and community: working-class debt in the UK since 1880 (Oxford,
2009).
You will usually find the date and place of publication on the title page or on the first or
second page of the book. Note the different formats for books, chapters in books and
journal articles:
Books:
• Author (surname then initials)
• Full title (in italics, and using capitals as in normal text, i.e. only at the start and for
proper nouns like names or places)
• Place and date of publication (but not publisher's name)
Articles in journals:
• Author (surname then initials)
• Title of article (in single quotation marks, using capitals as in normal text, i.e. only at
the start and for proper nouns like names or places)
• Title of the journal (in italics, using capitals for all nouns)
• Volume number (preferably in roman numerals)
• Year of publication (in brackets)
• Page number abbreviated to ‘p.’ or page numbers abbreviated to ‘pp’.
Articles in books:
• Author (then surname then initials)
• Title of article (in single quotation marks, using capitals as in normal text, i.e. only at
the start and for proper nouns like names or places))
• Editor(s) of book (initials, then surname)
• Title of the book (in italics)
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• Place and year of publication (in brackets)
• Page number abbreviated to ‘p.’ or page numbers abbreviated to ‘pp’.
Items accessed via Queen’s Online
Material accessed through Queen’s Online should be cited by reference to their original
publication, where possible, in the same way as for books and articles above. Nearly all the
articles and book chapters made available via QOL are also available in hard copy in the
library. If necessary, these should be checked for the correct citation and page numbers.
Listing of Internet Sources in bibliography
Internet sources should be listed under a separate heading. Sources consulted on the internet
should include a description of the document, the website address and the date on which it was
consulted. If possible, also include the author or group responsible for the website.
For example:
Register, Commonwealth War Graves Commission (http://www.yard.ccta.gov.uk/
cwgc/register.nsf) (5 July 1999).
Ulster Historical Foundation, ‘Distribution of surnames in Ireland in 1890’ (www.
uhf.org.uk) (2 Jan. 2003).
b) References (endnotes or footnotes)
It is necessary to provide REFERENCES in the text of an essay for particular points. This
should be done by means of a numbering system, with the number inserted as follows 1 or
(1). The references should then be listed separately as 'endnotes' or ‘footnotes’. Footnotes are
preferable. Normally, references are not needed for matters of fact, but must be used for




Quotations
Statistics
Arguments or interpretations made by individual authors. References indicate that you
are aware of where the information or ideas come from and that you are able to
distinguish clearly between what is yours and what is someone else’s output.
Footnotes should also be used to establish your range of reading and to clarify that you
recognise the importance of particular texts for crucial steps in your argument.
Secondary Sources
An abbreviated form can be used for all footnotes that reference secondary sources. This should
give the author’s surname, an abbreviated title of the article or book, and the page number
abbreviated to ‘p.’ or page numbers abbreviated to ‘pp’. When book titles are abbreviated
they should be given in italics. When the titles of book chapters or journal articles are
abbreviated, they should be given in single quotation marks.
For example:
Butterwick, Poland's last king, p. 116.
Flanagan, 'Irish and Anglo-Norman warfare', pp 53-4.
Garnham, 'How violent was eighteenth-century Ireland?', pp 389-90.
When abbreviating books or articles by the same author, make sure that the information in the
abbreviated format provided enables the reader to distinguish between similar titles.
Internet sources
Internet sources should not be abbreviated in the footnotes and should be given in full:
Ulster Historical Foundation, ‘Distribution of surnames in Ireland in 1890’ (www.
uhf.org.uk) (2 Jan. 2003).
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SCHOOL OF HISTORY AND ANTHROPOLOGY
COVER SHEET FOR ASSESSMENT
A completed cover sheet must be included as the first page of each piece of coursework
submitted for assessment. Please cut and paste it onto the first page of your coursework (do not
submit it separately). The electronic copy of the coursework must be submitted to Queen’s
Online (Module Assignment) by 12.00 noon on the due date specified in the module handbook.
The coursework must be in a Microsoft Word compatible format (unless otherwise specified by
the tutor).
It is the student’s responsibility to allow enough time to access a computer and upload the essay
online before the deadline. Coursework will not be accepted by hand or by post in the
History/Anthropology Office, nor by email to any member of staff. Only if you have any
technical problems uploading the essay onto Queen’s Online can you email a copy of the essay
to the module convenor. This email must be before the deadline, or else a late penalty may be
incurred, and include a reasonable explanation as to why you could not upload the essay. You
must still upload the essay onto Queen’s Online as soon as possible before your submission is
considered complete.
Student Number:
Module Title:
Module Code:
Tutor's Name:
Word Count:
DECLARATION OF ACADEMIC INTEGRITY
Plagiarism (which includes copying from the work of other students) will be severely
penalized.
In submitting this coursework:
 I declare that I have read the University regulations on plagiarism, and that the
attached submission is my own original work.

No part of it has been submitted for any other assignment, and I have
acknowledged in my notes and bibliography all written and electronic sources
used.

I assent to my work being checked with plagiarism software.
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EXCEPTIONAL CIRCUMSTANCES FORM SUBMITTED? YES/NO (delete as
appropriate)
Where an essay has been submitted late due to medical or other circumstances, students can
apply for remission of penalty using an ‘Exceptional Circumstances’ form. These are available
from the School’s Sharepoint and must be submitted to the History/Anthropology Office within
five days of the deadline, together with appropriate documentation. This application will be
considered by the School’s Examinations Board. Please contact the Examinations Officer if you
have any queries about these procedures.