Signposting for Evaluation and Integration of Sources
Rationale:
When you are writing your essays or any other historical documents for that matter, you need to consistently introduce
evidence from historians, primary and secondary sources. You need to ‘signpost’ to the reader the key reason that the
quote is there, as well as offering ‘cautions’ for them. The following give you some situations and some suggested
strategies.
Offering supporting information:



…, a fact which is acknowledged by Hammond [1997:201] who states “…”.
…, emphatically supported by Hammond [1997: 201] who argues “…”.
Hammond agrees with this approach, maintaining that “…” [1997: 201]
Offering supporting information, that is from a particularly strong source.




Eminent1 historian, Hammond [1997: 201] gives the orthodox interpretation, when he states “…”.
The definitive opinion is expressed by Hammond, who opines2 “…” [1997: 201].
Oft cited3 historian, Hammond [1997: 201], suggests that “…”.
This is categorically stated by Hammond [1997: 201] who argues that “…”.
Offering supporting information that is possible but not definite




Hammond tentatively agrees with this idea, suggesting that “…” [1997: 201].
A possible solution is offered by Hammond, who notes “…”[1997: 201].
Hammond hypothesises that “…”[1997: 201].
The possibility of this is pondered by Hammond [1997: 201], who states “…”.
Introducing contradictory evidence



Whilst Hammond [1997: 201] believes that this was a mistake, McCoy [2001: 28] seems to suggest that there
was a positive strategy behind the decision, stating “...”.
Most historians [Hammond: 1997: 201; Chester: 2002; Boardman: 1994: 98] agree that the Romans were
expert in the field of construction, although Griffin [1967: 56] notes that Roman construction was quick and
efficient, but lacking in terms of longevity.
Hammond is critical of this approach, noting that “….” [1997: 201]
Giving a sense of the weight of opinion

It is hard to find dissent in this argument, which is argued particularly strongly by Hammond [1997: 201] and
Richardson [1990], but which is also noted by Erics [1987: 222], Meyer [1979: 67] and Handel [1970: 58].
Giving a comment about reliability4





..., something which Suetonius stretches to mean “…” [Suetonius; Graves: 1976: 57].
An overly romantic account is offered by Plutarch; “…” [Plutarch: Scott-Kilvert: 1960: 76]
Plutarch gives a florid version of the events, describing them as “…”[Plutarch: Scott-Kilvert: 1960: 76].
Plutarch puts words into their mouths; “…” [Plutarch: Scott-Kilvert: 1960: 76]
An account, now considered unlikely to be true, is mentioned by Tacitus [in Radice: 1965: 201], “…”. The
more realistic option is explored by Hammond [2001: 201], who explains that “…”.
Giving a comment about representativeness




One of the rare female voices is expressed in a poem by Sappho [in Hammond: 1997: 201], who had this to say “…”.
A rare insight is provided in an anonymous graffito from Pompeii, believed to represent the thoughts of the lower class,
which states “…” [in Hammond: 1997: 201].
The dominant view is provided to us from such people as Cicero, who typify the opinion of the Roman upper classes when
he states “…” [in Jones: 1985: 49].
A marginalised [if fictional] voice is heard in the following quote: “….” [the Spartan women, Lampeto, in ‘The Lysistrata’.
Graves: 1976: 321]
Giving a comment about intent



The philosopher Socrates offers some insight into this way of thinking: “…” [in Hammond: 1997: 201].
The biographer, Plutarch, dramatises the scene, offer the following example of epic speechifying: “…” [in Hammond:
1997: 201].
Suetonius moralises about this, suggesting that the actions were not worthy of a Roman, suggesting that “…” [in Graves:
1976: 321]
Absolutely only use this when you know that this person is well regarded. Don’t just make it up.
Opines = the act of giving an opinion
Absolutely only use this when the source is cited in a number of other sources. Don’t just make it up.
4
These will typically, but not solely, be about primary sources.
1
2
3
Essential Skills for History
Page 1
6/03/2016