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Hello, I just need a historicial book review of the book of The Fall of Rome and the end of civilization. By Bryan Ward – Perkins My professor says I need to think more like a historian when I write.
1HST 701: HISTORICAL METHODSNavigating and Reading Journal Articles, Chapters in Edited Works, and MonographsIn order to read effectively and economically students should understand how articles, essays and monographs areconstructed so that students can navigate these works effectively and find what they need to make notes on fordiscussion. See also Rampolla, sections 2b-2, and 3a and 3b. See also the chapters in Tosh, chapter 6, andBrundage, Chapter 4.Types of Academic Secondary PublicationsAcademic Articles and Essays are scholarly contributions to recognized academic journals and are usually peerreviewed by expert readers and editors for their quality and suitability. Academic essays are usually found involumes of collected essays when an editor invites a number of scholars to contribute. One should also note thatfuller versions of orally delivered papers given at academic conferences are occasionally published in theproceedings or transactions of such conferences and can also appear in journals and as edited volumes. Articles andessays are usually focused, self-contained studies that seek to prove a historical thesis within a limited number ofpages. Consequently, the scope of such a study is necessarily restricted to particular historical questions and topics.Articles can be written to publish new source materials, to provide an overview of the historiography or review of ahistorical field, to tackle specific historical questions or problems, and to respond to the articles and thesis of otherhistorians. Edited collections of essays are usually on related or similar themed subjects. These essays are oftengiven in a session at an academic conference or are invited from authors who are specialists in their fields so as toprovide a comprehensive overview of a historical topic. See below for the organization of journal articles andessays.Academic Monographs are extended studies of a larger historical topic that necessarily ask a wider related rangeof questions and that utilize a far larger body of source materials. Monographs (literally, ‘singular or individualstudies’) seek to prove many historical points in the course of several hundred pages. Consequently, these smallerhistorical theses should gradually build up into an over-arching historical thesis that is the ‘big point’ of the entirebook. To meet these needs and to sustain and organize such a complex argument and presentation of data, thestructure of monographs is usually broken into chapters with supporting introduction, sometimes conclusions, andnotes and bibliography, as described below.Academic Secondary Publications: Finding your way around:Monographic books are usually divided up into: (i). Introduction and/or Preface, which introduces the topic,explains the historiography, questions, sources, thesis and plan of the work. (ii). Chapters – these serve to the samerole as journal articles or essays in that they address specific historical questions that collectively build up towardsthe wider historical thesis by the end of the monograph. (iii). Bibliography: usually divided into primary andsecondary sources. (v). Index. Supporting references take the form of footnotes or endnotes in historical writing,but also can use the MLA system of author and date of publication in parentheses with page reference. Notesappear as footnotes at the bottom of each page or can be gathered as endnotes at the end of the volume, placedbefore the bibliography. The purposes of such a monograph structure are clarity and readability, and above allcomprehension, by organizing complex arguments and supporting in such a way as they make sense, buildingtowards general conclusions.Journal Articles and chapters in edited works usually follow a similar structure to monographs, but obviouslyon a smaller scale and usually discuss subjects of more limited scope than a book-length treatment. Some articlestackle historiographic issues, others present new sources and promote new approaches, some offer notescontributing to a bigger topic. Journal articles should be considered more cutting-edge as regards recent work andtrends since they are published annually (though most journals take a minimum of 12-18 months to prepare a new2issue). Articles in edited works are stand-alone studies usually in a volume of collected studies around a commontheme, organized by an editor (who often writes a linking introduction). Monographic books may make a big splashas a major new study, but take years to prepare given the bigger subjects suited to this this format. In a wellstructured article:(i). The opening page/s usually serves as introduction to the article. These usually cover: the historicaltopic/historiographic question examined in the article; a critique of past historians’ historiography on the subject;question/s posed/approach taken by the author on the subject; the author’s thesis – this is most effective whenproposed here, but this is not universal – often it can be found at the conclusions; and perhaps a review of theprimary sources used.(ii). The middle pages of the article is the argument, demonstrating at length with cited evidence, the proposedthesis, supported by notes. (iii). The conclusion on the last page/s usually recaps the thesis and takes broader viewof its the historical significance. This is a good place to short-cut to the thesis of the article.Within these outline structures you must look for and take notes on the following:
Thesis: This is “central point” of the monograph/article/book chapter, the hypothesis that the author isattempting to prove. The thesis is usually proposed in the Introduction or Preface of a book, usually in answer toquestions raised there. The Introduction/Preface is the essential launch-pad of the book. Without it the readercannot easily work out the point or organization of the book. The thesis is also referred to in the chapters, usually attheir start or close, as a way of launching or concluding that part of the argument. Thesis can also usually be foundin the Conclusion/s of the book/article, where the threads or the argument are brought together. This is good way ofreturning the reader to the start and reprising the thesis.
Historiography: Historiography is the tradition in which the author writes about the past. Authorsshould demonstrate an awareness of past studies of their topic in order to place their arguments in context oropposition. Readers may encounter discussions of past approaches in Introductions or Chapters which serve as apoint of departure for the author. Footnotes and endnotes, together with bibliographic essays should be looked tofor further historiographic discussion that would otherwise interfere with the flow of the argument. In articles thismay appear near the start of the article or be raised throughout. Less apparent may be the author’s ownhistoriographic tradition. Readers may have to workout for themselves the author’s intellectual approach, historicaltraining, assumptions, and values.
Argument: This is the system of logic employed by the author in order to prove the monograph’s thesis.This is not merely a summary of the “story” by the author, but rather is arranged in a logical structure to prove thethesis. The argument is found in the Chapters of a book, or in the body of the article, which to be most effectiveshould be arranged in a logical order to build up the argument.
Method has to do with the rules employed by the author in organizing evidence, the kinds of question/sasked, and the approach used in answering them. Methodology consists of several elements, including sources,forms of analysis, organization of study, and theoretical orientations.
Sources: Primary sources are presented, and the rationale for their uses discussed, usually at the start of amonograph in an Introduction or an introductory chapter, or they can be discussed at the start of each chapter.Articles often have such a section in their opening pages. Sources should also be listed in the Bibliographies and/orin special glossaries in books, but in notes or back sections in articles or book chapters. When looking at theauthor’s sources you need to ask yourself whether the sources used are typical and appropriate to the study andtopic. Does the author use them in a responsible, distinctive, or even unique way? What rules govern the author’suse of sources?
Analysis: Analysis is the form of examination used to explicate a primary source. This can take the form3of internal or external textual criticism, aesthetic evaluation or even statistical assessment. Such forms of analysisare usually presented by the author in the course of their arguments in the chapters of a book. The validity of suchanalyses depends upon whether they are appropriate to the sources concerned, and sufficient for the author’squestions and conclusions.
Theory and Models: A model is a representative and often theoretical example proposed to explain aparticular concept or phenomenon, e.g., the “model of the Holy Man.” Obviously the usefulness of such modelsdepends upon the sources and theories used to construct them. Theory – that is the underlying concepts,assumptions and models used by an author to explain their argument – is usually presented throughout the chaptersof a book. The applicability of such theories and models can be tested by reference to the primary sourcesconcerned.
Organization and Style: Ultimately, the usefulness of a monograph/journal article/chapter in an editedwork depends on how user-friendly it is as regards organization. In order to make good sense to the reader the orderof the argument in an article/chapter in an edited work, and collectively the chapters in a monograph should followa logical order, usually laid out at the start or in an Introduction. A well-organized argument is one that follows alogical order inside each chapter, gradually building up the reader’s knowledge, although sophisticated monographsoften assume a proficiency in background knowledge. This can be done thematically, e.g. a chapter on “Ships”,and/or chronologically, e.g., “Chapter 1: Ancient Seafaring,” “Chapter 2: Medieval Seafaring,” etc. The bestmonographs should be well written as well as well referenced. By writing well, that is fluently, concisely andclearly, the reader can grasp the argument and enjoy the writer’s style. By referencing well the author proves to thereader that he/she has a mastery of the sources, and also allows the reader to check the author’s arguments. Thequality of the reference system chosen, along with the Indices, and any glossaries for special terms can thereforeseriously affect the effectiveness of an argument. Journal articles lack indices due to their shorter length, butchapters in edited works are often referenced from a collective index at the back of the work.4HST 701: Assignment #3b – Book ReviewWe are discussing the entire book of Ward-Perkins, The Fall of Rome, in Week #8 (on Wednesday October 21)in preparation for writing a Book Review (worth 200 pts. Or 20% of the grade, graded competitively, F to A+). Thewritten book review is due on Blackboard on Wednesday November 11, no later than 6:30 pm. This handoutguides students in the actual writing of the review. For critical reading and note-taking for discussion and writingsee the handout Reading Journal Articles, Chapters in Edited Works, and Monographs.What is a Book Review?A book review is a critical evaluation and analysis of a historical monograph. Here ‘critical’ means an informed,judged assessment, based on set criteria, and not necessarily a negative one. The aim of a good review is to pointout not only the weaknesses, as you see it, but also the merits of the work under review. A book review, therefore,is NOT a passive summary of the content of a book. Instead, you must discuss whether the author effectivelyproves and supports the proposed thesis by evaluating the historian’s aims, thesis, and supportingarguments, use of sources, methodology and models, plan and logic of the work; you will also, by reviewingother academic reviews, consider the scholarly reception of the work, and thus what other reviewers and youconsider to be its significance/contribution to the historical topic/field.How to Prepare for and Write your Book ReviewSTEP #1: Reading the MonographThe most effective way to organize your thoughts for a book review is to make written notes, assembling specificdetails and citations to fit the criteria required in the Outline Plan below. For critical reading of secondary worksrefer to the handout Reading Journal Articles, Chapters in Edited Works, and Monographs. You must alsoread and discuss the academic review/s of Ward-Perkins’ book from Week #7 and take these into account inyour review. In addition, the other readings about Ward-Perkins and his book (the History Today article, Podcast,blog post, and interviews in weeks #7 and #8) will help you to understand Ward-Perkin’ monograph, his approach,ideas and motivations for writing, but these are supplementary to the book which is the subject of your review.STEP #3: Preparing Your Book ReviewYour review should imitate the format of a book review for a scholarly journal, following the outline plan below.Attached is a review of a book for a scholarly journal by your professor! Note how the review is put together, theplan of the review, how it is reviewed and what is commented on. Of course, you will not be able to comment oneverything in the book concerned, but what you should cover what you consider to be the most important points.Quote pithy quotations that sum up well the author’s intentions, but do not over-quote or substitute massivequotations for what should be your own analysis! For further guidance see Rampolla, 3d-1.A comprehensive review usually works out at no less than 10 pages in length (typed, double-spaced) with notes(good reviews have no shortage of footnotes or endnotes), citing specific pages in support. Remember to give theauthor, book title, date and place of publication in full as the heading of your review (see examples of headers toacademic reviews of the Ward-Perkins book assigned in Week #7).In writing your review follow this Outline Plan:
After stating the bibliographic details of the book, start your review with a brief and concise introductorysynopsis: what is the book about? Summarize the central subject/s, theme/s, geographic areas, historical periods,source materials, etc. explored.2 Explain the stated aims of the book, its intended purposes: What questions or issues does it aim to discuss andanswer? Remember that these can be stated explicitly in the form of aims or questions or be made implicitly5following a line of reasoning. Aims/questions are often presented by the author at the very start in the introductionor preface, are posed and expanded upon in chapters, and usually resurface in the concluding chapter at the end.
Articulate the overall thesis of the book: i.e. what does the historian argue are the answers to the questionsposed at the start? What does he/she seek to prove? This is the most important part of your review –you need toshow me that you understand the meaning and significance of the book (i.e., the thesis!). A general thesis thatembraces the whole book is usually presented in the introduction or preface, while smaller cumulative elements ofthe thesis should be proven through the discussion of evidence presented in each succeeding chapter; a concludingchapter often summarizes these and offers broader, historical reflections at the end of the work.
Discuss the author’s evaluation of past historiography on the subject: How does the author build upon orreact against the works of other scholars on the same subject? How does this shape the questions posed by theauthor and the thesis argued for? These considerations will lead you to comment on the author’s intellectualhistorical approach to the subject, the uses of sources, his/her historical philosophy (if recoverable), and his/herhistorical training and interests.
Thesis Argument and Analysis: How is the author’s thesis presented and proven, chapter by chapter? Thisshould not be a passive summary of content – rather you should engage in a critical analysis of each chapter,stating clearly what are the author’s aims/questions and the particular thesis proposed in each chapter, and then goon to show how this thesis is proven, discussing the author’s choices and uses of sources, and the methods adoptedto analyze them (e.g., the forms of statistical analysis of archaeological evidence, and the results, as well as thepossible flaws in these approaches). Assess the validity and usefulness of these methods and their results. How doesthe author integrate these analyses into the overall argument? This is where you should discuss the historian’s useof theory and the development of models (using particular case studies to argue for universal interpretations).
Review the sources used in the book: What categories of primary sources does the author use? If textualsources what types? – e.g. historiography, archival documents, inscription, etc.? If archaeological, what types, e.g.survey data, architecture, pottery, inscriptions/graffiti, ship-wrecks, etc. Are there any sources he should have used,but does not? Look at the bibliography and the footnotes; how extensive are the range of secondary works andprimary sources used? The range, breadth, and depth of publications/evidence cited should give a good indicationof the quality of the research and scholarship that has gone into the book (and thus a test of the validity of itsconclusions).
Evaluate the Plan of the Book and its Effectiveness: You should explain how (and why) the work is organizedand consider the logic behind the order of chapters, topics covered, arguments made, materials presented, etc.Consider how this helps (or does not help) the author to lay out a cogent argument. Does it make sense beingpresented in this way or order? Look at the list of contents and note how the work moves from one topic to another,and how effective this is at building up an argument. Is there an index? Is it easy to find subjects? As a reader andstudent, what do you think made the book effective, and what detracted from or weakened its arguments? How doyou think it could be improved? This is also where you can comment on the historian’s writing style and ability tocommunicate effectively with the reader.
Take into account the scholarly reception of the book (here you will summarize and discuss the opinionsof the required academic reviews you must read in Week ##7): How was the work reviewed by other historiansin academic reviews? Did reviewers praise the work (if so, what and why) or did they disagree and find flaws in theauthor’s approach, thesis, or use of source materials (if so, what and why)? Even-handed reviewers usually do both.
Assess the conclusions of the book: based on your review of all above, do you find the author’s argumentsvalid, convincing or significant? You can agree or disagree, see strengths and weaknesses in different parts of thehistorian’s thesis, but you must also explain why. This should lead you to your concluding remarks.6
Close your review by reflecting on the book’s broader significance for the historical field/subject: Whatdo you think are the most important aspects/contributions of the work, and why? What is the significance of thebook as a contribution to the field? You should consider: how original is its approach or conclusions; to what extentdoes this book mark a departure from past studies of the subject; and how does it break new ground and shed newlight on the subject? Take into account your own knowledge and the academic reviews of scholars.
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