By Mia Hanuska
Ah, the epitome of Sophomore year at Westmont High School: the dreaded, terrible, scary SHARP. Ominously mentioned throughout the first semester, the second semester brings the full attack of long nights filled with note-taking, researching, and typing. In case you are unfamiliar, the SHARP, or Sophomore Historical Analysis Research Paper, is a mandatory paper in which sophomores answer one of five essential questions: “does power corrupt?” “has imperialism had a positive or negative effect on indigenous peoples?” “is technology a blessing or a curse?” and “Is war ever justified?” Tallying up to 10-15% of any second-year high schooler’s English and history grades, teachers make a big deal out of this little paper. Students dread it, but personally, I believe the SHARP has taught incredibly important skills that will be useful later in life.
The SHARP begins with two checkpoints of notes and source analysis. The notes are fairly straightforward, but if one cannot or does not know how to effectively and efficiently notetake, this is where it is integral for them to learn. Here not only do students see the significance of taking good, reliable notes, between checkpoints, they learn how to structure divisions of proof based on their research. Notetaking and planning is an incredibly important skill later in life, especially for those wanting to go into journalism, English, or even sciences.
Then, students submit a revised thesis to both their English and History teachers. Turning in the thesis before beginning writing allows teachers to give feedback before students have spent hours formulating the rest of their essays. This step also provides students with tips on how to create a proper thesis if they don’t already know. The skill of creating a balanced thesis that’s detailed yet not wordy translates into college and future jobs. SHARP thesis writing also may be the first time students actually learn how to craft theses, as many previous classes lack that teaching.
Finally, the actual essay. While writing this, students learn how to cite concrete evidence that supports their claim; an extremely important skill. These abilities to argue a thesis and support it with reliable sources are required in countless majors and writings. Peer editing the SHARP allows students to learn and gain feedback from their fellow classmates.
The SHARP teaches sophomores necessary skills they will need to succeed in college and after. Although many students despise this project, I’ve found picking a topic that interests you or something you are passionate about helps a ton. Students dread it, but little do they know this will prepare them for achieving great things later in life.