keys to writing in ap history. two essay types free response question (or frq) “long essay” ...
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Keys to Writing in AP History
Two Essay Types
¨ Free Response Question (or FRQ)
¨ “Long Essay”
¨ Document-Based Question (or DBQ)
¨ A long essay…just based on primary sources rather than solely memory
FRQ / Long Essay
¨ Most basically:– 4-6 paragraph essay assessing your knowledge
of history
¨ But also emphasizes:– Cause & effect or– Compare & contrast or– Change & continuity / Periodization
Historical Writing
¨ Answering the prompt– Also known as “argumentation”
¨ Evidence
¨ Analysis
¨ Thesis
Now for the sake of clarity, some definitions
AP = Answer the Prompt
¨ All elements of essay (evidence, analysis, & thesis) must answer the prompt!!!
AP = Answer the Prompt
¨ Understanding the question & answering the question as asked is key to success– Circle key words in the question:
• Time frame• Topic• Historical skill (cause/effect, comparison, ccot)
– Consider:1. What time period is the question referencing?
2. What do I know about this time period?
3. What is the motive behind the question?
¨ Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies.
Evidence
¨ Also known as: “examples,” “facts,” or “supporting details.”
– Names of people, events, laws, treaties, etc
These are vocab terms, key concepts, things that follow “such as” in a sentence!
Analysis
¨ Author’s reasoning that connects their claim / answer to the prompt and their evidence
– Makes thought processes visible
Explicitly or implicitly answers the question “why” or follows “because” in a sentence
Thesis
Thesis
¨ 1-3 sentences in the introduction that states the author’s central claim, argument, or assertion
Summarizes the how and why of the essay
Thesis
¨ Must fulfil 4 basic criteria:– Precise– Accurate– Analytical– Answers all parts of the prompt
Thesis
¨ As a result, it should:– Restate the time period & topic of prompt– Offer a definitive answer to the prompt rather
than simply restating the prompt– Outline 2-4 controlling ideas that act as a
roadmap for the body paragraphs to come
¨ Formula:– X. A,B,C. Y.
Thesis
X. A,B,C. Y.¨ X = the claim / argument / assertion
¨ A,B,C = the “How” / controlling ideas / roadmap
¨ Y = the “Why”
Thesis
¨ Have to find the happy medium b/t too broad & too detailed
How did World War II affect the allied powers?
¨ World War II benefitted the allied powers.¨ World War II benefitted the allied powers economically,
politically, and socially.¨ World War II benefitted the allied powers between 1945
and today by allowing European factories to rebuild with the latest technologies, establishing a lasting peace between nations, and reducing overpopulation.
¨ Although World War II benefitted the United States by ending the Great Depression, since 1945 its devastation can be seen in Europe through... ____ and ____.
NO
NO
YES
YES
Compare the contemporary U.S. & Japan¨ …both have plentiful forests, but one is in
N. America & the other is in Asia.¨ …have similar economies, but different
militaries.¨ …both have economies based on service
and technology industries, but the U.S. is more able to project its power internationally than Japan.
NO
NO
YES
Grading
Grading
¨ In part:– Checklist of requirements– Known as “value-added” because given credit
for what is done well rather than losing points¨ But also:
– Demands synthesis to maximize scores• Consistently go next step• Combine new information• Often found in clincher of paragraphs or conclusion
Maximize Scores
Maximizing scores
¨ Generally = synthesis– 3 types:
• Counterarguments• Expanding to relevant themes not explicitly
mentioned in prompt• Contextualizing historical developments with other
places or time periods
Maximize Scores¨ In general:
– Mostert Rule of 3• 3 prong thesis (& thus 3 body paragraphs)• 3 pieces of evidence per paragraph• 3 attempts at synthesis
¨ Answering Prompt– Always causes & effects, changes &
continuities, similarities & differences– Also consider process & “why”
• Why did __ cause __? Why did __ change? Why did __ stay the same? Why are __ & __ similar?
Maximize Scores
¨ Evidence– All be as specific as possible– Balance examples throughout entire time period– Also consider related themes not explicitly
asked for in prompt¨ Analysis
– Should probably have analysis / reasoning for every piece of evidence
– Best if alternated with examples– Also consider analyzing larger context
Maximize Scores¨ Analysis
– Context (like “setting” of novel) = space / time• Explain how broader area impacted development or
explain how development impacted broader area
OR• Explain how later eras impacted development or
explain how development impacted later eras
• About making connections
Maximize Scores
¨ Thesis– Also consider counterarguments as well.– Excellent theses are typically more complex
and nuanced in thought and understanding of history.
Putting it together
Paragraphs1. Topic Sentence (identifying thesis prong)
2. Evidence from early in period
3. Analysis
4. Evidence from middle of period
5. Analysis
6. Evidence from end of period
7. Analysis
8. The Clincher - Context – (significance/connection to broader ideas)