Writing for APUSH

 

Below you will find  information on the Free Response Essay and the Document Based Question. Enjoy!!

 

 

 

APUSH Skills             Writing a Response to a Free Response Question           

 

When responding to a free response essay prompt, you should keep in mind that quality is more important than quantity. The format of this essay focuses on the skills of organizing your ideas and writing concisely(getting to the point quickly).  You shouldnıt waste time going off on tangents or adding information not directly relevant to your answer. Remember, you can add information that is true, but it will only hurt your grade if it doesnıt support your argument.

 

Steps for Answering a Free Response question.

 

1. Read the question carefully.

 

2. For questions that do not provide a list of terms, underline key  points in each question, including dates, personalities and events, and significant concepts.  This helps you focus on the boundaries of the question(time period and topic).

 

Be certain that you understand the question and respond to the prompt.

 

3. Develop a clear thesis(what you will prove) that addresses the question. This usually involves something as simple as agreeing or disagreeing with the essay prompt.

 

4. Make an outline: List at least 3 sub-topics that you will use to support your thesis. These will form the basis of your paragraphs.

 

5. Brainstorm a list of relevant issues, historical terms, names, or events that are significant to that period of history. When complete, this list should be examined for logical division into your sub-topics. Write these terms next to each relevant sub-topic in your outline.

 

The outline should look something like this(and more):

            I. Opening paragraph

                        A. Thesis

                                    1. sub-topics supporting thesis

            II. Second paragraph

                        A. Sub-topic one

                                    1. supporting fact

                                    2. ³

                                    3. ³

                       

            III. Third Paragraph

                        B. Sub-topic Two

                                    1. ³

 

            IV.

 

            V.

           

            VI. ?

 

            VII Conclusion

                        A. Add something new to further convince the reader of your argument,                                while summing up.

 

 

 

6 .After completing the outline, one is prepared to begin writing the essay. It is important to support the main points thoroughly and effectively. Refer to your outline--in order--as you write the essay. Remember to include the significant historical examples that you placed next to each sub-topic in your outline.

 

 

Final thoughts:

 

Support generalizations with specific historical examples. Explain the significance of the specifics and how the specifics illuminate your thesis: donıt just list specifics without explaining them.

 

Remember, let the reader know you are aware of contradictory evidence; show complexity and sophistication.

 

Master this approach and youıve mastered a tremendously important skill that all historians must possess, the skill of coherent and concise writing.

 

 

 

Free Response Essay Rubric

APUSH

 

Point

Score

 Context & Argument

Evidence

Analysis

Historical

Accuracy

Thoroughness

Presentation

9

Clearly stated thesis: addresses question, guides entire essay. Essay includes most significant issues relevant to question.

Abundant, relevant specifics (names, events, legislation, court decisions, etc.) Includes obscure, but important specifics, that most students omit. Thorough chronology.

Demonstrates

well-reasoned cause & effect;

evaluates historical change & continuity;

considers other arguments;

reaches fully explained conclusions.

Refers to views of historians.

Virtually error free; minor mistakes do not compromise argument.

Covers all areas of question in approximate proportions to their importance.

Uses clear, appropriate and precise diction; has cohesive organization; has very few grammatical errors.

8

 

 

 

 

 

 

7

Clearly stated thesis: addresses question; sets essayıs direction; essay includes some significant issues relevant to question.

Ample, appropriate specifics; some chronology

Includes causation; discusses change & continuity; may consider alternate arguments; reaches plausible conclusions.

May have a few errors; mistakes may slightly hinder argument, but do not detract from the overall essay.

Covers entire question , but may be slightly

imbalanced, i.e. gives a disproportionate amount of attention to one part of the question.

Uses clear language; is well organized; contains few grammatical errors.

6

 

 

 

 

 

 

5

Thesis states argument on question; issues and context are mostly relevant, and relatively significant.

Provides specific historical data, but is limited in depth, quantity, and originality.

Organizes argument and uses data to support conclusions. Recognizes causation, change, & continuity.

Any major error is balanced by ample, accurate data.

Covers entire question, but may have major imbalance.

Clear language; adequate organization; may have some grammatical errors.

4

 

 

 

 

 

 

3

Thesis may be confused, vague, undeveloped, or even lacking.   Essay only considers a few relevant issues, or is poorly organized

Demonstrates some knowledge

of the topic;  evidence is largely generalized.

Minimal analysis or fallacious reasoning; may be largely descriptive or narrative(Tells story with little application to question).

May have major errors somewhat balanced by general data.

Attempts to cover question, but only superficially; may not complete all tasks.

May have inconsistent organization; grammatical errors hinder comprehension to a major degree.

2

 

 

 

 

 

 

1

No sign of a thesis or does not deal effectively with the issues.

May mention several names or ³facts.²

Usually without analysis or explanation is off topic.

Has many errors  in proportion to the length of the essay.

Refers to general subject or repeats part of question.

May be largely incomprehensible.

 

 

 

 

 

Writing the DBQ Essay

(Document Based Question)

APUSH

 

³The DBQ requires the construction of a coherent essay that integrates interpretation of the supplied documents with a demonstrated knowledge of the historical period in question.  Higher scores are earned with essays that successfully incorporate primary evidence from the documents with traditional historical themes and maxims.  The student who simply describes the contents of the documents and fails to place them into historical perspective will receive a low score on the DBQ essay.²‹the College Board.

 

Seven Steps to Success

 

1.         Read the question carefully.  Use the organization of the question, if provided,             and identify the historical period being discussed.

 

2.         List major specifics from the period.  In other words, brainstorm a list of relevant           issues, historical terms, names, or events which are significant to that period of         history.  When complete, this list should be examined for logical divisions into sub-topics.

 

3.         Analyze the documents.  Summarize in two sentences the essence and             significance of each document.

 

4.         Develop a thesis based on the question.

 

5.         Support your thesis with 1)Documents   2)Outside Specifics

 

6.         Construct a skeleton outline plugging in documents and outside specifics. 

 

7.         Write the essay:

 

                        A.  First Paragraph

                                    1)  Write one clear sentence which states your thesis--what the                                                      essay will prove.

                                    2)  Specify three of four sub-topics to the thesis. (logical segments                                                             or divisions of the overall thesis)

                                    3)  You may elaborate on each of these sub-topics with simple                                                      defining sentences.

 

                        B.  Second Paragraph

                                    1)  Begin with a sentence which re-introduces one of the sub-                                                         topics.

                                    2)Support that topic sentence with outside information with                                                         specifics from your brainstorm list

                                    3) Support your outside information with a reference to one or                                                      more of the supplied primary sources.  Be sure you use and                                          cite the documents properly.

                                    4)  Make sure you explain your specific information

                                    5)  Write a concluding sentence which relates to the paragraphıs                                                   topic back to the thesis.

                                    6)  Write a transitional sentence introducing the next topic.

 

 

                        C.  Subsequent Paragraphs

                                    Continue this procedure until you have exhausted your brainstorm                              list for possible sub-topics.  If you have outside information that                                             is not supported by the primary document, include that                                                    information anyway.  Accurate student-supplied information will                                          garner points, even without support from the documents; any use                                    of the primary document not supported with outside information                                                 will not garner points and should be avoided.

 

                        D.  A conclusion will score you extra points if                                                                                 done properly.  If you decide to write a concluding paragraph, be                                                 sure that what you write is more than restating of the thesis.