October 24, 2013 Objective: What do we need in order to write a strong Free Response essay for class and the exam? Warm-Up: Take a look at the handout on the essays for the APUSH exam. Highlight important information about the structure of the essays on the test. Be prepared to answer this question: What components are essential to writing a “5” essay on the APUSH exam? Objective: What do we need in order to write a strong Free Response essay for class and the exam? Warm-Up: Take a look at the handout on the essays for the APUSH exam. Highlight important information about the structure of the essays on the test. Be prepared to answer this question: What components are essential to writing a “5” essay on the APUSH exam?

What is an FRQ? FRQ stands for Free Response Question You will be asked to write 2 separate FRQs on the AP exam in May FRQ stands for Free Response Question You will be asked to write 2 separate FRQs on the AP exam in May

The AP Exam – Free Response Section Time Limit: 130 minutes Percent of Total Exam Score: 50% PART A: 1 DBQ (Document Based Question)  Suggested Time: 15 minutes reading & 45 minutes writing  Counts for 22.5% of total score  We’ll talk more about this essay at a later date PART B: 2 FRQs (Free Response Question)  Suggested Time: 5 minutes reading & 30 minutes writing each  Each essay counts as 13.75% of total score  Standard essays chosen from two groups of questions each containing two choices (four questions) Time Limit: 130 minutes Percent of Total Exam Score: 50% PART A: 1 DBQ (Document Based Question)  Suggested Time: 15 minutes reading & 45 minutes writing  Counts for 22.5% of total score  We’ll talk more about this essay at a later date PART B: 2 FRQs (Free Response Question)  Suggested Time: 5 minutes reading & 30 minutes writing each  Each essay counts as 13.75% of total score  Standard essays chosen from two groups of questions each containing two choices (four questions)

Format of FRQs The FRQ is your standard essay Typically, many students use the 5 paragraph essay template However, do not feel confined to that! You may write as many or as few paragraphs as you need to fully answer the prompt You will need to write a strong thesis statement in your intro paragraph Though a conclusion is the cherry-on-top, it is not necessary as long as you have proven your thesis throughout your essay  I only say this because some students spend so much time writing the bulk of their essay & don’t get to the conclusion.  If you run out of time, do not worry about not finishing – worry more about fully answering the question throughout the body of your essay The FRQ is your standard essay Typically, many students use the 5 paragraph essay template However, do not feel confined to that! You may write as many or as few paragraphs as you need to fully answer the prompt You will need to write a strong thesis statement in your intro paragraph Though a conclusion is the cherry-on-top, it is not necessary as long as you have proven your thesis throughout your essay  I only say this because some students spend so much time writing the bulk of their essay & don’t get to the conclusion.  If you run out of time, do not worry about not finishing – worry more about fully answering the question throughout the body of your essay

History Essay Writing Tips Always think of your reader Do not use contractions Write in the 3 rd person  First person = I, we, our, us, me, mine, my  Second person = you, your Write in the past tense Do not try to be cute Use STANDARD ENGLISH! Use correct historical terms  i.e. “normalcy” is not a standard English word, but it is a historical term Facts are names, dates, people, events, places, things Always think of your reader Do not use contractions Write in the 3 rd person  First person = I, we, our, us, me, mine, my  Second person = you, your Write in the past tense Do not try to be cute Use STANDARD ENGLISH! Use correct historical terms  i.e. “normalcy” is not a standard English word, but it is a historical term Facts are names, dates, people, events, places, things

Terms Often Used in AP Essay Questions Assess the validity of…  To estimate, to appraise the value of Analyze the…  Separate into parts or principles and examine each part Compare and/or…  How much alike Contrast the…  How much different Criticize the…  Make judgments as to merit and faults Degree to which…  One step or stage in a progression Define the…  Say what something is; give its meaning Assess the validity of…  To estimate, to appraise the value of Analyze the…  Separate into parts or principles and examine each part Compare and/or…  How much alike Contrast the…  How much different Criticize the…  Make judgments as to merit and faults Degree to which…  One step or stage in a progression Define the…  Say what something is; give its meaning

Terms Often Used in AP Essay Questions Discuss the…  Talk about; write about; consider or examine Describe the…  What does it look like; create a mental picture Extent: To what extent…  The range over which something goes; how far Evaluate the…  Ascertain or fix the worth of Explain the…  To make plain, comprehensible, make clear by detail Illustrate…  Explain or make clear by using examples Discuss the…  Talk about; write about; consider or examine Describe the…  What does it look like; create a mental picture Extent: To what extent…  The range over which something goes; how far Evaluate the…  Ascertain or fix the worth of Explain the…  To make plain, comprehensible, make clear by detail Illustrate…  Explain or make clear by using examples

Terms Often Used in AP Essay Questions Justify…  Use evidence to prove something is right, wrong, or just Prove…  Establish the truth of something by providing factual evidence Reasons for…  The motives for actions or inaction Relative importance of…  Having pertinence; connected to Valid or validity…  How sound, how well-grounded, how good is the stated premise Justify…  Use evidence to prove something is right, wrong, or just Prove…  Establish the truth of something by providing factual evidence Reasons for…  The motives for actions or inaction Relative importance of…  Having pertinence; connected to Valid or validity…  How sound, how well-grounded, how good is the stated premise

General Scoring Guideline for APUSH The 8-9 Essay  Contains a clear, well-developed thesis that addresses all parts of the questions  Provide substantial relevant information in support of the thesis  Provides effective analysis addressing all parts of the question  May contain minor errors  Is well organized and well written The 5-7 Essay  Contains a thesis that may be partially developed and addresses most parts of the question  Supports the thesis with some relevant information  Provides some analysis of most parts of the question  May contain errors that do not seriously detract from the essay  Has acceptable organization and writing The 8-9 Essay  Contains a clear, well-developed thesis that addresses all parts of the questions  Provide substantial relevant information in support of the thesis  Provides effective analysis addressing all parts of the question  May contain minor errors  Is well organized and well written The 5-7 Essay  Contains a thesis that may be partially developed and addresses most parts of the question  Supports the thesis with some relevant information  Provides some analysis of most parts of the question  May contain errors that do not seriously detract from the essay  Has acceptable organization and writing

General Scoring Guideline for APUSH The 2-4 Essay  Contains a thesis that may be underdeveloped or poorly developed  Includes minimal information relevant to the question  Provides little or no analysis, or contains on generalizations  May contain major errors  May be poorly organized and/or poorly written The 0-1 Essay  Lacks a thesis or restates the question  Has little or no relevant information regarding the question  Has little or no understanding of the question  May contain numerous errors  Is poorly organized and/or poorly written The – Essay  Is blank or completely off task The 2-4 Essay  Contains a thesis that may be underdeveloped or poorly developed  Includes minimal information relevant to the question  Provides little or no analysis, or contains on generalizations  May contain major errors  May be poorly organized and/or poorly written The 0-1 Essay  Lacks a thesis or restates the question  Has little or no relevant information regarding the question  Has little or no understanding of the question  May contain numerous errors  Is poorly organized and/or poorly written The – Essay  Is blank or completely off task

Before You Begin to Write: 1. Carefully read the question to make sure you understand what it is asking you to do.  Pay careful attention to the TASK WORDS in the question  Look closely at the CHRONOLOGY (time periods) of the question  Many students write great essays that unfortunately don’t answer the question that was asked! You must discuss those time periods, locations, and topics that apply to the question and only those! 2. Take a few minutes to review what you already know about the question and develop a thesis statement 3. Write a brief outline of your essay before you begin to write 1. Carefully read the question to make sure you understand what it is asking you to do.  Pay careful attention to the TASK WORDS in the question  Look closely at the CHRONOLOGY (time periods) of the question  Many students write great essays that unfortunately don’t answer the question that was asked! You must discuss those time periods, locations, and topics that apply to the question and only those! 2. Take a few minutes to review what you already know about the question and develop a thesis statement 3. Write a brief outline of your essay before you begin to write

The Introduction This is where you make your first impression on the reader. Therefore, it is important that you have a strong introduction that defines your thesis and your argument. Your essay should be clearly organized around a thesis statement.  The thesis should clearly respond to the question, without directly repeating it  Should represent your own original interpretation or analysis of the information  Should make a clear argument  Does not need to be the first sentence of your introduction and, in fact, provides better essay organization if it is the last sentence in your introduction. This is where you make your first impression on the reader. Therefore, it is important that you have a strong introduction that defines your thesis and your argument. Your essay should be clearly organized around a thesis statement.  The thesis should clearly respond to the question, without directly repeating it  Should represent your own original interpretation or analysis of the information  Should make a clear argument  Does not need to be the first sentence of your introduction and, in fact, provides better essay organization if it is the last sentence in your introduction.

The Introduction Define important terms (i.e. humanism, secular, absolutism) to demonstrate that you understand the question and the essay topics. Provide a concise statement (no more than 1 sentence) that places the essay topic in its historical context Clearly identify the supporting arguments that you will use in your essay. Again, make sure you are responding to all parts of the question After reading your introduction, your reader should know exactly what your argument is (your thesis) and how you are going to prove it (your supporting arguments) – sometimes called a “preview” Define important terms (i.e. humanism, secular, absolutism) to demonstrate that you understand the question and the essay topics. Provide a concise statement (no more than 1 sentence) that places the essay topic in its historical context Clearly identify the supporting arguments that you will use in your essay. Again, make sure you are responding to all parts of the question After reading your introduction, your reader should know exactly what your argument is (your thesis) and how you are going to prove it (your supporting arguments) – sometimes called a “preview”

Other Tips Be sure to write with “voice” in your essay.  In other words, pretend that you have some authority on the subject. Make sure to take a stand in your answer and not be wishy-washy. Be sure that your essay includes historical facts to prove your thesis.  However, “data dumping” will not gain you any extra points and can result in a lowering of your score. It also runs the risk of you including incorrect data which would hurt your overall score. Avoid broad survey questions.  They appear easy because you know a lot of information about them. However, they are often the most challenging because of the breadth required to answer them effectively. Writing a provable thesis can pose real problems for these types of questions Content is critical, but so is your presentation  Be attentive to grammar, syntax, spelling, penmanship, etc. A well- written essay is much easier to understand than a poorly written essay Be sure to write with “voice” in your essay.  In other words, pretend that you have some authority on the subject. Make sure to take a stand in your answer and not be wishy-washy. Be sure that your essay includes historical facts to prove your thesis.  However, “data dumping” will not gain you any extra points and can result in a lowering of your score. It also runs the risk of you including incorrect data which would hurt your overall score. Avoid broad survey questions.  They appear easy because you know a lot of information about them. However, they are often the most challenging because of the breadth required to answer them effectively. Writing a provable thesis can pose real problems for these types of questions Content is critical, but so is your presentation  Be attentive to grammar, syntax, spelling, penmanship, etc. A well- written essay is much easier to understand than a poorly written essay

FRQFRQ For the next 10 minutes, use the post-its provided to you to do the following: Take your HW and essays you completed for HW and respond to each prompt on poster paper. You can add a phrase or sentence that you think would make the essay or significane of something more clear. Place your post-it in a spot that shows a logical, clear flow. At the end, you will work in groups to use the ideas from the post-its and write a “5” essay. For the next 10 minutes, use the post-its provided to you to do the following: Take your HW and essays you completed for HW and respond to each prompt on poster paper. You can add a phrase or sentence that you think would make the essay or significane of something more clear. Place your post-it in a spot that shows a logical, clear flow. At the end, you will work in groups to use the ideas from the post-its and write a “5” essay.

Group Essay Writing In groups, use the poster paper and post-its to do the following: Write a thesis statement Begin to outline and organize the information on the poster paper (As if it were the outline for your own essay) Each group member should take that information and begin to write a paper incorporating the ideas on the poster paper In groups, use the poster paper and post-its to do the following: Write a thesis statement Begin to outline and organize the information on the poster paper (As if it were the outline for your own essay) Each group member should take that information and begin to write a paper incorporating the ideas on the poster paper

ClosureClosure What did you notice about the essay you wrote in your group? What did you group do that was different than what you would normally do on your own? What is something you would have liked more guidance on? What did you notice about the essay you wrote in your group? What did you group do that was different than what you would normally do on your own? What is something you would have liked more guidance on?