1. How to Write AP History DBQs Daniel W. Blackmon Doral Academy Preperatory School

2. AP History Redesign The College Board is completing a redesign of the AP World History, AP European History and AP US History examinations. All three examinations will share the same format.

3. AP History Redesign This means that the same methodology to write a DBQ,, SAQ, or LEQ on one exam will be identical to the others. In the long run, this is beneficial to you.

4. AP History Redesign In the past, the expectations for writing an AP World DBQ were different from those of an AP European DBQ which in turn was different from the AP US DBQ.

5. Good News! All of the essay writing skills you have learned up to this point still apply. A DBQ is an essay. The difference between a DBQ and a Long Essay Question is simply (!) that you have to use the documents in order to answer the question.

6. Bad News! You have limited time to read, interpret, and organize the use of your documents. Writing a DBQ in 55 minutes is the most difficult task you will be set in an AP History course.

7. What is a Document Based Question? This portion of the AP examination in history is the essay which tests the student’s ability to evaluate historical documents (primary sources).

8. What is a Document Based Question? Students are given a series of primary documents with a following question.

9. What is a Document Based Question?. In most cases, the question will ask the student to “discuss,” “analyze,” and / or “evaluate” the question using the documents.

10. The DBQ The required DBQ differs from the standard essays in its emphasis on the ability to analyze and synthesize historical data and assess verbal, quantitative, or pictorial materials as historical evidence.

11. The DBQ Like the standard essay, however, the DBQ will also be judged on its thesis, argument, and supporting evidence.

12. The DBQ Like the standard essay, however, the DBQ will also be judged on its thesis, argument, and supporting evidence.

13. The DBQ The documents vary in length and are chosen to illustrate interactions and complexities within the material.

14. The DBQ The material will include—where the question is suitable—charts, graphs, cartoons, and pictures, as well as written materials.

15. The DBQ In addition to calling upon a broad spectrum of historical skills, the diversity of materials will allow students to assess the value of different sorts of documents.

16. The DBQ The DBQ will typically require students to relate the documents to a historical period or theme and, thus, to focus on major periods and issues.

17. The DBQ For this reason, outside knowledge is very important and must be incorporated into the student's essay if the highest scores are to be earned.

18. The DBQ It should be noted that the emphasis of the DBQ will be on analysis and synthesis, not historical narrative.

19. The DBQ The College Board, however, must choose topics that are part of the main line of World, European or US historical development, such as Labor Unions in the Gilded Age (APUSH 2000) or Jacksonian Reform Movements (APUSH 2002).

20. The DBQ The 2017 AP World History examination is the first year that the new redesign will take effect. The redesign took effect in AP European History in 2016. The redesign took effect in AP US History in 2015.

21. The DBQ Otherwise, students could not reasonably be expected to provide outside information.

22. General Principles As is the case with any writing, you need to be aware of the purpose and the audience.

23. General Principles In this case, the Reader is looking for specific things, and therefore you need to understand exactly what you must do to be successful.

24. General Principles The Reader will literally be using a checklist of skills which you must demonstrate.

25. General Principles You have a copy of the Rubric which I will be using and which I will staple to your response as part of my feed back as to why I gave you the mark. Follow along with me as I go over it in the next few slides.

26. The Thesis A thesis statement that directly addresses ALL PARTS of the question extended beyond restating the question. 1 Point

27. The Thesis “Extended beyond restating the question: means to provide a clear, well developed thesis within a Thesis Paragraph that lays out the major sub-topics in your essay.

28. Provide a Clear Thesis This is not Mystery History. Tell the Reader what you intend to prove, and how you intend to prove it.

29. Provide a Clear Thesis Clarity is always the prime stylistic virtue in expository essays.

30. Provide a Clear Thesis The first thing I do is look for the thesis!

31. A Sample Thesis “Throughout the history of the United States reform movements of all kinds have been made. There seems to be no end to reforming one thing or another. During the years 1825- 1850 many movements were made. These movements were helping to expand Democratic Ideals.” (APUSH 2007 AAA)

32. The Reader’s Evaluation I think to myself: “contains a limited and/ or undeveloped thesis.” Notice that the student does not specify which reform movements. The thesis is little more than a restatement of the question. Therefore, it does not receive credit for the point.

33. A Sample Thesis “The statement “Reform Movements in he United States sought to expand democratic ideals” is valid and can be seen in the various different fields in which reforms were made. Prison reforms were made throughout the nation but primarily in the Northeast.

34. A Sample Thesis “Education was another area in which reforms were made. The woman’s suffrage movement began in this era but little was achieved. It can also be said that the reforms in the United States overlooked certain groups. One group that was overlooked were the slaves.

35. A Sample Thesis “There were abolitionists but very few laws were passed to free slaves. Another group that was overlooked were immigrants and lower class citizens.” (APUSH 2007 HHH)

36. The Reader’s Evaluation I think to myself: “There is a developed thesis which identifies several reform movements. It shows an awareness of regional differences and also that some specific groups were not addressed.” Therefore, this paper receives credit for the point.

37. A Sample Thesis “During the Pre-Civil War stage of American History There were many reform movements to be made. Primarily this is the reasoning for the Civil War. Too many disputes among the Northern States and Southern states caused a need to expand democratic ideals.

38. A Sample Thesis “Although there was a desperate attempt at expansion of democratic ideals, the civil war was inevitable under the circumstances. These movements such as religion, environmental safety, crime, etc. were all sought to expand democratic ideals.” (APUSH 2007 AA)

39. The Reader’s Evaluation I think to myself: The thesis does not address the question. The student is answering the question he / she wishes had been asked! There is evidence of serious conceptual confusion here! Obviously, the student does not receive credit for the point!

40. A Sample Thesis “Democratic theorists of the Enlightenment Period such as Locke, Hobbes, and Montesquieu advocated a government vested in the interests and needs of the people, and the writing of these men influenced America’s founding fathers.

41. A Sample Thesis “Thomas Jefferson and James Madison were proponents of the Social Contract, whereby the people surrendered certain privileges in order to be protected and upheld by a central government. Thus, the story of American democracy is the story of the American people.

42. A Sample Thesis “During the antebellum years between 1825- 1850, American society began to rapidly diversify with waves of immigrants coming to the country coupled with the rapid industrialization in Northern cities.

43. A Sample Thesis “With these changes, new issues of workers’ rights, prison reform, temperance movement, women’s rights, and abolition all became a part of American society. Many of these reforms were led by newly awakened religious fervor and many were led by women advocates,

44. A Sample Thesis “but some Americans saw these new movements as a breach in heritage (G). However, the newly aroused issues concerning reform movement were certainly in keeping with the desire to expand American democracy.” (APUSH 2007 II)

45. The Reader’s Evaluation I think to myself: “A beautiful, sophisticated, thoroughly developed thesis! Not only are specific reforms mentioned, but regional differences suggested, opposition is cited, and causative Changes Over Time are cited. In addition, a strong theoretical underpinning for “democratic ideals” is established.

46. The Reader’s Evaluation Enjoy it! You won’t see many, if any, like this one!

47. Support For The Thesis Factual and analytical support appears throughout the essay. 1 Point

48. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT ONE point only for a plausible analysis of six of the documents that explicitly supports the stated thesis/argument (even if thesis does not receive one point). 1 Point

49. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Document1234567 Used Effectively

50. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT I want you to use EVERY document in your answer! That means ALL SEVEN!

51. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT If you use all seven, you are protected in the event that you misinterpret a document. If you use six documents correctly but misinterpret one document, you still receive the point.

52. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT I am always concerned about misinterpreting a document. You probably would not realize until later that you had misunderstood the document (if then).

53. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT ONE point for extended analysis of at least four of the documents. 1 Point

54. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Document1234567 Extended Analysis

55. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT What does “extended analysis” mean here? You must develop one of four skills in document analysis.

56. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Contextualization Author’s Point of View Author’s Purpose Author’s Intended Audience

57. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Contextualization means “connect[ing] historical events and processes to specific circumstances of time and place as well as to broader regional, national or global processes” (Curriculum Framework 8)

58. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT In other words, “what is going on at the time the document was created?”

59. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Author’s Point of View (POV) has to do with who the author was, what his / her status, nationality, gender, or biases were.

60. Historical Concerns – Ask yourself, “Where is the tension?” – For instance, Are there people from the same place (status, profession, gender, nationality, etc.) with differing POV?

61. Historical Concerns Or, is the tension between persons of different social status, profession, gender, nationality, etc.? How might those differences explain their response to the problem.

62. Historical Concerns Is a Frenchman (for instance) critiquing the French or is it an Englishman? Which is biased, which has great knowledge?

63. Historical Concerns What is the origin of the document?

64. Historical Concerns.Is the document a firsthand account or is it hearsay?

65. Historical Concerns Pay attention to the tone of the document. – Is the author hostile, sarcastic, sympathetic?

66. Historical Concerns.If time, gender, or age were changed would the person be saying the same thing?

67. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Author’s Intended Audience means an analysis of the person or person’s for whom the document was created.

68. Historical Concerns To what audience is the document addressed? How might that audience influence what is being said?

69. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Author’s Purpose is an analysis of why the document was created in the first place— What was the author trying to do or to achieve?

70. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT The best way to refer to a document is by provenance, that is by the author or the name of the document

71. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT That is “Nebuchanezzar boasts” rather than “Document 4 says” That is “The Code of Hammurabi states” rather than “Document 2 says”

72. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT However, I want you to get into the habit of indicating the document immediately after you use it: “Nabuchadnezzar boasts... (Doc 4) “The Code of Hammurabi states... (Doc 2)

73. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT The Reader will spend 8 hours a day reading DBQs. By the third or fourth day, his / her eyeballs will begin to turn into cubes. Help the Reader out by providing a visual cue that you have, in fact, used a document.

74. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT The best way to provide extended analysis is when you introduce the author:

75. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT “Nabuchadnezzar boasts in his bas relief propaganda, designed to reinforce his authority and overawe his enemies, that... “ (Doc 4)

76. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT “The Code of Hammurabi establishes a hierarchical and patriarchal society when it states.... (Doc 2)

77. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT “Simon Bolivar’s intent when he pointed out in his ‘Letter From Jamaica’ the benefits Europeans would gain from Latin American independence was to gain British material support.”

78. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT “As a clergyman, Bernardo de las Casas was horrified at the treatment of native Americans and attempted to defend their interests to the Crown”

79. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT It is acceptable to use simple formulas: “the author’s intended audience was X, as shown by... “ “the author’s intended purpose was X, as shown by... “

80. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT “The author’s POV in writing was X, as shown by... “ “The historical context of this document is X, as shown by...

81. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Please note how important the phrase “as shown by” is! You MUST tell the Reader why, specifically, you are making a historical claim. What led you to make a statement about context, POV, purpose or audience?

82. Contextualization Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes. 1 Point

83. Contextualization In order to earn this point, the statement giving context must stand alone from any particular document.

84. Outside Information /1 ONE point for use of outside information clearly connected to the argument/thesis. 1 Point

85. Outside Information “Outside Information” is defined as some fact that is not contained in any of the documents. I will NOT give credit for Outside Information unless it is Specific Factual Information (SFI)!!!

86. Outside Information “There were many post-war movements of decolonization” will NOT earn you the point! “There were many post-war movements of decolonization, such as in India, Vietnam, or Algeria” WILL earn you the point.

87. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT In most cases, the point for Contextualization will be earned at the same time as the point for Outside Information because the SFI is evidence for the statement of context.

88. ANALYSIS OF HISTORICAL EVIDENCE & SUPPORT OF ARGUMENT Contextualization and Outside Information MUST come from the same time frame as the documents!

89. Synthesis An appropriate extension of the stated thesis or argument OR employs an additional appropriate category of analysis OR connects the topic to another time period or geographic area. 1 Point

90. Synthesis Synthesis is defined as “making meaningful and persuasive historical and / or cross- disciplinary between a given historical issue and other historical contexts, periods, themes or disciplines.” (Curriculum Framework 8)

91. Synthesis For example, a DBQ on indentured servants in Asia during the late 19 th and early 20 th centuries might be tied to other forced labor systems such as the encomienda or mita in colonial Spanish America, slavery in the Carribean, Brazil and the antebellum South or debt peonage in Mexico during the Porfiriato.

92. Analyzing Documents Obviously, a critical skill is the ability to analyze documents. There are several ways in which to do this.

93. Analyzing Documents The redesign lists the following categories:

94. Analyzing Documents CONTENT What point is the document trying to make? What does the document say (not only what is says, but also what it does NOT say)

95. Analyzing Documents AUTHORSHIP Who wrote the document? What is his / her relationship to the event being addressed? What is the author’s position in society? What else might be known (or inferred) about the author?

96. Authorship For example, look at this document:

97. Friedrich von Bernhardi “War is a biological necessity of the first importance, a regulative element in the life of mankind which cannot be dispensed with, since without it an unhealthy development will follow, which excludes every advancement of the race, and therefore all real civilization.... “ Germany and the Next War, 1912

98. Authorship What do you know about von Bernhardi? What can you infer about Bernhardi? What if I had identified him as “General Friedrich von Bernhardi”?

99. Analyzing Documents AUTHOR’S POINT OF VIEW Factors that may influence POV include: gender, religion, political affiliation, nationality, ethnicity. Also his / her relationship to the events: bystander, participant, decision maker, critic Also consider the distance in time between the event and creating the document

100. Analyzing Documents AUTHOR’S PURPOSE Why did the author create the document? Why was it created at this time? Why has the document survived to our time?

101. Analyzing Documents AUDIENCE For whom was the document created? How might the audience have influenced the content of the document? How might the audience have effect the reliability of the document?

102. Analyzing Documents FORMAT / MEDIUM What is the format of the document: artifact, art, image, law, letter, journal entry, public speech, newspaper article, lyrics, cartoon? Does the format provide additional insight into the meaning of the document?

103. Analyzing Documents HISTORICAL CONTEXT When and where was the document produced? What contemporaneous events might have the author’s viewpoint and / or message? How does context affect reliability of the document?

104. Analyzing Documents LIMITATIONS What does the document NOT tell me? What might have limited the author’s knowledge (social status? Education?) What other documents might give a different POV?

105. Analyzing Documents The categories are: Content Authorship Author’s POV Author’s Purpose Audience Format Historical Context Limitations

106. Analyzing Documents If I try to convert that to a mnemonic device, I get C A P A F C L

107. Analyzing Documents That is not easy to remember.

108. Analyzing Documents I prefer Source Occasion Audience Purpose Subject

109. Analyzing Documents Language Arts teachers will often add S O A P S Tone

110. SOAPSTone Source corresponds with authorship, author’s point of view and limitations

111. SOAPSTone Occasion corresponds with author’s purpose

112. SOAPSTone Audience corresponds with audience

113. SOAPSTone Purpose corresponds with purpose

114. SOAPSTone Tone can often give insight into POV

115. Analyzing Documents SOAPS will get you to the same place and is a lot easier to remember.

116. Organizing Your Essay At this point, all the usual rules of writing an essay apply

117. Rule Number One Answer the question that has been asked!!!!!! (As opposed to the question you wish they had asked!!!!)

118. Rule Number One A starting point for making sure that you answer the question as asked is to copy the question in full at the top of your answer. That way, I know that you have at least read every word of the question.

119. Rule Number Two Make sure you understand what the question requires of you!

120. Rule Number Two If the question asks you to evaluate something, but you only describe, you cannot write a satisfactory answer.

121. Note the use of key terms: Analyze: determine their component parts; examine their nature and relationship.

122. Note the use of key terms: Assess / Evaluate: judge the value or character of something; appraise; evaluate the positive points and the negative ones; give an opinion regarding the value of; discuss the advantages and disadvantages of.

123. Note the use of key terms: Compare: Examine for the purpose of noting similarities AND differences.

124. Note the use of key terms: Contrast: examine in order to show dissimilarities or points of difference.

125. Note the use of key terms: Describe: to give an account of; to tell about; give a word picture of.

126. Note the use of key terms: Discuss: talk over; write about; consider or examine by argument or from various points of view; debate; present the different sides of.

127. Note the use of key terms: Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of.

128. Rule Number Three Note the time frame of the question! Stay within the time frame, and attempt to discuss the entire time frame!

129. Rule Number Four Organize your answer!

130. Rule Number Four Jot down your subtopics!

131. Rule Number Four Group the documents according to purpose, POV or some other common element. The documents will have differences in message, purpose or POV within them, – The people who wrote the DBQ have to give you an opportunity to show your skills – The documents will have difference built into them

132. Rule Number Four You might use each group of documents to form paragraphs You might also form the paragraph around the differences between documents – This would be more difficult and represents a greater skill level.

133. Organize Your Answer! Jot down and arrange the Specific Factual Information (SFI) that will support your argument. Where appropriate, use the Five Paragraph Format

134. Five Paragraph Format ¶ 1: Thesis Paragraph, including sub-topics A, B, and C ¶ 2: Sub-Topic A ¶ 3: Sub-Topic B ¶ 3: Sub-Topic C ¶ 5: Summary

135. Rule Number Five Provide a clear, well developed thesis within a Thesis Paragraph that lays out the major sub-topics in your essay

136. Provide a Clear Thesis This is not Mystery History. Tell the Reader what you intend to prove, and how you intend to prove it.

137. Provide a Clear Thesis Clarity is always the prime stylistic virtue in expository essays;.

138. Provide a Clear Thesis The first thing I do is look for the thesis!

139. Provide a Clear Thesis Many questions will tell you which sub-topics you must discuss. For example: “Analyze the major social and technological changes that took place in European warfare between 1789 and 1871.”

140. Provide a Clear Thesis The key words in that prompt are: Analyze Social change Technological change 1789-1871

141. Provide a Clear Thesis Some questions, however, are relatively open- ended, and require you to provide the sub- topics yourself. For example: “To what extent is the term “Renaissance” a valid concept for a distinct period in early modern European history?”

142. Provide a Clear Thesis In such cases, think of the mnemonic device PERSIA: PPolitical EEconomic RReligious SSocial IIntellectual AAesthetic

143. Rule Number Six The paragraphs of the body of your essay must relate directly to the question! Each paragraph should have its own topic sentence and that topic sentence should refer to the original question. Transitional devices (such as “therefore,” “as a result of” etc.) help to give your answer organic unity

144. Rule Number Six Because this is a DBQ, I STRONGLY urge you to insert a paragraph discussing Context as your first body paragraph. That paragraph should have at least ONE example of SFI

145. Rule Number Six The most common error (by far) in writing a DBQ is to forget to provide Outside Information and Context. This is understandable: the documents are in front of you; you are nervous and under time pressure. Everyone uses the documents It is easy to forget Outside Information and Context

146. Rule Number Six While Synthesis can be inserted anywhere, for most of you making it the last body paragraph is probably the best way to remember to include Synthesis in your essay.

147. Rule Number Seven Each paragraph must be supported by Specific Factual Detail (SFI)!!!! SFI must be accurate and relevant to the question.

148. Rule Number Eight Be conscious of Change Over Time (COT). Most questions in history are going to deal with COT in some manner This usually require a discussion of causation.

149. Rule Number Nine Conclude with a strong summary paragraph. First, you tell the Reader what you are going to tell him; then tell the Reader what you intend to tell him; then tell the Reader what you just told him.

150. Rule Number Ten It is your responsibility to write in such a manner as to allow the Reader to understand what you are saying.

151. Rule Number Ten This includes writing legibly!

152. Writing Your First DBQ I will not ask you to write a DBQ until we have gone over the question and the documents in class. Your first DBQ will certainly be a take-home assignment.

153. Writing Your First DBQ Only when I believe you have had the opportunity to become comfortable with the requirements will I give you a DBQ in class and under time pressure In-class DBQs will be timed in the same way as the DBQ on the examination: 55 minutes.

154. Analyzing Documents

156. Organizing The Essay One very useful tool for analysis is the PERSIA concept: separate your observations into categories for analysis using an acrostic:

157. Organizing The Essay P = political E = economic R = religious S = social I = intellectual A = aesthetic

158. Literary Concerns The essay has an adequate introduction in which the time frame is noted

159. Literary Concerns The thesis provides an answer to the question and divides the answer into categories

160. Literary Concerns Proper essay style is used (think 5 paragraph format where applicable)

161. Literary Concerns Grammar and spelling are adequate (do not misspell words that are supplied in the documents)

162. Literary Concerns You have not referred to yourself in the essay and you have not told the readers what they are “going to learn”

163. Literary Concerns A great majority of the documents have been used in a manner which makes their use readily apparent to the reader; i.e. refer to the document by its provenance: author, author’s POV, etc.

164. Literary Concerns Cite documents by provenance. That is: – “the Northern Renaissance Humanist, Erasmus, criticized the pope... “

165. Literary Concerns Cite documents by provenance. That is: “the Florentine diplomat and political scientist, Machiavelli, asserted... ”

166. Literary Concerns Cite documents by provenance. That is: “Writing near the end of the Renaissance, the biographer Vasari claimed... “

167. Literary Concerns “Martin Luther, a German monk, also objects to these practices,... “

168. Literary Concerns “Another German, the nobleman Ulrich von Hutten, complains that... “

169. Literary Concerns Direct quotations are limited to a phrase which is placed within the context of your answer. You should normally summarize what the document says, not quote.

170. Literary Concerns ALL PARTS OF THE QUESTION have been answered.

171. Literary Concerns A conclusion exists which summarizes the evidence, restates the thesis and indicates a direction for further study or occurrences

172. Literary Concerns Base all of your comments on the documents, NOT on outside information. Outside information may be used to enhance understanding but it must not be the basis of your argument.

173. Literary “Don’t”s Don’t discuss the documents in order A- Z. That is a list, not an essay.

174. Literary “Don’t”s Don’t simply paraphrase the documents A-Z. You need to analyze them, not recite them.

175. Literary “Don’t”s Don’t quote the documents extensively. Use the documents, instead.

176. Literary “Don’t”s Don’t forget to consistently refer to each document by provenance (author or source), and to discuss POV!

177. Literary “Don’t”s Don’t use a document if you really don’t understand it! You can misinterpret one, but not two.

178. MNEMONIC DEVICE Ellis A. Wasson teaches a mnemonic device which, if followed, will ensure a good DBQ: BAGET(TE), as in a French roll.

179. MNEMONIC DEVICE BBiasAddress the author’s POV AAllTry to use all the documents

180. MNEMONIC DEVICE GGroupOrganize the documents logically, do not simply discuss them one by one EEvaluateAnalyze and assess the documents, do not accept everything at face value and do not simply repeat the document in your own words.

181. MNEMONIC DEVICE TThesisYou must have a thesis which addresses the question and provides the basis for your answer.

182. MNEMONIC DEVICE Write BAGET on your paper, and make sure you have achieved each skill.