1. How to FRQ (Free Response Question)
Writing Essays the APUSH Way
Adapted from Ms. Susan M. Pojer’s FRQ PPT

2. Essay Overview
This is an opportunity for you to formulate an argument and present it
Take about 5 minutes to plan your essay
Take about 30 minutes to write it
The more you plan, the better your essay will be

3. Steps to the Essay Read and Analyze the Question
Recall What You Have Learned (Pre-Writing)
Draft Your Introduction Paragraph
Draft Your Thesis
Write Your Essay (Main Body and Conclusion)

4. Analyze the Question What exactly is the prompt asking you to do?
What are you being asked to “prove”?
If there is more than one part to the question, be sure to answer the each part

5. Analyze the Question Circle or underline the VERBS
How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved.

6. Analyze the Question
Define any terms in the prompt that you need to explain.
For instance, a recent essay prompt asked students to assess the validity of this statement: “Reform movements in the United States sought to expand democratic ideals.”
Jot down some “democratic ideals” and be prepared to explain how they are democratic.

7. Commonly Used Verbs and Verb Phrases
1. CHANGE OVER TIME
Questions ask you to look at a period of history and explain the change of a particular topic within the time frame give. For example, “Between 1790 and 1870, the economic growth of the U.S. was significantly stimulated by government aid. Explain why this change occurred.”
2. CAUSE AND EFFECT
Questions ask you to weigh factors and explain the resulting relationship between those facts and the end result. For example, “Why did the U.S. enter WWI?”

8. Commonly Used Verbs and Verb Phrases
3. COMPARE AND CONTRAST
Questions ask you to show similarities and differences on the topic given. For example, “Compare and contrast the 1st and 2nd Great Awakenings.”
“Compare and contrast United States foreign policy after the First World War and after the Second World War. Consider the periods and ”

9. Commonly Used Verbs and Verb Phrases
4. DEFINE AND IDENTIFY
Questions ask you to identify key factors by both definition and historical significance. For example, “Identify the social, political, and economic factors that led to the Age of Exploration.”
5. STATEMENT/REACTION
Questions ask you to form an opinion on a given statement, based on historical evidence. For example, “Slavery was the sole cause of the Civil War. Evaluate this statement.”

10. Commonly Used Verbs and Verb Phrases
6. EVALUATION
Questions ask you to form an opinion based on good/bad or right/wrong based on historical evidence. For example, Select any three of the following and evaluate their effectiveness as political leaders.”
7. ANALYZING VIEWPOINTS
Questions ask you to defend or retute a given historical viewpoint based on historical evidence. For example, “Defend the economic policies of Hitler in the years ”

11. Commonly Used Verbs and Verb Phrases
8. Analyze
Explain how AND why something occurred. Any question that uses “how” and/or “why” is an analysis question even if the word “analyze” is not in the prompt.
9. Assess
To separate or breakdown into parts; to show relationships; to judge the value of
10. Assess the validity
How true is the statement. The statement doesn’t have to be all true; it can be true in one instance or circumstance and false in another.

12. Commonly Used Verbs and Verb Phrases
11. CRITICIZE
Make judgments as to the merits and faults of something.
12. DESCRIBE
Give an account of or tell about.
13. DISCUSS
Consider and examine from various points of view; debate.
14. ENUMERATE
Mention or list separately.

13. Commonly Used Verbs and Verb Phrases
15. EVALUATE
Which factor is important. Rank or judge events and specify which is most and which is least important or significant.
16. EXPLAIN
Make clear using detail.
17. ILLUSTRATE
Make clear using examples.
18. INTERPRET
Explain the meaning of.

14. Commonly Used Verbs and Verb Phrases
19. JUSTIFY
Show good reasons or present evidence.
20. PROVE
Establish the truth of something.
21. RELATIVE IMPORTANCE
Rank the factors given.
22. SUMMARIZE
State or express in concise form.

15. Commonly Used Verbs and Verb Phrases
23. TRACE
Follow the course of an event.
24. TO WHAT EXTENT
Specify a cause and effect relationship and then state which causes were more important; how much; to what degree.

16. Recall What You Have Learned
Pre-writing is key and is required!!
Brainstorm everything you can that would be relevant to the prompt
Who?
What?
When?
Where?
Why?
How?

17. Recall What You Have Learned
What are potential categories for organizing your essay?
Political – Deals with governmental issues, voting, parties, legislation, etc.
Diplomatic – Dealing with relationship between the U.S. and other countries
Economic – Dealing with financial issues, income, money, business activities, etc.
Social – Deals with people and relationships
Cultural – Deals with art and literature
Intellectual – Deals with ideas, thoughts, etc.

18. Recall What You Have Learned
You must do pre-writing for all essay.
5 points will be deducted from your grade for any essay that does not include some pre-writing

19. Outlines do not have to be formal, just sketch a structure and put your facts into that structure.
List facts
List facts
Social
List facts
List facts
List facts
List facts
Political
List facts
List facts
List facts
List facts
Economic
List facts
List facts
List facts
List facts
List facts

20. Social Political Economic
Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period
Areas of prompt
Social
Political
Economic
Growing unrest and disenchantment over why the war was being fought
Who should run the war and how should it be waged?
How much should we spend to win the war?
Black Panthers
Great Society
War on Poverty Hippies
Woodstock
Bob Dylan
Tet Offensive
Kent State
Pentagon Papers
Selective Service
26th Amendment
Silent Majority
Peace with Honor
Vietnamization
Hawks v. Doves
Eugene McCarthy
War Powers Act
Gulf of Tonkin Resolutions
Recession
Stagflation
New Nationalism
Revenue Sharing
Gas Rationing
Guns and Butter
Major topic
Relevant facts

21. Practicing the Skill
“Although the thirteen American colonies were founded at different times by people with different motives and with different forms of colonial charters and political organizations, the seeds of democracy grew in America. Assess the validity of this statement.”
Time period:
What to do:
Content:

22. Practicing the Skill
“In the seventeenth century, the cultivation of tobacco made a profound impact on the social and economic development of the Chesapeake colonies. Assess the validity of this statement.”
Time period:
What to do:
Content:

23. Write Your Essay Every essay will have the following:
Introduction paragraph
Body paragraph(s)
Conclusion paragraph

24. FRQ is Like a Tasty Hamburger

25. Introduction Paragraph
“Top bun” of the essay
3-5 sentences
Start general and build up to specifics
Thesis statement is the last sentence in the introduction
No repeating sentences
No laundry lists of facts

26. Introduction Paragraph
Begin with a historical context sentence(s) on the topic that sets the stage.
Include background information
Who? What? When? Where?
Go back in time and history and explain how a previous event(s) led to the topic to be discussed.

27. Draft Your Thesis A single, declaratory statement that:
Answers ALL parts of the prompt AND provides main points that will be used to support your answer.
Tells the reader what you are going to write about/prove in your essay.
DO NOT just reword the prompt.

28. Draft Your Thesis A good thesis must also take a stand.
Make an argument that can be agreed or disagreed with and then defend it.
Your thesis should be the last sentence of your opening paragraph.
Underline your thesis in your final copy.

29. Thesis Flow Chart Does your thesis actually make sense? NO 
BIG PROBLEM START AGAIN
YES 
Does your thesis say anything new, interesting original, and/or provocative?
Try free writing about your topic and then see if you can come up with a stronger thesis.
Is your thesis inoffensive?(not racist, sexist, cruel, rude, or insensitive)
Reconsider your topic and/or approach
Can you prove your thesis or at least support it?
See if you can simplify your thesis and still say something interesting.
Does your thesis fit within the parameters of the question?( Does your thesis simply restate the question)
Revise your thesis to fit the question
Will the thesis generate the necessary amount of work?
Outline your paper in order to see if you can expand it(and your thesis)in a logical way.
Will you be able to convince the reader that your work answers all the above questions "yes"?
Work on your writing skills and study the material.
WRITE THE PAPER
Is your thesis consistent with the paper you actually wrote?
Modify either your thesis or your paper so the two are consistent.
YOU PROBABLY HAVE A GOOD THESIS

30. Draft Your Thesis
“To what extent did the First Great Awakening influence the American colonies?”
Which one is the best?
Possible thesis statements:
“The First Great Awakening greatly influenced the American colonies.”
“The First Great Awakening greatly influenced the politics, economics, and social life of the American colonies.”
“The influence of the First Great Awakening on the American colonies was widespread during the 1730s and 1740s, but produced relatively little lasting effect, except in the South.”

31. Draft Your Thesis
“To what extent did the First Great Awakening influence the American colonies?”
Which one is the best?
Possible thesis statements:
“The First Great Awakening greatly influenced the American colonies.” (TOO GENERAL)
“The First Great Awakening greatly influenced the politics, economics, and social life of the American colonies.” (DOES NOT INDICATE HOW)
“The influence of the First Great Awakening on the American colonies was widespread during the 1730s and 1740s, but produced relatively little lasting effect, except in the South.”

32. Draft Your Thesis
The utopian societies of the 1830s and 1840s formed in response to the social and economic upheavals that affected America after the War of Assess the validity of this statement.
Which one is the best?
Possible thesis statements:
There were many change in America after the War of 1812 that gave rise to utopian societies.
The emerging Market Revolution, increasing urbanization, and immigration after the War of 1812 promoted the rise of utopian societies.
The rise of Jacksonian democracy, the common man, and the abolitionist movement made many people seek alternative lifestyles in the 1830s.

33. Draft Your Thesis
The utopian societies of the 1830s and 1840s formed in response to the social and economic upheavals that affected America after the War of Assess the validity of this statement.
Which one is the best?
Possible thesis statements:
There were many change in America after the War of 1812 that gave rise to utopian societies. (TOO GENERAL)
The emerging Market Revolution, increasing urbanization, and immigration after the War of 1812 promoted the rise of utopian societies.
The rise of Jacksonian democracy, the common man, and the abolitionist movement made many people seek alternative lifestyles in the 1830s. (OFF TOPIC)

34. Draft Your Thesis
Although the end of slavery was an agreed upon goal, the abolitionists were divided over the best means to achieve it. Assess the validity of this statement.
Which one is the best?
Possible thesis statements:
William Garrison wanted to use moral persuasion to end slavery and other abolitionists wanted to form political parties to achieve an end to slavery.
The abolitionists wanted to end slavery, but did not know exactly how to do it.
While the abolitionists wanted to end slavery, they disagreed over the political, social, and economic means to do it.

35. Draft Your Thesis
Although the end of slavery was an agreed upon goal, the abolitionists were divided over the best means to achieve it. Assess the validity of this statement.
Which one is the best?
Possible thesis statements:
William Garrison wanted to use moral persuasion to end slavery and other abolitionists wanted to form political parties to achieve an end to slavery.
The abolitionists wanted to end slavery, but did not know exactly how to do it.
While the abolitionists wanted to end slavery, they disagreed over the political, social, and economic means to do it.

36. Draft Your Thesis
After writing your thesis paragraph, go back and re-read the prompt.
Ask yourself:
Have I ‘answered’ the prompt with my thesis?
Are you sticking to the topic?

37. Body Paragraphs “Meat” or “tasty part” of the essay 7-12 sentences
Identify your topic or category in the first sentence

38. Body Paragraphs The question will determine the number of paragraphs
The number of paragraphs needed depends on two things
How many main points you have
Your style of writing

39. Body Paragraphs Topic sentence
Everything in the paragraph must relate to the topic.
Topic of the paragraph may be a main essay topic or, if you are writing shorter paragraphs, it might be a general fact that you will elaborate upon.
Specific relevant historical information
These are the facts you brainstormed. They can include all sorts of things: individuals, ideas, statistics, examples, etc.
Include at least three or four relevant facts per paragraph.
These facts should be as SPECIFIC as you can make them.
Good essays have a tremendous number of relevant facts!

40. Body Paragraphs Analysis of that specific historical information
It is not enough to simply drop a fact into your essay and except it to count – IT WILL NOT!
You must explain WHY the fact matters or HOW your facts help prove your thesis.
One way of thinking of it is that facts are the “what?” and the analysis is the “so what?” or “what is significant about this information?”
Essays that merely provide a narrative and fail to provide significant analysis will not be able to earn higher than a 4 on a 9 point AP scale.

41. Body Paragraphs
Transition (words or sentences within and/or between paragraphs)
Connect your ideas and paragraphs with appropriate transitions, e.g. first, second, etc.
Make use of the APUSH Essay Transition handout. It includes more sophisticated transitions that can help raise your score. Many of the words are also good for use when providing analysis.
Organization
Many essays should be arranged chronologically.
If this is not the case, you should put your strongest point and any relevant supporting paragraphs first, followed by your other main points.

42. Conclusion “Bottom Bun” – it holds it all together 3-5 sentences
NO NEW INFORMATION!!
DO NOT use the words “In conclusion…” or anything like that!

43. Conclusion Restate your thesis
Briefly summarize your main points, how they prove your thesis, and explain the “so what?” or “why is this information significant?”
Closing sentence(s) that explain the significance of the topic
End of some trend/movement/idea, etc.
Beginning of some trend/movement/idea
End of one & beginning of another.
Do NOT end on the note that this is the reason we are where we are today!

44. Put It All Together, And…

45. Ummmmm, Burger!
I Mean, A Perfect Essay!

46. Vocabulary Usage
The vocabulary and style of your essay must be considered. The verbs used in an essay are a critical element in presenting a more sophisticated and descriptive essay. In conjunction with your adjectives and other descriptive tools, you should strive to go beyond more mundane verbs.
You should try to write using the past tense.
For example,
“The assassination caused the war…” vs. “The assassination provoked the outbreak of the war…”
“The diary showed the prejudice…” vs. “The diary vividly illustrated the deep prejudice…”

47. Dos and Don’ts Always use past tense.
Avoid the verb “to be,” e.g. was, were. This verb is passive, bringing the flow of your essay to a halt.
NEVER refer to the future or today.
Do NOT use contractions such as “don’t,” “wasn’t,” “can’t,” “didn’t,” etc.

48. Dos and Don’ts
Do NOT use “I think,” “I feel,” “or “I believe.” YOU are the writer, so I, as the reader, assume these are your thoughts.
Do NOT use “I,” “my,” “you,” “us,” “we,” “yours,” etc. History essays are not about YOU, and you were not alive when most of what you will write about happened, so it cannot be “us” or “we.”

49. Dos and Don’ts
Never use the phrase “throughout history.” The words used to complete this sentence will either be false or say something so general or trite that it is a waste of time to write it.
Avoid exaggerations. Do not use words like “unique,” “always,” “never,” “all,” “none,” or any similar words.
Avoid phrases like “worst in history,” “longest in history,” or “biggest in history” UNLESS you are absolutely sure your statement is accurate.
The safest words to use in a history essay are “some,” “many,” “several,” “often,” etc.

50. Dos and Don’ts
Do not ask rhetorical questions. YOU are supposed to be answering questions.
Do not editorialize or make personal judgments unless asked.
Do not use conversational language or slang.
Do not use phrases like “in conclusion” or “as you can see…”
When you include a person’s name for the first time, include both first and last name. After that, it is okay to refer to them by last name only.

51. Dos and Don’ts Avoid using flowery language or fluff.
For example, “A bright new dawn burst upon the earth spreading golden rays of sunlight to nurture the gardens of man’s greatest ambition…”
Historians and the reader of your essay (both ME!) prefer straight to the point writing.
Flowery language and fluff earns you nothing and only annoys the reader (again ME!)
Clearly divided your paragraphs
Watch your handwriting. An essay that is difficult to read cannot earn points for its argument.

52. Timing Issues
For the AP exam in May, you will be allowed only 35 minutes to complete an FRQ.
At the start of the school year, you will be given more time to write your essays, but as the first semester continues, the extra time will be reduced until you are at 35 minutes
Take 5-10 minutes to read and analyze the prompt, brainstorm/outline (pre-writing is REQUIRED!!)
With the remaining time, you will write your essay.
Learn to pace yourself!

53. Rewrite Opportunities
As you write more essays, your responses and scores will improve.
Any time your earn a 18/30 or lower (60% or less), you may rewrite your essay.
Your rewritten essay must be a revision of the original. The rewritten essay will be scored and the points you earn for the revision will replace your original score.

54. Scoring
Your essays written for class or for the AP exam will be scored on a scale of 0-9.

55. AP FRQ Essay Rubric

56. AP FRQ Essay Rubric The 8-9 Essay
Contains a clear, well-developed thesis that answers the question and addresses all parts of the prompt
Develops the thesis with substantial, specific, and relevant historical information
Provides effective analysis (depends on the prompt: compare and contrast, evaluate, etc.)
Addresses all areas of the prompt (areas may be somewhat uneven)
Is well-organized and well-written
May contain some minor errors that do not detract from the overall quality of the essay.

57. AP FRQ Essay Rubric The 5-7 Essay
Contains a basic thesis that answers the questions and address all parts of the prompt
Supports the thesis with some specific and relevant historical information
Provides some analysis (depends on the prompt: compare and contrast, evaluate, etc.)
IMPORTANT: You cannot earn higher than a score of 4 if you do not have analysis!
Addresses all areas of the prompt (areas may be somewhat uneven)
Has acceptable organization and writing
May contain errors that do not seriously detract from the overall quality of the essay

58. AP FRQ Essay Rubric The 2-4 Essay
Contains an unfocused, partially developed or limited thesis, or simply paraphrases the question
Provides minimal relevant historical facts or merely lists facts with little application to the question
Provides simplistic analysis that may be generally descriptive
May not address all areas of the prompt
May contain major errors that detract from the essay
Is poorly organized and/or written

59. AP FRQ Essay Rubric The 0-1 Essay The “-” Essay
Contains no thesis, simply restates the question, or does not address the question
Demonstrates an inadequate or incorrect understanding of the question
Has numerous errors
Is so poorly organized and/or poorly written that it inhibits understanding
The “-” Essay
Is completely off topic or is blank.
Essays with such a score may NOT be rewritten for a better grade.

60. AP FRQ Essay Rubric AP Score FRQ Points (Out of 20 points) 9 24 8 22 76 19 5 17 4 15 3 13 2 10 1 -

61. Thesis and Introduction 3 Specifics 12 Organization 5
3-5 sentences.
Last sentence is a strong thesis - reflects the question and the time period.
Paragraph is sophisticated and well written.
Many outstanding and accurate specifics.
Specifics are relevant to the question.
Strong and sophisticated topic sentences that reflect the paragraph and the question.
Strong transitions and flow between paragraphs and sentences.
Thesis and Introduction 2
Specifics 10
Organization 3
3-5 sentences.
Adequate thesis – reflects the question and the essay.
Minor lack of sophistication.
Repeated sentences.
Adequate number of specifics.
Specifics are relevant to the question.
Topic sentences may not reflect the paragraph and/or the question.
Topic sentences are too broad or too similar to the thesis.
Some paragraphs and sentences do not flow well.
Thesis and Introduction 1
Specifics 8
Organization
Glaring generalizations.
Vague or weak thesis that does not restate the question.
Use of too many content specifics.
Introduction reflects the future.
Few specifics and/or some of the specifics are historically inaccurate.
Specifics only partially answer the question.
Topic sentence does not reflect the paragraph and/ or the question.
One whole body paragraph.
Major flow issues in the paragraphs and sentences.
Thesis and Introduction
Specifics 4
Organization
Introduction is not 3-5 sentences.
No thesis OR thesis does not reflect the question or the essay.
Very limited number of specifics and/or many inaccurate specifics.
Most specifics do not answer the question.
No topic sentences.
No separate paragraphs.
Specifics
No relevant specifics and/or specifics do not answer the question.

62. Grammar, Punctuation, Style 2
Conclusion 3
Grammar, Punctuation, Style 2
3-5 sentences.
First sentence restates the thesis.
Strong paragraph which reflects the essay.
Sophisticated closing.
No spelling, grammar, and/or sentence style errors.
Sophisticated style throughout the essay.
Varied sentence structure.
Excellent word choice.
Conclusion 2
Grammar, Punctuation, Style 1
Less than 3 sentences and/or more than 5 sentences.
Adequate rephrasing of the thesis.
Minor lack of sophistication.
Repeated sentences.
Some spelling, grammar, and/or sentence style errors.
Some sophistication throughout the essay.
Some awkward wordings.
Conclusion 1
Grammar, Punctuation, Style
Glaring generalizations.
Vague or weak conclusion that does not reflect the question and essay.
Conclusion reflects the future.
Numerous spelling, grammar, and/or sentence style errors.
Major sophistication issues.
Many awkward wordings.
Conclusion
Conclusion is not 3-5 sentences.
No conclusion OR conclusion does not reflect the essay.

63. Essay Prompt
Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions:
New England
Chesapeake
Middle

64. Essay Prompt
Compare and contrast the development of the colonies of Virginia, Maryland, Massachusetts, and Rhode Island.

65. For Homework Tonight (2013)
Using what you have learned, revise your summer essay
Write a draft of your introduction paragraph and thesis
Underline your thesis!
Create a loose outline of your “meat” ¶s in this manner:
Skip a line from your introduction ¶
Identify the topic sentence of the meat” ¶
Underline it!
Make a list of all facts that you will need in that ¶
When done with that ¶, skip a line and do the same for the other “meat” ¶s

66. For Homework Tonight (2013)
Skip a line after your last “meat” ¶ and write you conclusion ¶ out in full
Bring your new draft/outline into class tomorrow
I will divide the class up into small peer editing review groups
You will then read over the draft of the other group members and make suggestions and corrections
Use the AP FRQ rubrics given to you

67. For Homework Tonight Underline it!
Pre-write using your preferred method
Write a draft of your introduction paragraph and thesis
Underline your thesis!
Create a loose outline of your “meat” ¶s in this manner:
Skip a line from your introduction ¶
Identify the topic sentence of the meat” ¶
Underline it!
Make a list of all facts that you will need in that ¶
When done with that ¶, skip a line and do the same for the other “meat” ¶s

68. For Homework Tonight
Skip a line after your last “meat” ¶ and write you conclusion ¶ out in full
Bring your draft into class tomorrow
I will divide the class up into small peer editing review groups
You will then read over the draft of the other group members and make suggestions and corrections
Use the AP FRQ rubrics given to you