1. Strategies for Writing a DBQ (also applies to Informative Writing)

2. What is a Document-Based question? A Document-Based Question (DBQ) requires students to write an essay in which the defense of the thesis comes from an analysis of original source documents as well as outside knowledge of a specific time period and topic

3. To Feel Comfortable Answering a DBQ S ubject A udience P urpose O ccasion

4. Author Who created the document? Does the author have a viewpoint that affects the meaning of the document? Place and Time Where and when was the document created? Does the place and time affect the meaning of the document? Prior Knowledge What do you know beyond the information provided in the document? Audience For whom was the document created? Does the intended audience affect the document’s reliability? Reason Why was the document produced at the time it was produced? The Main Idea What is the document about? What point is the document trying to convey? Significance So what? How does the document relate to the topic you are studying? Why is the document important? APPARTSAPPARTS

5. Writing the DBQ: A Five-Step Process Step 1 : Read the question and make sure you understand all parts of the question Sample DBQ: To what extent did the idea of “equality,” as stated in the Declaration of Independence, bring about the Civil War in 1861?

6. Step 2 : Read and analyze each document using AP PARTS. Remember to list outside information as you analyze the documents

7. Step 3 : Make an assertion. Remember to answer the question. Sample Assertion: Although some may argue that economic differences led to the Civil War, the war was caused primarily by political disagreements over the nature of equality.

8. Step 4: Test your assertion and prepare your essay using the Yes/But strategy. Yes Calhoun, a spokesperson for the South, did not believe that all people were entitled to liberty. Lincoln, a spokesperson for the North, viewed the Declaration of Independence as the central idea of the United States The anti-slavery developments of the 1850s—as seen in the publication of Uncle Tom’s Cabin, protests against the Fugitive Slave Law, protests against the Dred Scott decision, and the raid on Harper’s Ferry—were increasingly seen as a threat to the southern way of life. But Not all northerners agreed with Lincoln’s views on the Declaration of Independence. Some historians see the economic differences between northerners and southerners as more important than philosophical differences over slavery and equality

9. Step 5 : Write the Essay. On the SAGE students will have 60 minutes to answer the informational writing prompt. Students should spend 15-20 minutes on the first four steps. Writing the essay should take 40-45 minutes

10. Rubric for Expository Writing (SAGE) 4 The response is fully sustained and consistently and purposefully focused: controlling idea or main idea of a topic is focused, clearly stated, and strongly maintained controlling idea or main idea of a topic is introduced and communicated clearly within the purpose, audience, and task

11. 4 The response has a clear and effective organizational structure creating unity and completeness: effective, consistent use of a variety of transitional strategies between and among ideas logical progression of ideas from beginning to end effective introduction and conclusion for audience and purpose strong connections among ideas, with some syntactic variety

12. 4 The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant: use of evidence from sources is cited, smoothly integrated, comprehensive, relevant, and concrete effective use of a variety of elaborative techniques The response clearly and effectively expresses ideas, using precise language use of academic and domain-specific vocabulary is clearly appropriate for the audience and purpose

13. 3 The response is adequately sustained and generally focused: focus is clear and for the most part maintained, though some loosely related material may be present some context for the controlling idea or main idea of the topic is adequate within the purpose, audience, and task

14. 3 The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected: adequate use of transitional strategies with some variety between and among ideas adequate progression of ideas from beginning to end adequate introduction and conclusion adequate, if slightly inconsistent, connection among ideas

15. 3 The response provides adequate support/evidence for the controlling idea or main idea that includes the use of sources, facts, and details: some evidence from sources is integrated, though citations may be general or imprecise adequate use of some elaborative techniques The response adequately expresses ideas, employing a mix of precise with more general language: use of domain-specific vocabulary is generally appropriate for the audience and purpose

16. 0 – 2 The response is somewhat sustained and may have a minor drift in focus: may be clearly focused on the controlling or main idea, but is insufficiently sustained controlling idea or main idea may be unclear and somewhat unfocused

17. 0-2 The response has an inconsistent organizational structure, and flaws are evident: inconsistent use of transitional strategies with little variety uneven progression of ideas from beginning to end conclusion and introduction, if present, are weak weak connection among ideas NS Insufficient, illegible, foreign language, incoherent, off-topic, or off-purpose writing

18. Information to Help You Write Better Informational Essays 1. DBQ, or Informative, essays with no outside information or no analysis of the documents will receive a score no higher than four on a nine-point assessment. A thorough analysis of the documents with an adequate thesis and no outside information will generally receive a four. Students who add some outside information will generally receive a five or higher

19. 2. Students should make sure they stay in the time period required by the question

20. 3. Students should avoid quoting long passages from the documents; this leaves little time for analysis of the documents. 4. Simply restating what a document is about is not enough. Students should make sure they analyze the documents and make inferences from the documents

21. 5. Students should avoid writing a “laundry-list” analysis of each document. 6. Although student scores will not be hurt by referring to documents in parentheses with the letter of the document (e.g., Document A), we should hold students to a higher standard and ask that they refer to documents within the text (e.g., “According to the Census Report of 1890...” or “As evident in John Kennedy’s Address to Congress in 1961...”). 6. Making an inference from a document can count as outside information. 7. Students should avoid writing a “laundry-list” analysis of each document. 8. Although student scores will not be hurt by referring to documents in parentheses with the letter of the document (e.g., Document A), we should hold students to a higher standard and ask that they refer to documents within the text (e.g., “According to the Census Report of 1890...” or “As evident in John Kennedy’s Address to Congress in 1961...”). 6. Making an inference from a document can count as outside information. 7. Students should avoid writing a “laundry-list” analysis of each document. 8. Although student scores will not be hurt by referring to documents in parentheses with the letter of the document (e.g., Document A), we should hold students to a higher standard and ask that they refer to documents within the text (e.g., “According to the Census Report of 1890...” or “As evident in John Kennedy’s Address to Congress in 1961...”).

22. 7. Students should use specific names, terms, and events (i.e., proper nouns) as outside information. 8. Students should make sure they keep returning to the main topic of the essay to stay on topic

23. 9. Students should use the introductory paragraph to define terms, provide historical background, define the time period, and state points of validation. In most cases, students should not write an introduction that is too long; introductory information should be kept to a minimum. 10. Errors in grammar and style are not a serious problem unless they detract from the comprehension of the essay