130-minute free-response section
- Give ‘Em What They Want
- Show ‘Em Where You Got It
- 130-minute free-response section
- Part A: DBQ (60 Mins)
- 15-minute reading period
- a. analyzing the documents and planning their answer to the document-based essay question (DBQ) in Part A.
- 2. 45 minutes writing DBQ
- 2.Part B & C: Free Response
Age of Exploration to Present
- Age of Exploration to Present
- Letters, paintings, graphics, maps, primary resources
- Use Documents as additional form of evidence
- Demonstrate you can handle different opinion/evidence
- DBQ: have two or three parts to the question
Spelling and punctuation errors won’t affect your performance rating unless person CANNOT understand what you wrote
- Spelling and punctuation errors won’t affect your performance rating unless person CANNOT understand what you wrote
- Thesis Statement that addresses the question
- Arguments need to lead to a viable conclusion
- DBQ: use at least 75% of documents in essay
- Outside information (extra details to support)
- ANALYZE (DO NOT DESCRIBE THE TOPIC)
- End of essay restate the thesis like if your are approving what your write
- Write like if you are lawyer presenting a case before a jury
- Present a set of arguments that support your position (thesis statement)
- From Documents & outside resources
- Convince a jury that your position is correct
- JURY= your reader
- Break down the question into different parts
- Jot down ideas to cover
- List outside facts
- Look through the documents and see how to use them
- 8-Step Strategy:
- 1. Read the question three times. Do not move on until you fully understand it.
- 2. Identify the task by circling the main words. (For example: assess the validity, compare and contrast, evaluate relative importance, analyze the significance, etc.)
- 3. Ask yourself “what do I have to prove?” (e.g. Foreign policy is more important than domestic policy).
- 4. Pay special attention to economic, political, social issues that need to be included.
- 5. Make a list (outline) of outside information (as if you were writing a standard essay)
- 6. Examine the documents, underlining any key words or phrases that you may use later in the essay. Reread the question again after reading the first three documents.
- 7. Construct a thesis that is well-developed and clear. If the thesis is a mystery to the writer, it will be a mystery to the reader!
- 8. Write your essay.
At the beginning of your essay
- At the beginning of your essay
- Tell the reader the position you will attempt to prove
- Intro Paragraph + Thesis= direction of your essay
- ANALYZE: “how” and “why”
Scratch outs, messy, difficulty to read can hurt your evaluation
- Scratch outs, messy, difficulty to read can hurt your evaluation
- Do keep essay prganize
- No abbreviations or symbols, colored pens, highlighters
- Do underline/break down your question
- DON’T add info that is irrelevant
- Do define when necessary (common sense)
- NO personal opinion (NO ONE CARES WHAT YOU THINK)
- Do close w/ a good conclusion that restates your thesis
- When you cite a document, do not call it by its letter (Document A, Document B…).
DON’T site documents in the intro
- DON’T site documents in the intro
- DON’T use a document you don’t understand
- Use as many documents 75%
- DON’T use documents in order in your essay
- DON’T quote or copy caption of graphics
- Don’t explain documents -- that is not your task.! AP readers have a list and a summary for each document. Use documents to reinforce your main points and outside information.
- Don’t rewrite large portions of documents. Try to limit quotations to 1 sentence or less.
- Reference author’s you are citing (e.g. …“In the letter by Abraham Lincoln”)
- Cite every document used, e.g., (Doc. A), (Doc. F)
Avoid factual mistakes.
Ex: “The complaints of the Rhode Island legislators (Doc. A)…” or “F.D.R.’s speech given two months before his bid for reelection (Doc. E)…”
- Ex: “The complaints of the Rhode Island legislators (Doc. A)…” or “F.D.R.’s speech given two months before his bid for reelection (Doc. E)…”
- Analyze: determine their component parts; examine their nature and relationship
- Assess/evaluate: judge the value or character of something; appraise; evaluate the positive and negative points; give an opinion regarding the value of; discuss the advantages and disadvantages of
- Compare: examine for the purpose of noting similarities and differences
- Contrast: examine in order to show dissimilarities or points of difference
- Describe: give an account of; tell about; give a word picture of
- Discuss: talk over; write about; consider or examine by argument or from various points of view; debate; present the different sides of
- Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of
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