give ‘em what they want & show ‘em where you got it
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Give ‘Em What They Want&
Show ‘Em Where You Got It
• 130-minute free-response section1.Part A: DBQ (60 Mins)
1. 15-minute reading perioda. analyzing the documents and planning their answer to the document-based essay question (DBQ) in Part A.
2. 45 minutes writing DBQ2.Part B & C: Free Response
1. each include two standard essay questions2. required to answer one essay question in each part
in a total of 70minutes.
• 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
• 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• Tell the reader the position you will
attempt to prove– DO NOT DESCRIBE– DO NOT REPEAT THE QUESTION
• Intro Paragraph + Thesis= direction of your essay
• ANALYZE: “how” and “why”
• 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 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.• DON’T describe documents and how they
relate to the topic• Documents DON’T control essay
• 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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