How to… Annotate your Reading
Here’s the scenario: You’ve been assigned to read a chapter of history (or science, or computer math,
or anything). You open the book to the proper section and begin to read. Time elapses. You realize
you read the entire chapter and yet you can’t remember anything that you’ve just read (or worse, you
fell asleep on your book)!
Sound familiar? It’s easy to read without your mind totally engaged, especially when you’re assigned
technical reading, such as history, science, philosophy, etc. It also gets difficult when it comes time to
study for a test but you’re not sure how to review your reading.
That’s where ANNOTATED READING comes into play! Annotated reading is a marking system
perfected by generations of successful high school and college students. It is not necessarily fun,
however it will help you to a) keep your mind on what you’re reading, b) help you to remember key
passages and important points, and c) make it much easier to study the book as you approach test
time.
How do I do this?
First, it is important that you’re reading with a question in mind to focus your marking. It
may be a question that Mrs. Magurn provides on the syllabus or a thesis that Boyer poses in
the opening paragraph of the chapter, although in other classes, it will likely be the questions
at the beginning of each section in the book.
Next, look at all of the section headings and paragraph titles and turn them into
questions. You will be marking parts of the paragraph that answer those questions. For
example, when the headline reads “Reasons for colonization,” turn it into a question such as
“What were the reasons for colonization?”
There are three methods of annotated reading: highlighting/marking the book, using post-it
notes in your book, keeping a reactive reading notebook. You might find that one method
works for one situation (like highlighting when you read an article) while another method works
better in another (outlining your Boyer reading)
IF YOU PLAN TO PURCHASE YOUR BOOK:
1. Highlight or underline the complete passages that are important enough that you will
reread them before a test. DO NOT MARK MORE THAN 1/3-1/2 OF ANY PAGE!!! It is
also important that you are picky about what you highlight. Never mark as you read—
read first, then go back and mark.
2. Add written comments (known as margin comments) to the side or bottom of page to
help make sense of what you read. These usually summarize the paragraph in a few
words and help you find a passage when you’re writing an essay or studying.
3. For every 2-3 pages, you will also want to add a comments that analyzes,
compares/contrasts the time period to another, illustrates the change over time,
connects to Boyer’s thesis, or explains the “so what” of the time period.
4. When you encounter lists in the reading that you feel are important, number them
1,2,3, etc for easy memorization before a test.
5. Star the very most important tidbits for quick review before a quiz
6. Read with a question in mind-- read headlines carefully. Read before marking- you will
then be choosier about what you read. Never mark more than 1/3-1/2 of your page.
IF YOU PLAN TO USE POST-IT NOTES:
1. Use pen! Pencil fades and smears, which defeats the purpose.
1. Read each paragraph carefully. At the end of each page, note 3-5 of the most
important facts from the reading.
2. For each spread (2 pages) write one synthesis comment that does one of the
following: compares/contrasts the time period to another, illustrates the change over
time, connects to Boyer’s thesis, explains the “so what” of the time period.
3. Star the most important facts for quick review before quizzes.
4. Write out lists that you feel merit note or will be important for studying later.
5. After reading checks, you may remove your notes. You may consider sticking them into
your notebook where appropriate for test review.
IF YOU WANT TO KEEP A REACTIVE READING NOTEBOOK:
1. Invest in a single subject notebook and use pen; pencils fade/smear.
2. See your “how to” guide for how to outline. Lining up your outline is critical here—it
helps your brain mentally process and prioritize what you’re reading.
3. Since you are already processing what is important through your organization of your
outline, you need not write synthesis comments.
4. Star the most important segments for quick review before tests and quizzes.
5. Before tests and quizzes, review by highlighting the most important notes.
A few things to keep in mind about ANNOTATED READING:
o Read with a question in mind-- read headlines carefully.
o Read before marking- you will then be choosier about what you read.
o You’re looking for important people, places, events, and concepts.
o Never mark more than 1/3-1/2 of your page.
o This is a system that should evolve into a system that works for you! You can
add your own twists as needed so it helps you understand what you’re reading
and helps you save time when you’re reviewing.
2
APUSH , Magurn: READING CHECK
Pages assigned: _______________________________________
_____ My assigned reading is complete; I am up-to-date!
_____ My reading is not complete. I know that keeping up on class activities is easier when I
am up to date on my reading. Pages missing (list:)__________________________
Highlighting:
_____ intelligent choices for marking
_____ amount marked about right (approx. 1/3 to 1/2)
_____ insufficient amount marked on average--you are being too picky
______ crucial items are being ignored—Think people, places, events, and concepts
_____ too much marked--you are marking almost everything! Process your reading
carefully and choose!
Margin comments:
General:
_____ on target—way to go!
_____ superficially, insufficiently, or inconsistently done
_____ periodic base-of-page syntheses are also recommended
_____ use margin comments as well as base-of-page syntheses
For post-it noters:
_____ about the right number of factual notes (3-5)
_____ think about noting more facts for ease of studying later—People, places, events,
and concepts
_____ You need synthesis comments to “digest” your reading and make connections
For highlighters:
_____ missing, if highlighting your book
_____ on target—good job!
Outliners:
_____ On target—way to go!
_____ You seem to be missing details- consider breaking down pts into further detail.
_____ Incorrect format—see “how to” guide. Formatting is another word for processing. You
must think and organize as you go—it helps the info “stick”
_____ more sub-details needed—1, 2, a, b, etc
Starring system:
_____ on target
_____ missing
_____ not used throughout
_____ being used instead of margin comments (for highlighters)
Lists:
____ Note them as you go. It’s makes learning them that much easier
3
How to… Take Notes in U.S. History Class
In your history classes, we will be taking notes in outline form. Outlining helps you organize
information and ideas in a concise and logical fashion. Taking notes in outlines as you write
enables you to concentrate on the most important details and process what you’re hearing.
Advantages:
1. It’s easy, once you see the pattern of how to do it.
2. It forces you to pay attention and stay alert.
3. It makes studying for test much easier!
Getting Started:
 First, Label each new Unit with the title provided on the syllabus.
 Date each page, so you can easily find gaps in your notes or compare them with a
fellow student during review sessions
 Use PEN! Pencil fades and smears… you’ll need to be able to reread your notes before
quizzes, tests, exams and the AP test in May.
How to do it:
I. Daily Topic-- ie: The Gettysburg Campaign-- provided daily in your syllabus.
A. Major Ideas-- Ideas should be descriptive-- you’ll hear these in lectures, read them in
outside excerpts, or see them as major headlines in your book reading.
1. Subtopic-- breaks down the major ideas into more workable components
a. Detail 1-- describes, explains, supports the subtopic-- not intended to
be wordy, but descriptive
b. Detail 2-- ditto
c. Detail 3—ditto
i. Smaller detail, if necessary
2. Subtopic 2-- Different topic, same format as subtopic 1
B. Major Idea 2
Tips:




Indent each line approximately ½ inch to the right to break down each component. The
idea is to give yourself a visual when you change topics, which break down subject and
makes studying much easier!
If an idea doesn’t fit onto one line, make sure that you indent accordingly when you
continue on the next line.
The idea is not to see how much you can write, but rather how descriptive you can be
Use a pen! Pencil will smear and you will potentially struggle to read your notes at test
time or ap exam time.
4
Notebook Feedback
APUSH, Magurn
Materials:
_____ Get a spiral bound notebook or binder—there should be no loose papers
_____ Use black or blue ink—makes for easier reading when studying later!
_____ This notebook should be used for history notes only
Format:
_____ Date each page
_____ Number each page so I can refer to them if I see problems
_____ This notebook should be a continual outline except for where you have
I.
drawings/charts—no empty spaces or starting new pages
A.
_____ In some places you’ve stopped outlining
B.
1.
_____ Use outline form—See example provided
2.
_____ Incorrect order in outline—See handout and memorize these
a.
i.
____ Start a new Topic for each major change of ideas
_____ Do not breakdown a subpoint into only one point—add some detail
Content:
_____ You’re on target—keep it up!
_____ You appear to be taking dictation; be selective in the details you note
_____ Your notes don’t explain things or provide examples—both of which will help you recall
class activities before a test.
_____ Your notes have only included what was on the blackboard; strive to listen carefully and
jot down important details from class discussions.
_____ Some notes are missing. When you’re absent, be sure to borrow notes as soon as
possible so your outline doesn’t get disorganized
_____ you seem to be re-outlining your notes—save time by doing it the first time around!
5
How to… analyze a resource
In history class, you’re dominated by resources that you’ll need to analyze and potentially use
in your historical explorations. Unfortunately, there’s a lot of misinformation out there. Here’s a
straightforward way to begin to sort through the fact from the fiction.
1) Consider the Source
 Is it a primary or secondary resource? How do you know?
 Where and when did it appear? When was it produced?
 Who created/produced it?
 What can we learn about an author/creator’s motives, intentions, or point of
view?
 Is the creator in a position to be a good reporter? Why or why not?
 What bias might an author have put into the creation of this source? Does the
bias make this source unreliable?
 Why is it available to me, as a 21st century student? How did manage to stand
the test of time?
2) Close Reading—critical reading
 What type of language is used? Is it formal or informal? Is consistent language
used throughout?
 Look at the parts of the whole document/movie/poster/source. How does it all fit
together?
 What questions do you have as you “read” the source?
3) Contextualization-- Consider the larger historical picture
 What else was happening at this time that may have influence the creator?
 Who were the intended and unintended audiences?
4) Corroboration—Fact checking
Check important detail against each other
Does the match information gained from other sources at the time?
How does it contradict? Is it important if it contradicts another source?
Does it appear to be a trustworthy source when compared to others? Why or why not?
*Based on information in U.S. History Matters: A Student Guide to U.S. History Online by Kelly Schraum,
second edition
6
How to… do a Précis
Here’s the scenario: You’ve had to read a bunch of articles (or poems, or short stories) for a
particular class, haunted by the threat that “they will be on the test.” As the test date
approaches, you realize there’s no time to reread each article. What ever will you do?
Have no fear students! That’s where précis come in. A précis is a summary of an article,
broken down into easy components, which enable you to study them later.
Format:
1. Bibliographic information. Goes at the top of the page.
Last, first. “Chapter Title.” Book. City: Publisher, Year.
OR
Last, First. “Article Title.” Publication. Volume, Number. Date. Pages.
2. Thesis (Purpose)
 The thesis of the article is the most critical in understanding the author’s Point of View
(POV).
 It should identify the speaker specifically (ie: Bob Smith, a southern slaveholder…)
 It should summarize the author’s main central point.
 It should be boiled down into ONE sentence.
3. Supporting Details
 Designed to help you remember the “meat” of the article.
 You should have 4-6 full length supporting sentences that directly support the thesis of
the article.
 List and number them
 Should not been quotations from article, but rather your summarization of the article.
4. Other details
 In total, each précis should only be ½ to 1 page long.
 You will place each précis in your history notebook, grouped together.
7
Example Précis
Beard, Charles S. “Preface to Book.” An Economic Interpretation of the Constitution of
the United States. New York: The Free Press, 1913.
Thesis: Because the nature of the men attending the Constitutional Convention- wealthy, land owning elite—the Constitution became an economic document that
served the best interests of those writing it, according to Charles Beard, an economist
living at the turning of the 20th century.
1. This document differed from the Articles of Confederation in that it addressed the
previously neglected areas of trade, money, shipping, and manufacturing.
2. People without property were excluded from ratifying the document.
3. The Constitution was ratified by only 12% of the male population, due to suffrage
restrictions.
4. The framers were only thinking of themselves; they ALL had financial interests at stake.
Please note:
1. Good bibliographic format
2. Has specific thesis that is easily identifiable.
3. Four support sentences that relate back to thesis. These are NOT quotations from the
article, but rather, my paraphrasing.
4. Précis can be handwritten, in ink of course!
8
Précis Feedback
_____ You have all précis complete
1.
2.
3.
4.
5.
_____ Several are missing, including:
Format:
_____ Remember to include:
_____ Author
_____ Book
_____ Article Title
_____ Group your précis together
Content:
Theses
_____ Your theses are mostly on target
_____ have identified author
_____ have identified POV of author
____ You are having problems with your theses
_____ They are not really getting to the gist of each article
Problem theses: ________________________________
________________________________
Details:
_____ Provide an excellent overview
_____ are thorough enough to be used when writing an essay
_____ contains 4-6 details
_____ Support your theses
_____ too few (4-6 recommended)
_____ too many
_____ Support too vague
_____ not numbered for easier studying
_____ do not support your thesis
9
How to… write a Seminar
Rationale: During class discussions, it can be difficult to jump in with your valid point when
your eager classmates also have ideas that they want to share. By the time it’s your turn, the
topic have often changed and you might not get to say what you wanted to contribute. For shy
students, it can be a challenge just to address the class.
By writing out planned “points”, or contributions you plan to make to the seminar, it assures the
teacher that you ready to participate and ensures that you get a good grade… if you carefully
prepared.
1) To start, read with a particular question(s) in mind. It is usually provided on your syllabus.
2) Create 4-6 thesis statements that answer the question. Each point should be able to stand
alone in its ability to answer the seminar question(s). You will number and underline each
thesis statement.
3) After each statement, write at least two paragraphs of support that help to prove your point.
4) Each point should be referenced parenthetically, with one or more sources. Use the
sources recommended by your teacher, unless otherwise specified. You should not utilize
online resources for this type of assignment without the express permission of your teacher.
5) These should be word processed and double spaced.
6) Each student is expected to contribute to the seminar. After the discussion, you will turn in
your prepared points. Your Seminar grade is derived from both your written and oral
contributions.
10
How to… write a thesis and opening paragraph
It certainly feels like the most daunting task of writing. You’re sitting at your desk, surrounded
by books and… nothing. The computer screen or sheet of paper actually seems to be taunting
you! How can this happen?
In history, an introductory paragraph needs accomplish four goals:
1) naturally introduce your topic
2) orient the reader to time frame, theme, place, and history incident
3) hook your reader with interest
4) make an assertion with a thesis statement (last sentence of your introduction)
These four goals might be accomplished in four sentences, or it might take less.
What is a Thesis Statement?
 Your definition: _________________________________________________
________________________________________________________________________
 Group definition: ________________________________________________
________________________________________________________________________
Why have a Thesis Statement? _____________________________________
________________________________________________________________
Where should this Thesis Statement be located? ______________________
________________________________________________________________________
Characteristics of a simple Thesis Statement: _________________________
________________________________________________________________
________________________________________________________________
Characteristics of a complex Thesis Statement: _______________________
________________________________________________________________
________________________________________________________________
11
An example of a written seminar point
(Answering the question: What did the colonies have in common by 1700?)
1. Farming, in its different methods, served as a source of income and sustenance for
all colonies.
The Chesapeake and Carolina cultures developed agriculture for cash crops. Large
plantations took advantage of the abundant land. Indigo, tobacco, and rice supplied cash
crops which effectively supported life in the lower colonies. Large farms could trade their cash
crop profits for anything they didn’t choose to produce at home. They also produced food to
achieve a degree of self-sufficiency.
The New England culture began with small farms. These farms produced enough to
support a family. As the population increased, New Englanders turned to other business
ventures, such as shipping, however, a significant number of people still depended on the
farms.
Blum 62
Davidson 25
Harrower 46, 52-53
*Note the following:
1) Thesis is underlined and directly answers the question.
2) Two paragraphs of support that flesh out the thesis.
3) Parenthetical citations at the bottom of the point, since there were no direct quotations.
4) This is only 1 point; 4-6 are generally required on written seminars
5) If this was my last point, there would be a bibliography directly afterward.
6) If you ever find yourself struggling with writing, try this method for other papers. Afterward,
link the points together with some transitional phrases and tack on an intro and conclusion!
12
How to… prepare Notes for a Class Discussion
Rationale: During class discussions, it can be difficult to jump in with your valid point when
your eager classmates also have ideas that they want to share. By the time it’s your turn, the
topic have often changed and you might not get to say what you wanted to contribute. For shy
students, it can be a challenge just to address the class.
By writing out planned “points”, or contributions you plan to make to the seminar, it assures the
teacher that you ready to participate and ensures that you get a good grade… if you carefully
prepared.
1) First, start with the question/questions to be discussed. Frequently, it is listed on your
syllabus. Write the question at the top for easily studying/referencing later.
2) Think of many approaches/potential ways that this question can be answered. In the
question “What were the most significant long term effects of the Civil War?” you might start
with a list that says role of women, medicine, war technology, federal government supremacy,
veteran status.
3) Next, prioritize your list in an order that you think best answers the question from most
relevant to least relevant. This helps YOU in the class discussion, since you’ll likely want to
contribute your strongest ideas first.
4) Add some detail—Facts and figures may be appropriate. Follow up information is
appropriate. Quotations are appropriate. These could be “bullet listed” under your point ie:





Federal Government Supremacy
After South lost, there was no question in supremacy of Fed Gov’t
Emancipation Proclamation= Presidential authority over all states, even in rebel states
Secession= unconstitutional
Limit of states powers
Nationalism created through Reconstruction (albeit slow)
5) The more thoughtful you are in preparing your notes, the more you will have to contribute,
thus avoiding the awkward “Someone else has already said all that I have” moment.
Note: This is NOT taking notes from your textbook and turning it in. This is your synthesis and
interpretation of the question. I should be able to see your thought process, with answers and
ideas prioritized by importance/relevance.
Another Note: These can be handwritten, in ink, or typed.
13
How to participate in The Socratic Seminar—Class Discussions
Background Information:
The Socratic method of teaching is based on Socrates' theory that it is more important to enable
students to think for themselves than to merely fill their heads with "right" answers. Therefore, he
regularly engaged his pupils in dialogues by responding to their questions with questions, instead of
answers. This process encourages divergent thinking rather than convergent.
Students are given opportunities to "examine" a common piece of text, whether it is in the form of a
primary or secondary resource. After a close reading of the common text , open-ended questions are
posed.
Open-ended questions allow students to think critically, analyze multiple meanings in text, and express
ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants
when they understand that this format is based on dialogue among all participants, and does not
involve “winners” and “losers”.
Participants in a Socratic Seminar respond to one another with respect by carefully listening instead
of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before
responding, either in support of or in disagreement. Members of the dialogue look each other in the
"eyes" and use each other’s names. This simple act of socialization reinforces appropriate behaviors
and promotes team building.
Guidelines for Participants:
1. Refer to the text or your prepared written seminar when needed during the discussion. A
discussion is not a test of memory.
2. Do not participate if you are not prepared. A seminar should not be a bull session.
3. Ask questions for clarification.
4. Stick to the point currently under discussion; make notes about ideas you want to come back to.
5. Don’t raise hands; take turns speaking.
6. Listen carefully.
7. Speak loudly and clearly.
8. Talk to each other, not just to the leader or the teacher.
9. Discuss ideas rather than criticizing other’s personal opinions. You can disagree without being
disagreeable.
14
Socratic Seminar Analytic Rubric
Conduct
Speaking
&
Reasoning
Exceeds Mastery
Demonstrates respect for
the learning process; has
patience with different
opinions and complexity;
shows initiative by asking
others for clarification:
brings others into the
conversation, moves the
conversation forward;
speaks to all of the
participants; avoids
talking too much.
Mastery
Generally shows
composure but may
display impatience
with contradictory or
confusing ideas;
comments, but does
not necessarily
encourage others to
participate; may
tend to address only
the teacher or get
into debates.
Non-Mastery
Participates and expresses
a belief that his/her ideas
are important in
understanding the text;
may make insightful
comments but is either too
forceful or too shy and
does not contribute to the
progress of the
conversation; tends to
debate, not dialogue.
Understands question
before answering; cites
evidence from text;
expresses thoughts in
complete sentences;
move conversation
forward; makes
connections between
ideas; resolves apparent
contradictory ideas;
considers others’
viewpoints, not only
his/her own; avoids bad
logic.
Responds to
questions
voluntarily;
comments show an
appreciation for the
text but not an
appreciation for the
subtler points within
it; comments are
logical but not
connected to other
speakers; ideas
interesting enough
that others respond
to them.
Generally pays
attention and
responds
thoughtfully to ideas
and questions of
other participants
and the leader;
absorption in own
ideas may distract
the participant from
the ideas of others.
Has read the text
and comes with
some ideas from it
but these may not
be written out in
advance; good
understanding of
the vocabulary but
may mispronounce
some new or foreign
words.
Responds to questions but
may have to be called
upon by others; has read
the text but not put much
effort into preparing
questions and ideas for the
seminar; comments take
details into account but
may not flow logically in
conversation.
Listening
Pays attention to details;
writes down questions;
responses take into
account all participants;
demonstrates that
he/she has kept up;
points out faulty logic
respectfully; overcomes
distractions.
Reading
Thoroughly familiar with
the text; has notations
and questions in the
margins; key words,
phrases, and ideas are
highlighted; possible
contradictions identified;
pronounces words
correctly.
Little/no attempt
Displays little
respect for the
learning process;
argumentative;
takes advantage of
minor distractions;
uses inappropriate
language; speaks
to individuals
rather than ideas;
arrives unprepared
without notes, pen
or perhaps even
without the text.
Extremely reluctant
to participate even
when called upon;
comments illogical
and meaningless;
may mumble or
express incomplete
ideas; little or no
account taken of
previous
comments or
important ideas in
the text.
Appears to find some ideas
unimportant while
responding to others; may
have to have questions or
confusions repeated due to
inattention; takes few notes
during the seminar in
response to ideas and
comments.
Appears
uninvolved in the
seminar;
comments display
complete
misinterpretation of
questions or
comments of other
participants.
Appears to have read or
skimmed the text but has
not marked the text or
made meaningful notes or
questions; shows difficulty
with vocabulary;
mispronounces important
words; key concepts
misunderstood; little
evidence of serious
reflection prior to the
seminar.
Student is
unprepared for the
seminar; important
words, phrases,
ideas in the text
are unfamiliar; no
notes or questions
marked in the text;
no attempt made to
get help with
difficult material.
(Adapted with permission from Paul Raider)
15
How to… Avoid Plagiarism
Remember: When in doubt, CITE!
Why cite your sources?



To give your writing credibility. You show that you have gathered ideas from worthwhile
places.
To help the reader. You enable the reader to go and check and read those sources if
he/she so wishes.
To protect yourself from plagiarism. When you cite all your sources, no one can say that
you stole or copied ideas from someone else.
What counts as "other people's ideas"?




All words quoted directly from another source.
All ideas paraphrased from a source
All ideas borrowed from another source: statistics, graphs, charts.
All ideas or materials taken from the Internet
What doesn't count?



You do not have to cite sources for knowledge that is generally known, like the dates of
famous events in history or the names of past Prime Ministers. Similarly, phrases like
the "Y2K problem" or "the generation gap" indicate concepts generally understood by
the public.
Also, within your field, there may be terms which are "common knowledge" because
they are part of the knowledge shared by people in that field, like the "language
experience approach' for educators, or the term "Impressionism" for art enthusiasts.
Knowing what to cite /not to cite is also affected by culture. In North America, readers
expect to be told where ideas come from. In other cultures there may be more shared
and collective understanding of certain ideas or even of memorized texts. For example,
a student may have had to memorize a text as part of his learning in a particular
subject. If he were to reproduce that text in his own country, he may feel he need not
give a source, since everyone who studied there (including the professor) would know
who wrote it. In North America, however, this is not the case and a North American
reader would expect to be told that author's name.
Ideas borrowed from Concordia University’s Student Learning Services
16
How to find… a Quick-and-Easy MLA Guide
Books:
No author:
Name of Book. Place of Publication: Publisher, Year Published. Print.
One, two or three authors:
Author(s) [Last name, first name, (and first name last name)]. Title of Book. Place of
Publication: Publisher, Year. Print.
Four or more authors:
First author, et al. (or names in full as they appear on the title page). Title of Book. Place of
Publication: Publisher, Year. Print.
Anthology or Collection:
Last name, first name (of the editor), ed. Title of Book. Place of Publication: Publisher, Year.
Print.
Work in an Anthology:
Author. “Title of Work.” Title of Book. Ed. Editor(s) name(s). Place of Publication: Publisher,
Year. Page numbers. Print.
One Volume of a Multi-volume Set or Specialized Encyclopedia:
Author or editor. Title of set. Volume Number. Place published: Publisher, Year. Page
numbers. Print.
Articles:
From a Widely Used Reference Book (such as World Book or a dictionary):
“Article Title.” Name of Book. Edition. Year. Print.
From a Newspaper or Periodical:
Author. “Title of Article.” Title of Source Date (Day month abr., year in full): pages. Print.
Electronic Sources:
Website:
Author (if available). “Title of the Work.” Title of the Web Page. Institution/ Organization
affiliated with the site, date of publication. Web. Date of Access.
Periodical Publication from an On-line database:
Author(s). “Title of article.” Publication Name Volume Number. Issue Number (Date of
publication): pages. Name of Database. Web. Date of Access.
For additional information and other formats not covered here please refer to the MLA Handbook for
Writers of Research Papers 7th ed. [REF 808 MLA] or the MLA website: www.mla.org
17
How to do… a DBQ
So what exactly IS a DBQ?
A DBQ is also known by its longer name, Document-Based Question. It is used on the National AP
Test to ascertain how much knowledge you already have on a topic and how well you can apply historical
documents to create a fantastic essay. While it sounds somewhat complicated, the DBQ can be mastered
with a bit of practice AND a good understanding of the directions.
Please note that if the AP Central’s expectations for a U.S. History DBQ look different than their
expectations for World History or Government. Be patient with yourself; learning a new writing style takes
time.
The standard time allotted is one hour: fifteen minutes to plan and forty-five to write. You will be aiming to
write a 6-8 paragraph essay.
1) READ AND MARK THE QUESTION! Circle key dates, box in key names and places and find decide
what are they really asking. Some common themes to these questions are compare/contrast, catalyst and
response, respond to an assertion, and change over time… and will frequently be a mixture of several
aforementioned themes.
2) FORMULATE YOUR THESIS/INTRODUCTORY PARAGRAPH. Do this as if you were writing the essay
without the documents. What would your thesis be—you can also hone it later. Make a list of the
commonalities/differences/changes that the question is asking.
3) BRAINSTORM.
 DO NOT look at the documents! Cover them up with a clean sheet of paper.
 Write down all historical knowledge pertaining to the question.
 Free list all specific events, people, laws, wars, etc.
 Go back and reread the questions. Consult the list you’ve created and circle 4-5 key ideas that hold
the question together.
4) ORGANIZE! Outline your essay, again, as if you didn’t have the documents. Think of a logical order for
your ideas
5) NOW YOU MAY LOOK AT YOUR DOCUMENTS!
 Skim read them
 Select 75% that support your thesis and your arguments. This is typically 7 documents.
 Don’t use a document if you don’t understand it or if you have to force it to fit in a supporting
paragraph.
 Documents are used to support the essay that you’ve planned, NOT to be the focus of your essay.
6) WRITE! You should have a solid interesting opening paragraph that provide basic historical knowledge
AND your thesis, several supporting paragraphs that are ENHANCED by the documents, and a stellar
conclusion that is not simply a rehashing of your essay but rather a synthesis and historical impact of the
topic on history. You might have a paragraph that doesn’t discuss any documents and you might have a
paragraph that discusses four documents.
7) USE THE DOCS! Mention the document by name or author and parenthetically cite its letter at the end of
your sentence. Don’t paraphrase the contents, but instead synthesize them. Use them to prove your thesis.
AVOID:
 Using documents just because you feel you have to use them all (you don’t).
 Using documents in the order in which they appear in the packet.
 Relying solely on the documents to write your essay.
 Quoting extensively from the documents (it indicates you don’t understand them).
18
Name: ________________________________
DBQ Rubric
APUSH, Stevens/Magurn
Introduction
____ Thesis is clear and takes a stand
____ Time Frame Identified
____ Thesis “previews” the main ideas that your essay will address
____ Defines all terms that may need defining from the question (ie: “Tory,” “Liberal,”
“framers”)
Body
____ Contains more than three paragraphs (aim for 6-8)
____ Used adequate outside information (50%) is fact packed and uses relevant vocab
____ Each paragraph is directly linked to your thesis
____ You have short, single-point paragraphs
____ You acknowledge the time period/time period changes throughout your essay
____ You have avoided “during this time” in your essay; you give them the specific time frame
_____ Do you have logical organization--topics that flow one to the next logically(this might
just be chronologically)
Document use
____ Used at least 75% of all the documents—you don’t need all, but you need most
____ Documents should not be used in alpha order; use them to support your essay, not the
other way around
____ Be sure to introduce the document with the author and/or title, not just the letter name
____ Be sure to parenthetically cite the document letter at the end of the sentence
____ Your intro and citation is good
___ Avoid over-quoting the documents; the AP graders are already familiar with the
documents.
____ Analysis of document is good
____ Make sure that you’re not just paraphrasing the document but that you’re also
synthesizing it (giving it context in your essay)
19
Instead of “He said,” try…
Accused
Acknowledged
Added
Ad-libbed
Admitted
Addressed
Advised
Advocated
Affirmed
Agreed
Alleged
Announced
Argued
Articulated
Asked
Assented
Asserted
Assured
Attested
Avowed
Babbled
Balked
Bantered
Barked
Beckoned
Begged
Blasted
Blubbered
Blurted
Boasted
Bragged
Cackled
Called
Charged
Chided
Claimed
Commanded
Commented
Complained
Conceded
Conclude
Concurred
Confessed
Confided
Contended
Contested
Continued
Contradicted
Corrected
Counseled
Countered
Debated
Decided
Declared
Declined
Decreed
Demanded
Denied
Denounced
Described
Dictated
Directed
Disclosed
Divulged
Echoed
Elaborated
Enjoined
Entreated
Enunciated
Equivocated
Exclaimed
Exhorted
Explained
Granted
Held
Hesitated
Hinted
Imparted
Implored
Indicated
Inferred
Informed
Inquired
Insisted
Insinuated
Interrupted
Interrogated
Interjected
Intimated
Lamented
Lectured
Maintained
Mentioned
Narrated
Noted
Objected
Observed
Ordered
Petitioned
Pleaded
Pointed out
Preached
Predicted
Proclaimed
Pronounced
Proposed
Protested
Proved
Queried
Questioned
Quibbled
Quipped
Quoted
Ranted
Read
Reasoned
Rebutted
Recited
Recognized
Recounted
Refuted
Regretted
Reiterated
Rejoined
Related
Remarked
Reminded
Remonstrated
Repeated
Reported
Replied
Reprimanded
Requested
Responded
Revealed
Ruled
Scoffed
Specified
Spoke
Stated
Stipulated
Submitted
Suggested
Supplicated
Supposed
Swore
Talked
Testified
Thanked
Thought
Told
Translated
Urged
Uttered
Vowed
Warned
Wondered
20