Objective. Written assignments are widely-held to be the MOST AUTHENTIC method to assess what students know and
(more importantly) how they think. Most students view essays, written assignments, or DBQs as laborious exercises in
tedium. This is a valid point of view; however, it is not the only one. Teachers view written assignments as a better way
to see how students use information and think; employers view them as a clear test to decide whether or not someone
can think; psychologists view them as maps of cognitive terrain; etc. The process detailed below is a guideline not only
for written assignments in AP US History, but also for how to approach making arguments in general; a skill that properly
honed is invaluable. However, if that harangue was not particularly motivating consider this: 70% of the AP US History
Test is based on written questions. Half of that is based on well students can make an argument. This skill matters.
Part I: Look (and Plan), Before You Leap
Most students are exhausted human beings. Be it from too much homework, too many extracurricular activities, or too
much standardized testing, adolescent students usually are not operating at 100% brain capacity when they write essays
or respond to DBQ’s. Because of this reality, they rarely comprehend or consider the entire directive of tasks they must
complete. When confronted with an essay question or DBQ prompt, they should pause, assess, and plan. What they
actually do is leap into action. The result is a finished product that is disorganized and substandard. To avoid this, you
will follow four steps—to PAUSE, ASSESS, and PLAN—before you begin writing any essay or extended writing assignment
in this course.
Establish Historical Context?
Place the question/directive within a place and time period
Take Inventory of the Evidence.
Read the question/directive. Then, on a scrap piece of paper, identify and list all
relevant information that relates to the topic. Keep this inventory handy, you will use it
more than once.
For DBQs: After you develop your inventory, then evaluate the documents and add-on
to your inventory of evidence.
Assess the “Prompt.”
Identify the prompt and then translate what you are being asked to do—this will help
you understand more clearly how best to address the question/directive.
Develop the Thesis Statement.
The thesis statement is your answer the question/directive. It should be based on your
stance or assessment of the patterns in the evidence that you see. (See: How to Write
a Thesis Statement Handout and How to Develop a Stance Handout)
Write a Brief Outline.
Develop a response that proves your thesis statement in a clear and organized way. Use
the three supporting arguments of your thesis statement as a frame-work. Incorporate
any information from the inventory that relates to each part of the response you plan
out.
For DBQs: Organize the Documents into each supporting argument AS WELL AS the
initial inventory of outside information you developed before you assessed the
Documents.
Part II: Opening Arguments
As Dale Carnegie once said “You never get a second change to a make a first impression.” This goes for essays as well.
The way students develop their introductory paragraphs for essays create a lens through which the reader will view the
student and the rest of the essay. This is ESPECIALLY true for essays based on DBQs, as the average amount of time an
AP Grader devotes to the DBQ essay is less than 5 minutes. However, the most common introductory paragraphs
students provide are a few cursory sentences abruptly attached to a thesis statement. It is critical for students to leave a
strong first impression on the reader; to provide the reader with a lens that shows the student understands the
question/directive, the time period and historical themes involved, and the context of the topic.
Introduction Paragraph.
Introduce the topics, themes, and/or arguments the question/directive demands you
write about. Start with larger/vaguer ideas and then focus more specifically to your
thesis statement. Additionally, provide an historical backdrop for the reader to frame
your arguments throughout the essay in. This will demonstrate that you not only
understand the question in, but you understand the question in its historic time frame.
Part III: Presenting the Evidence—The Rule of Three
Students should ask themselves how they would organize their thoughts if they were a witness giving testimony on the
stand when writing an essay. Remember, it is imperative that the “jury” understand that what the student is saying AND
that what the student is saying is supported with FACTS—the student does not want to be exposed as a fool upon cross
examination. The easiest way to do this, and deal with anxiety at the same time, is to use the Rule of Three. For every
question/directive, the student should provide at least THREE SUPPORTING ARGUMENTS, and for each supporting
argument provide at least three pieces of evidence based on FACTS/EXAMPLES to support their argument.
The Evidence.
Present your evidence that proves your thesis statement in THREE SUPPORTING
ARGUMENT PARAGRAPHS. Each supporting argument must be written clearly and
proving a specific argument. DO NOT WRITE them to be body paragraphs filled with
facts—they are SUPPORTING ARGUMENTS that use FACTS and EXAMPLES to prove the
specific ARGUMENT of that paragraph. Avoid word vomit, embrace precision. Use
three facts/examples/pieces of evidence to prove that the specific SUPPORTING
ARGUMENT works.
For DBQs: When writing DBQ essays, you are drawing from two pools of evidence: the
6 Documents and the OUTSIDE INFORMATION you bring with you. Consult the
inventory you created to focus which evidence you will include in each SUPPORTING
ARGUMENT.
PART IV: Closing Arguments
Most students focus solely on their thesis statement and overall “answer” to the question/directive. This focus is
commendable; however it limits the credibility of the essay. The student should devote some time towards
discussing/explaining contradictory stances and evidence. This will enhance the overall presentation of the student’s
essay and arguments. Students who are able to explain an opposing viewpoint display that they understand the entire
topic and period of history regarding the question/directive. It also allows for a stronger transition to the conclusion of
the essay.
The Alternative Stance.
No lawyer should ever be surprised by the opposition. No student should ever be
blindsided by a critic. Write a paragraph that identifies, explains and considers the
opposing viewpoint. Use the last sentence as a transition to the Conclusion Paragraph
that reinforces your stance as correct.
Conclusion Paragraph
Simplify and focus the reader’s attention to your thesis statement and specifically your
stance. NEVER REPEAT YOUR THESIS STATEMENT. Rewording is good, but breaking up
the ideas and reinforcing the evidence you presented that proves each idea is better.
Leave the reader with a clear and unmistakable idea of what you said.
Part V: Final Thoughts
Impressions matter. People tend to make up their mind in a job interview within the first three minutes. Research shows
that immediate conclusions tend to reinforce themselves as time goes on. Therefore, it is incumbent upon the student to
make sure that they have left no stone unturned in their effort to present stance argument in a coherent, logical fashion,
using appropriate documentary evidence.
Burnish or Tarnish;
PROOFREAD, use a good pen, submit materials ON TIME, and take effort to develop and
cultivate your credibility.