APUSH
How to Write a Free-Response Essay
APUSH Exam Format

3 Sections
Graded on a 5-Point Scale
o 5-extremely well qualified
o 4-well qualified
o 3-qualified
o 2-possibly qualified
o 1-no recommendation
3 Hours & 5 Minutes
Colleges typically accept Scores 3-5 for college credit; 4-5 for prestigious schools
Section
1. Multiple Choice Section

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
Name:
# of Questions
Time Limit
% of Score
80
55 Minutes
50%
3 Essays
1 Essay
130 Minutes
60 Minutes
50%
25%
2 Essays
70 Minutes
25%
20% covers Pre-Columbian period-1789
45% covers 1790-1914
35% covers 1915-1980 (some might cover more recent history)
 Political History-35%
 Social History-40%
 Diplomatic History-15%
 Economic Changes & Developments-10%
2. Free Response Section
Part A- DBQ (Document Based Question)
o
You will be given 2 FRQ’s to choose from in Part B
Part B & C-FRQ (2 Free Response Questions)
o
You will be given 2 FRQ’s to choose from in Part C
15 Min. Reading Period
45 Minutes to Write
30 Minutes for Part B
5 Minute Reading Period
30 Minutes for Part C
5 Minute Reading Period
12 ½ %
12 ½ %
FRQ Basics

55%-Part B & C-FRQ (2 Free Response Questions)
70 Minutes
o You will be given 2 FRQ’s to choose from in Part B 35 Minutes-5 Minutes to plan; 30 Minutes to write
 Select 1 Question to write about from Part B
 Columbus-Civil War/Reconstruction-pre-1877
o You will be given 2 FRQ’s to choose from in Part C 35 Minutes-5 Minutes to plan; 30 Minutes to write
 Select 1 Question to write about from Part C
 Civil War/Reconstruction-late 20th Century-1877-present
o Important-questions in these sections might have comparative questions that involve discussion of
earlier or later periods
 Ex: compare American social reform in the 1840’s with that of the 1960’s

You are given generalizations that you are expected to do the following:
o State your thesis (what you intend to argue)
o Defend your thesis with at least 3 points (3 supporting paragraphs)
o Restate your thesis (what you have proven)
Differences between DBQ and FRQ
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You have choice
o Part B-2 Questions, you choose to write about one of them
o Part C- 2 Questions, you choose to write about one of them
FRQ’s are typically not as long (only 5 min. to plan and 30 min. to write)-35 minutes each
With FRQ’s, you have much more latitude in how you construct your essay. Depending on how well you know the topic, this
could be a blessing or a curse.
While DBQ’s often stick to one limited time period of 25 years or less, FRQ’s often ask you to compare two separate, yet
somehow similar, time periods.
1|APUSH
Northwest Cabarrus High School
K. DelliSanti
Types of FRQ Questions
1.
The straight-up question: Asks you to analyze a topic, and gives very little guidance beyond that.
Ex: Analyze the ways in which the federal government sought support on the home front for the war effort during the First World War.
Note: For these types of questions, it is almost always best to have three body paragraphs.
2.
Pick Two/Pick Three: Asks a question, and gives you choices for the topics you should use in your essay.
Ex: Analyze the influence of TWO of the following on American-Soviet relations in the decade following the Second World War.
Yalta Conference
Communist Revolution in China
Korean War
McCarthyism
Note: It is NOT sufficient to simply say that two of these things affected relations and then describe them. If you can make a
comparison or a distinction between the two, you will get more credit for analysis.
3.
The time period comparison: Gives you two time periods that may be similar in some way, and asks you to compare some
aspect of them.
Ex: In American politics the most significant battles have occurred within the major parties rather than between them. Discuss this statement with reference
to the periods 1850 –1861 and 1900 –1912.
Note: In any question that gives a time period or an era and asks you to analyze something about it, proving CHANGE OVER
TIME is golden.
Other FRQ Helpful Hints

How do I know which question to choose?
o The one you know most about
o Not the easiest at first glance
o The more you know about the subject, the better your essay will be

How do I plan my essay (5 minutes for each essay)?
o Read the question thoroughly
o Analyze and break the question down
 Annotate the question-circle and/or underline important words and phrases
o Create your categories-at least 3
 Think of as much SFI/AC as possible to support your categories that will support your thesis


What are the AP Readers looking for in my essay?
Note: Readers only spend between 30 seconds & 1 minute 15 seconds on each essay.
o 5 Paragraph Essay
o Did you answer the question? Do this in both Thesis & Conclusion
o Begin with a strong thesis that outlines your 3 categories (3 support paragraphs)
o Follow a reasonable outline
 The less confusing the better for the reader
o Be straightforward
o Reveal an understanding of the history
o Specific Factual Information (SFI)-Details, Details, Details—It will jump out at them!!!
o Readers are experts in history (don’t try to fool them)
o If they give you dates, you give them events; if they give you events, you give them dates
 Ex: “…from the years 1789-1815…” You would write “…from the ratification of the Constitution through the War of
1812 and the Battle of New Orleans”
2|APUSH
Northwest Cabarrus High School
K. DelliSanti
FRQ Writing Guidelines
1.Plan your Essays. Take 5 minutes for each essay to brainstorm/make categories & think of SFI/AC
2.Have a Thesis Statement. The thesis must state the argument and everything in your essay must support your argument.
3.Answer the question being asked.
4.Stay in the time period that is given in the prompt.
 If they give you dates, you give them events; if they give you events, you give them dates
5. Get to the Point. Make your case, don’t make sweeping generalizations. Don’t waste time using fluff and stuff, tell it like it is.
6. Use Plenty of SFI/AC. Your thesis is only valid if the evidence supports it. The evidence gives the reader reason to believe your
thesis and shows the reader you know what you are talking about
 Evidence, Evidence, Evidence—Support, Support, Support—Why? Why? Why?
7. Take Contrary Evidence Into Account. Showing that there is at least another side to the story is not only necessary, it helps
strengthen your argument not weaken it.
8. End the Essay Simply and Cleanly. If you must use a concluding sentence or paragraph, don’t introduce new evidence or make
moral judgments.
9. Do NOT use Personal Pronouns. Using such words as I, you, we, us, my, or they is not acceptable.
10. Do NOT Misspell Words or Use Poor Grammar. An abundance of misspelled words or grammatical errors can detract from a
well-written essay.
11. Do NOT Ask Rhetorical Questions. Stick to answering the question, not to introducing another.
12.Write Neatly. Your essay needs to be easy to read
• You can cross out words and move words with arrows—the essay is a rough draft
13.Use transition words. It is important to show where you are going next.
12.Write a 5-Paragraph Essay
• From your brainstorming select three of your best points
• Each point becomes the subject of a paragraph; prove one big picture idea per paragraph
• Save strongest point for last
• 3 Paragraphs-Topic sentence – then support
• Opening paragraph/Thesis – tell them what you are going to tell them; answers the question
• Final paragraph – what you have proven—this is the final impression that you leave the reader with; answers the question;
tell them what you told them
FRQ & DBQ Categories & Brainstorming
Essay prompts will require you to understand various categories historians use to analyze and break down the components of an era of U.S.
History. PERSIA is an acronym that is easy to remember and utilize to create your categories or 3 body paragraphs. PERSIA can be used if
the prompt does not give you the categories.
Ex: What was the significance of the War of 1812 for American economic development?
Categories: Political, Economic, Social
P
E
R
S
political system
I
intellectual/
technological
artistic/cultural
A
economic system
religious beliefs
social structure
Presidents/political leaders; judicial rulings; legislation; political reform movements;
rebellions/revolutions; foreign policy; domestic policy; taxes; tariffs
Taxes; Tariffs; recessions/depressions/panics; inflation; currency issues; Manufacturing; trade;
wealth/poverty
Religious Movements; how they influenced the development of society/culture & government;
religious divisions; major religious leaders who influenced the US
The way people interact with one another & how this has been altered due to an event; race,
gender, ethnic relationships; social or cultural norms; culture/tradition of each time period; social
reform
Achievements-literature, science, technology, academia, and schools; ideology; how technology
changed American life; what series of events caused each school of thought to emerge; how does
literature reflect the events of the time period?
Impact of art on a given time period; how does the art portray events, people or feelings of the era?;
How was the art received by the community?; art, music, architecture, movies
Some prompts give you the categories. These will be the ones that you will use to develop your three body paragraphs.
Ex: Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the US. Focus your answer on the period 19641975.
Categories: Social, Political, Economic
3|APUSH
Northwest Cabarrus High School
K. DelliSanti
FRQ & DBQ Thesis Generator

Introductory Paragraph-- Must be at least 3 sentences.
o Attention-grabber
o Thesis-take a position & answer the question
o Answer the Question
o Road Map-Tell them what you are going to tell them-introduce reasons you are taking this stance (paragraph 1-3)

Thesis Statement-What you plan to argue+ how you plan to argue it (attitude, angle, argument) =Thesis
 Grab reader’s attention/Hook (give them dates if they give you events, give them events, if they give you
dates)
 Take an angle
 Tell them what you are going to tell them (the topics of your 3 Body paragraphs)
FRQ & DBQ Layout
 You must have at least 5 sentences per body paragraph
 You must have at least 3 sentences in concluding paragraph
Introduction
_____ Attention-grabber
_____ Thesis-take a position & answer the question
_____ Road Map-Tell them what you are going to tell them-introduce reasons you are taking this stance (paragraph 1-3)
Body Paragraph One:
_____ Topic sentence (subtopic from thesis-Reason 1)
_____ First supporting example (SFI)
_____ Analysis or explanation ( explains importance and connects to thesis)
_____ Second supporting example (SFI)
_____ Analysis or explanation (explains importance and connects to thesis)
_____ Concluding sentence (so what? Why did you choose these SFI?))
_____ Transition –connects paragraph to next subtopic (at end of first
paragraph or beginning on next)
Body Paragraph Two:
_____ Topic sentence (subtopic from thesis-Reason 2)
_____ First supporting example (SFI)
_____ Analysis or explanation ( explains importance and connects to thesis)
_____ Second supporting example (SFI)
_____ Analysis or explanation (explains importance and connects to thesis)
_____ Concluding sentence (so what? Why did you choose these SFI?)
_____ Transition –connects paragraph to next subtopic (at end of first
paragraph or beginning on next)
Body Paragraph Three:
_____ Topic sentence (subtopic from thesis-Reason 3)
_____ First supporting example (SFI)
_____ Analysis or explanation ( explains importance and connects to thesis)
_____ Second supporting example (SFI)
_____ Analysis or explanation (explains importance and connects to thesis)
_____ Concluding sentence (so what? Why did you choose these SFI?)
_____ Transition –connects paragraph to next subtopic (at end of first
paragraph or beginning on next)
Conclusion:
_____
_____
_____
_____
4|APUSH
Give as much SFI as possible, even
though this layout only shows 2
supporting details.
Give as much SFI as possible, even
though this layout only shows 2
supporting details.
Give as much SFI as possible, even
though this layout only shows 2
supporting details.
Restates the thesis (not in the exact same words)
Tell you what you told them
Discuss the impact of this issue upon US History
Discuss how this issue fits into the broader sense of US History-Make Connections!
Northwest Cabarrus High School
K. DelliSanti
FRQ & DBQ RUBRIC
The 8-9 Essay
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9=99% 8=96%
Contains a clear, well developed thesis addressing the question
Provides effective analysis of all parts of the question
Develops the thesis with considerable, relevant information
Is well-organized; excellent essay
May contain minor errors that do not detract from the overall quality of the essay
The 5-7 Essay
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7=93% 6=90% 5=85%
Contains a thesis that addresses the question
Provides some analysis; could be imbalanced in treating the question
Supports the thesis with some accurate/less specific information
Acceptable organization
May contain errors that do not seriously detract from the quality of the essay
The 2-4 Essay
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4=80% 3=76% 2=73%
Confused, undeveloped, or unfocused thesis
Has little or no analysis; the essay is primarily a narrative
Provides few relevant facts, or relies heavily on generalizations
Weak organization
May contain major errors
The 0-1 Essay
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1=70% 0=Rewrite
May demonstrate an incompetent or inappropriate response
Has little or no understanding of the question
Poorly organized; incompetent essay
Contains substantial factual errors or little or no factual information
The “–” Essay

Is completely off topic or the test booklet is blank
5|APUSH
Northwest Cabarrus High School
K. DelliSanti