The Lone Wolf Style
of Essay Writing
(Seven Steps to success on the APUSH LEQ)
additional thanks to Ms. Jordan and Messrs. Irish and Henderson
Step One: Read and analyze the question
• What is the question asking?
• What is the question asking you to do? (Know key words of
the prompt)
Analyze
• How true is the statement? Pay attention to positive, negative, and
disputable aspects, citing the judgment of known authorities and your own.
• You must take a stance here—how true is the statement and why?
Example
Analyze the contributions of TWO of the following in helping establish a stable
government after the adoption of the Constitution.
• John Adams
• Thomas Jefferson
• George Washington
“Analyze the major technological changes that took place in America from
1870 to 1900 and describe what significant social ramifications they had.”
Assess the validity
• Explain how AND why something occurred by examining the component
parts (social, political, economic) and their relationship with one another.
• Any question that uses “how” and/or “why” is an analysis question even if
the word “analyze” is not in the prompt.
Examples
“Assess the validity of the following statement: ‘Thomas Jefferson’s political
philosophy can best be described as revolutionary.’”
The Era of Good Feeling (1816-1824) marked the appearance of issues that
transformed American politics in the next 20 years. Assess the validity of this
generalization.
Evaluate
• Which factor was most important? You usually need to rank several events or factors and
specify which is most and which is least significant.
Examples
Evaluate the relative importance of the following as factors prompting Americans to rebel in
1776:
• Parliamentary taxation
• Restriction of civil liberties
• British military measures
• The legacy of colonial religious and political ideas
Evaluate the relative importance of domestic and foreign affairs in shaping American politics
in the 1790's.
Evaluate the extent to which the Articles of Confederation were effective in solving the
problems that confronted the new nation.
To what extent
• This prompt frequently requires you to specify a cause and effect relationship and
then state which causes were more important. Or, indicate the criteria on which
you base your judgment and cite specific instance of how it applies in this case.
Examples
Evaluate the extent to which the Articles of Confederation were effective in solving
the problems that confronted the new nation.
The Jacksonian Period (1824-1848) has been celebrated as the era of the "common
man." To what extent did the period live up to its characterization? Consider TWO of
the following in your response.
• Economic development
• Politics
• Reform movements
Discuss or Consider
• These are frequently used in free response prompts. They should be
written as analysis essays. Examine key points and possible
interpretations, giving reasons for and against the case. Draw a final
conclusion.
Examples
Discuss the impact of territorial expansion on national unity between 1800
and 1850.
Discuss the political, economic, and social reforms introduced in the South
between 1864 and 1877. To what extent did these reforms survive the
Compromise of 1877?
Compare/Contrast
• Identify the characteristics or qualities of two or more things, comparing
what they have in common (compare) and differences (contrast).
Examples
“Compare the religious revival of the First Great Awakening to that of the
Second.”
“Contrast the Federalist and Antifederalist arguments for or against the
ratification of the new Federal Constitution.”
Explain
• Tell how things work or how they came to be, including descriptions or analysis. This
must have DETAIL to give it meaning.
Examples
• “Explain how economic, political, and religious factors promoted European
explorations from 1450 to 1525.”
• Explain how TWO of the following individuals responded to the economic and social
problems created by industrialization during the late nineteenth and early twentieth
centuries.
• Jane Addams
• Andrew Carnegie
• Samuel Gompers
• Upton Sinclair
Step Two: Collect and sort information
• Brainstorm
• Categorize
• Generalizing (creating categories)
Specific Factual Information (SFI)
• SFI. Specific Factual Information.
• Those bits of history knowledge that have substance – not the
fluffybunnyvagaries that most of you think should be contained in
essays. Think of it as word association in an historical context.
SFI
Example: John C. Calhoun = SFI
that Southerner who hated the union = not SFI
Example: South Carolina Nullification Crisis = SFI
those times states tried to fight the president = not SFI
You get the point. Being able to recall SFI is an invaluable part of AP US
History, and your task today is to do some SFI brainstorm for things you
may know well.
Exercise: For each of the following words or
phrases, list at least 5 words, names, concepts, or
ideas that spring to mind.
1. Drake, Taylor Swift, Blake Shelton, or Juanes, etc…
2. Peanut butter
3. The American System
4. Barack Obama
5. The First Amendment
Step Three: Create your thesis statement
• An effective thesis statement will have all of these
components
• Fully addresses the question (prompt) asked
• Takes a position with regard to the question asked
• Provides organizational categories that will be used in the
essay
WRITING AN EXCELLENT THESIS STATEMENT
• Takes practice
• You are asked to take a stand on an issue AND provide
enough factual information in the context of your essay that
proves your thesis
• Your reader will spend 2 minutes reading your essay so get to
the point clearly, concisely, and with focus.
What is a thesis statement?
• An argument or stand that you take on a particular topic.
• It should not resemble a textbook sentence, but rather explain your
point of view and why it matters.
The thesis formula:
X. However, A, B, and C. Therefore, Y.
• X = the strongest point against your argument (this could be part of
your intro or context and not your thesis)
OR
• X = the strongest point of your argument that you will then clarify
with A, B, and C to prove Y.
• A, B, C = the three strongest points of your argument that you will
explain in your essay
• Y = the position you will be taking throughout the essay (this could
be the effect of X)
Let’s try this together
Sample prompt: Assess the validity of the following statement:
“Teaching is the most important profession in the world and
everyone should consider it as a possible career choice.”
What do you think are some of the “Pros” to
teaching?
Pros (specific points of evidence)
•
•
•
•
•
•
Often emotionally satisfying
Make a difference in the world
Summer, Winter, and Spring Break Vacations
Work during the summer for more pay
There’s usually job positions available (always hiring)
Most kids are pretty cool to be around
What do you think are some of the “Cons” to
teaching?
Cons (specific points of evidence)
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Usually physically/mentally/emotionally demanding
Large class sizes
Low pay and long work hours
Have to do additional work; coach, sponsor…with little additional pay
Need to work during the summer for more pay
Not much respect from society
Requires certification and constant development
Helicopter parents
Money out of pocket for supplies, resources, etc…
Being evaluated at random and the possible scores are 4% get an A, 90% get a C, and 6% get Fs.
The fact that thousands of dollars of your pay is based on the above system.
Tenure is a thing of the past
You think you’re more interesting than twitter?
Paperwork
Parent. Teacher. Conferences.
Kids who don’t come to school still count against your scores
Kids who don’t take personal responsibility for the education/grades
Kids who work harder to cheat than to learn
Sample thesis statement:
Teaching can often be an exhausting profession. However, teachers
consistently receive the emotional reward of student success, enjoy
frequent meaningful vacations with family and friends, and can look at
themselves in the mirror and say that they make the world a better
place. Therefore, teaching is one of the world’s most important
professions and would be a wise career choice.
JK
• If you ever have overwhelming evidence for one argument over the
other, go for the argument that you can better support!
versus
• It doesn’t matter what your personal feelings are on the matter.
• Your job is to quickly, concisely, and accurately answer the question in
the way that will return the highest score possible.
What should you be doing?
• The main focus of a thesis statement is to address the prompt with a strong
and clearly relevant argumentative statement. A simple formula can help
students write a complex thesis if they can recall these four interrelated
steps:
• Determine the stem of the prompt—what is the topic of the prompt?
• Determine the time frame of the question
• Determine the operational functions the student needs to perform in the
essay (DBQ) OR determine the stance the student will take on in the essay
(LEQ)
• Determine what historical thinking skill(s) must be used to answer the
question
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
Relevant info:
2. What is the time frame?
Relevant info:
3. What is the operational function (VERB)?
Relevant info:
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info:
2. What is the time frame?
Relevant info:
3. What is the operational function (VERB)?
Relevant info:
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
Relevant info:
3. What is the operational function (VERB)?
Relevant info:
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
1770s-1780s
Relevant info:
3. What is the operational function (VERB)?
Relevant info:
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
1770s-1780s
Relevant info: Proclamation of 1763, Declaratory Act, Intolerable Acts
3. What is the operational function (VERB)?
Relevant info:
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
1770s-1780s
Relevant info: Proclamation of 1763, Declaratory Act, Intolerable Acts
3. What is the operational function (VERB)?
Support, modify, or refute. Also justify
Relevant info:
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
1770s-1780s
Relevant info: Proclamation of 1763, Declaratory Act, Intolerable Acts
3. What is the operational function (VERB)?
Support, modify, or refute. Also justify
Relevant info: Why was/ was but wasn’t/ wasn’t it revolutionary in nature?
4. What is (are) the historical skill(s) needed?
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
1770s-1780s
Relevant info: Proclamation of 1763, Declaratory Act, Intolerable Acts
3. What is the operational function (VERB)?
Support, modify, or refute. Also justify
Relevant info: Why was/ was but wasn’t/ wasn’t it revolutionary in nature?
4. What is (are) the historical skill(s) needed?
Historical argumentation
Relevant info:
Here’s a sample LEQ prompt from the 2014 Practice APUSH Exam:
Some historians have argued that the American Revolution was not revolutionary in nature.
Support, modify, or refute this interpretation, providing specific evidence to justify your
answer.
1.What is the topic of the prompt?
The American Revolution and questioning its revolutionary nature.
Relevant info: Why they revolted; what changed as a result; who was involved in the change
2. What is the time frame?
1770s-1780s
Relevant info: Proclamation of 1763, Declaratory Act, Intolerable Acts
3. What is the operational function (VERB)?
Support, modify, or refute. Also justify
Relevant info: Why was/ was but wasn’t/ wasn’t it revolutionary in nature?
4. What is (are) the historical skill(s) needed?
Historical argumentation
Relevant info: Determine revolutionary nature. It was, was but wasn’t, or wasn’t revolutionary
Potential Theses
• Potential thesis topic/support: American Revolution did not foster
revolutionary change, but instead maintained continuity.
• Potential thesis topic/modification: Emphasis on vague nature of the
evidence—present proof that the Revolution had ambiguous
outcomes for different groups.
• Potential thesis topic/refutation: Revolution was revolutionary, based
on significant changes in governmental structure, abolishing
“aristocratic practices” such as primogeniture, and spread of
democratic culture.
Addressing and Understanding the Prompt
• Your writing will be prompted by an essay question.
• Students often do worse than they should in examinations not
because their writing skills are weak or because their knowledge of
the subject matter is insufficient, but because they have not fully
understood what they have been asked to do.
• To score high marks in an examination, it is important to fully
understand what a question means and how it should be answered.
Key Words
Key words tell you the approach you should take when answering an
essay question. There are three types of key words:
• Task words: Tell you what you have to do; the action you need to
perform
• Content words: Tell you what the topic area is and what you should
write about
• Limiting words: Limit and focus the essay, making it workable
Lets look at key words
Example essay question: Computers have had a significant impact on
education in the 20th century. Discuss the changes they have made.
• Task word:
• Content words:
• Limiting words:
Lets look at key words
Example essay question: Computers have had a significant impact on
education in the 20th century. Discuss the changes they have made.
• Task word: DISCUSS
• Content words:
• Limiting words:
Lets look at key words
Example essay question: Computers have had a significant impact on
education in the 20th century. Discuss the changes they have made.
• Task word: DISCUSS
• Content words: education, computers
• Limiting words:
Lets look at key words
Example essay question: Computers have had a significant impact on
education in the 20th century. Discuss the changes they have made.
• Task word: DISCUSS
• Content words: education, computers
• Limiting words: changes, significant impact, 20th century
Implied or complex questions
• Some assignment questions are more complex.
• They might have a number of parts or may not include a clear task word,
which can make them appear confusing.
• Some tasks are implied rather than explicitly stated.
• In order to understand what you must do, you need to work out your task by
looking at the entire question.
• Look for clues in the limiting and content words and in the relationships
between words, phrases, and parts of the question.
• Other questions may include guidelines as to the scope of the essay,
specifying a time period, location, or framework for discussion.
• Finally, you may have a number of related questions which may have a
number of task words or specific questions.
• Be sure to answer each part of these questions or you will not earn full
credit.
Examples of implied or complex questions
• “Discuss the changing ideals of American womanhood between the
American Revolution (1770s)
the outbreak of the Civil War.”
and
• “Analyze the causes of growing opposition to slavery in the United States
from 1776 to 1852. In your response, consider
underlying forces
and specific events that contributed to the growing opposition.”
both
social
• “Analyze the ways in which the Vietnam War heightened
,
, and
tensions in the United States. Focus
your answer on the period 1964 to 1975.”
political
economic
Step Four: The INTRODUCTION should:
• Provide interesting material and background information on the topic
• First Sentence: Tie your essay to the previous historical time period
• Explain event(s) to show your understanding of chronology
• Establish a setting (time and place)
• Set the purpose and tone of the essay
• YOU MUST Present a thesis statement which completely answers the
question!
• Give the reader an overall map of body paragraph themes.
• Topic sentences from thesis categories
Step Five a: Body Paragraph 1 around a single theme
• Each body paragraph should develop a single theme (category) of your
essay by providing string supporting information and analysis.
• Answer the why questions!
• Start paragraph with a topic sentence
• Explains main idea of paragraph
• Supports thesis
• Supporting information (lots of (at least 3) SFI)
• Interpret/analyze/comment
• Synthesize your argument and evidence
• End each body paragraph with a concluding sentence.
Step Five b: Body Paragraph 2 around a single theme
• Each body paragraph should develop a single theme (category) of your
essay by providing string supporting information and analysis.
• Answer the why questions!
• Start paragraph with a topic sentence
• Explains main idea of paragraph
• Supports thesis
• Supporting information (lots of (at least 3) SFI)
• Interpret/analyze/comment
• Synthesize your argument and evidence
• End each body paragraph with a concluding sentence.
Step Five c: Body Paragraph 3 around a single theme
• Each body paragraph should develop a single theme (category) of your essay
by providing string supporting information and analysis.
• Answer the why questions!
• Start paragraph with a topic sentence
• Explains main idea of paragraph
• Supports thesis
• Supporting information (lots of (at least 3) SFI)
• Interpret/analyze/comment
• Synthesize your argument and evidence
• End each body paragraph with a concluding sentence.
• PLEASE NOTE: There is nothing magical about a 5 paragraph essay. Include
more body paragraphs if needed. Also better essays take into account
opposing viewpoints to show the complexity of the question
Sentence Structure
Use sentences that include…
• ALTHOUGH
• HOWEVER and
• BECAUSE!
Step 6: Conclusion
• Restate and REINFORCE the thesis
• Summary of final remarks
• The conclusion of the essay should bring the essay to a satisfactory close
and remind the reader of the main points
• Address the question SO What? (assigns importance)
• Tie to the next historical time period
• Synthesis clincher sentences
• Exit sentence – explains what the topics leads into next (puts essay into historical
perspective)
• NEVER end an essay on the idea of…”and that is what makes America
great today!”