Papers -- Standard Essay
Requirements: (note: Paper #2 may be
replaced by the VFW “Voice of Democracy” Scholarship Essay if students so
choose).
The information below is both
applicable to the AP exam and the writing of papers for this course. However,
since papers are to be done outside of class, there will obviously be no time
requirement for writing the papers. Since research for such
papers is expected (textbook and outside sources), footnote citations will be
required. Otherwise, all papers are to be formatted according MLA
standards. Please limit papers to no more than 4 pages (not including
bibliography/works cited).
** Note: All papers must be submitted to Turnitin.com for papers to
receive passing credit.
** Note: There is no specific number of sources
required for paper bibliographies. However,
NO ENCYCLOPEDIAS will be accepted as sources (whether on the web, CD-Rom, or
hard copy). In addition, only internet sources ending
in the suffixes “.edu,” and “.gov” will be accepted unless prior approval is obtained from the instructor (NO DOT-COM’s or DOT NET’s w/o approval).
Standard
Essay Grading Rubric:
AP
1.
question from Part B [generally deals
with topics through the Civil War era]
2.
question from Part C [generally deals
with topics after the Civil War]
1.
understanding of historical
a.
events
b.
issues
2.
ability to use evidence to support a
strong thesis statement
1.
Analyze the question
a.
What does the question REALLY ask?
b.
What are the KEY words/phrases in the
question?
c.
Remember
i.
All questions demand JUDGEMENTS ABOUT
the historical evidence.
1.
No question is satisfactorily answered
by simply reporting information
2.
IF you think you can write an essay
without making some judgment that results in a thesis statement, YOU HAVE NOT
UNDERSTOOD THE QUESTION!
ii.
Identify ALL parts of the question that
need to be answered
1.
If a student fails to fully deal with
all parts of a question, the highest grade the essay can get is 4 out of 9
points.
2.
Organize the information
a.
Directions on the AP history exam
advise students to spend 5 minutes planning BEFORE starting to write EACH essay question.
b.
Make a brief outline of what you know about the question in the test booklet
i.
List facts pertaining to the question –
help organize your thoughts
ii.
Learn whether you have enough
information to answer the question
iii.
Judge whether you have enough evidence
to support a potential thesis.
3.
Develop a thesis:
a.
A STRONG THESIS is essential to every
AP history essay
i.
More than simply
1.
a restatement of the question
2.
a description of relevant information
ii.
Requires some JUDGMENT and
INTERPRETATION of the evidence.
iii.
Does NOT need to be complex or
sophisticated
iv.
Should have some power to explain the
issues in the question
v.
Must be focused on the question asked.
vi.
NOTE:
AP readers are not
looking for the “RIGHT” answer.
AP readers are looking for the writer’s ability to
1.
interpret the evidence
2.
find historical support for that interpretation.
vii.
QUESTIONS TO ASK
1.
does the thesis take a position?
2.
does the thesis offer an interpretation of the question?
3.
does the thesis offer organizing or controlling ideas for an essay?
4.
Write the introductory paragraph:
a.
An effective introductory paragraph
usually contains 3 elements
i.
The background to the question (or
background to the student’s thesis)
ii.
The thesis statement
iii.
An introduction to the main ideas or
points of the essay to be developed in the supporting (body) paragraphs.
iv.
NOTE: by the end of the first paragraph
1.
the reader should know student THESIS
2.
the reader should know the
5.
Write the supporting paragraphs and conclusion.
a.
The number and length of the supporting
paragraphs forming the body of the essay should vary depending upon
i.
The thesis
ii.
The main points to be supported
iii.
The amount of historical evidence [a
key factor in AP grading: don’t hold back on relevant facts!!!]
iv.
NOTE:
1.
Longer essays tend to score higher
grades because of depth of analysis & support.
2.
Long essays full of fluff are worse
than concise meaningful essays.
b.
TIPS:
i.
Write essays in 3rd person [avoid the use of “I,” “We,” ]
ii.
Write in past tense [except when
referring to documents/sources that currently exist]
iii.
Use specific words that
1.
clearly identify
a.
persons
b.
factors
c.
judgment
2.
avoid vague verbs [e.g. “felt,”
“says,”] and vague references [e.g. “they”, “others”]
3.
avoid absolutes [e.g. “all,” “none”]
iv.
Define or explain key terms [e.g.
“liberal,” “conservative,” “manifest destiny”]
v.
Communicate awareness of the complexity
of history
1.
distinguish between
a.
primary and secondary causes and
effects
b.
the significant and less important
2.
use verbs that communicate judgment and analysis
a.
e.g. “reveal,” “exemplify,”
“demonstrate,” “imply,” “symbolize”
Anticipate Counterarguments: show that you are aware of the opposing points of view and confront
conflicting evidence.
Remain objective: Avoid assigning
titles like “good guys,” and “bad guys.”
Communicate the organization and logical development of
your argument
3.
each paragraph should develop a main point that is clearly stated in a
topic sentence.
4.
Provide a few words or a phrase of
transition to connect one paragraph to the next.
The Conclusion should focus on the thesis
5.
Restate the thesis in a fresh or
interesting manner or explain its significance
6.
Do not summarize all the data
7.
Do not introduce new evidence
1.
question from Part A: there
is no choice of question
[however, each year the College Board does announce the time
period
from which the
question will come. E.g. 1875-1925]
DBQ’s are designed to test a student’s
ability to:
1.
construct an essay that integrates
a.
interpretation of Documents
(usually about 8 – most short readings with 1
or 2 visual resources)
b.
knowledge of the time period referred
to in the question
1.
Students have a mandatory 15 minutes to
study the DBQ and documents BEFORE writing
a.
Use this time to take notes and outline
2.
Students have 45 minutes to write
response
a.
Expectations for an effective DBQ essay
build upon the skills needed for a standard essay (see below)
b.
Use both
i.
Documents
ii.
Knowledge of the history of the time
period
iii.
NOTE: high scores
will only be awarded to those who cite key pieces of evidence from the
documents AND draw on outside knowledge of the period.
c.
Writing a strong DBQ essay demands the
same skills that a well-written standard AP essay requires
i.
Strong and well-developed thesis
ii.
Use of substantial relevant information
iii.
Ability to analyze ALL parts of the
question (e.g. “constitutional,” and
“social”)
d.
Writing a strong DBQ essay ALSO
REQUIRES an ability to
i.
Interpret the documents
ii.
Recognize conflicting viewpoints
iii.
Use and refer to the documents
effectively in the context of an essay.
3.
Tips for writing an effective DBQ
a.
Use the mandatory 15 minutes to
i.
Read and make margin notes on documents
ii.
Outline & organize relevant
“outside” knowledge that can help answer the question
iii.
Formulate a thesis and its main points
BEFORE you begin writing
b.
Brief references to documents are enough.
i.
No need to quote them at length
ii.
A reference to the document’s author
(or letter – i.e. “document A”) is enough
c.
Establish that you understand the era in question by
setting the historical scene
i.
Do this in the second paragraph
ii.
Use your “outside” information (the
documents rarely provide historical context)
1.
50% of the support for your essay
should come from your “outside” knowledge
d.
Use as many of the documents as you can [BUT – you don’t
have to use all of them]
i.
Some documents may be irrelevant to
your thesis & its defense
ii.
Some documents may be unreliable,
biased, or questionable
iii.
Use some judgment about the sources
based on your knowledge of history
iv.
Do not treat all sources as equal. Some
documents are better than others. Communicate your awareness of this fact to
your reader.
e.
Deal with the full complexity of the question.
i.
MOST DBQ’s have 3 parts [a superior
essay will effectively analyze all of them]
ii.
E.g.—“To what extent did economic and
political developments, as well as assumptions about the nature of women,
affect the position of
iii.
Create a thesis that
incorporates/addresses all parts of the question.
Special thanks to:
John J. Newman & John M. Schmalbach for the use of their text for the
Standard & DBQ requirements above found in John J. Newman & John M. Schmalbach .