how to write a long essay question (leq) for ap history

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AP World Long Essay Question (LEQ) Overview

15 min read • may 10, 2022

Zaina Siddiqi

Overview of the Long Essay Question (LEQ)

Section II of the AP Exam includes three Long Essay Question (LEQ) prompts. You will choose to write about just one of these. 

The formatting of prompts varies somewhat between the AP Histories, though the rubric does not. In AP World History, the prompt includes a sentence that orients the writer to the time, place, and theme of the prompt topic, while prompts in AP US History and AP European History typically do not. However, the rubrics and scoring guidelines are the same for all Histories.

Your answer should include the following:

A valid thesis

A discussion of relevant historical context

Use of evidence supports your thesis

Use of a reasoning skill to organize and structure the argument

Complex understanding of the topic of the prompt

We will break down each of these aspects in the next section. For now, the gist is that you need to write an essay that answers the prompt, using evidence. You will need to structure and develop your essay using one of the course reasoning skills.

Many of the skills you need to write a successful LEQ essay are the same skills you will use on the DBQ. In fact, some of the rubric points are identical, so you can use a lot of the same strategies on both writing tasks!

You will have three choices of prompts for your LEQ. All three prompts will focus on the same reasoning skills, but the time periods will differ in each prompt. Prompt topics may span across time periods specified in the course outline, and the time period breakdowns for each prompt are as follows:

Writing time on the AP Exam includes both the Document Based Question (DBQ) and the (LEQ), but it is suggested that you spend 40 minutes completing the LEQ. You will need to plan and write your essay in that time.

A good breakdown would be 5 min. (planning) + 35 min. (writing) = 40 min.

The LEQ is scored on a rubric out of six points, and is weighted at 15% of your overall exam score. We’ll break down the rubric next.

How to Rock the LEQ: The Rubric

The LEQ is scored on a six point rubric, and each point can be earned independently. That means you can miss a point on something and still earn other points with the great parts of your essay.

Note: all of the examples in this section will be for this prompt from AP World History: Modern. You could use similar language, structure, or skills to write samples for prompts in AP US History or AP European History.

Let’s break down each rubric component...

What is it?

The thesis is a brief statement that introduces your argument or claim, and can be supported with evidence and analysis. This is where you answer the prompt.

Where do I write it?

This is the only element in the essay that has a required location. The thesis needs to be in your introduction or conclusion of your essay. It can be more than one sentence, but all of the sentences that make up your thesis must be consecutive in order to count.

How do I know if mine is good?

The most important part of your thesis is the claim , which is your answer to the prompt. The description the College-Board gives is that it should be “historically defensible,” which really means that your evidence must be plausible. On the LEQ, your thesis needs to be related topic of the prompt.

Your thesis should also establish your line of reasoning. Translation: address why or how something happened - think of this as the “because” to the implied “how/why” of the prompt. This sets up the framework for the body of your essay, since you can use the reasoning from your thesis to structure your body paragraph topics later.

The claim and reasoning are the required elements of the thesis. And if that’s all you can do, you’re in good shape to earn the point. 

Going above-and-beyond to create a more complex thesis can help you in the long run, so it’s worth your time to try. One way to build in complexity to your thesis is to think about a counter-claim or alternate viewpoint that is relevant to your response. If you are using one of the course reasoning process to structure your essay (and you should!) think about using that framework for your thesis too.

In a causation essay, a complex argument addresses causes and effects.

In a comparison essay, a complex argument addresses similarities and differences.

In a continuity and change over time essay, a complex argument addresses change and continuity .

This counter-claim or alternate viewpoint can look like an “although” or “however” phrase in your thesis.

Powers in both land-based and maritime empires had to adapt their rule to accommodate diverse populations. However, in this era land-based empires were more focused on direct political control, while the maritime empires were more based on trade and economic development.

This thesis works because it clearly addresses the prompt (comparing land and maritime empires). It starts by addressing a similarity, and then specifies a clear difference with a line of reasoning to clarify the actions of the land vs. maritime empires.

Contextualization

Contextualization is a brief statement that lays out the broader historical background relevant to the prompt.

There are a lot of good metaphors out there for contextualization, including the “previously on…” at the beginning of some TV shows, or the famous text crawl at the beginning of the Star Wars movies.

Both of these examples serve the same function: they give important information about what has happened off-screen that the audience needs to know to understand what is about to happen on-screen.

In your essay, contextualization is the same. You give your reader information about what else has happened, or is happening, in history that will help them understand the specific topic and argument you are about to make.

There is no specific requirement for where contextualization must appear in your essay. The easiest place to include it, however, is in your introduction . Use context to get your reader acquainted with the time, place, and theme of your essay, then transition into your thesis.

Good contextualization doesn’t have to be long, and it doesn’t have to go into a ton of detail, but it does need to do a few very specific things.

Your contextualization needs to refer to events, developments and/or processes outside the time and place of the prompt. It could address something that occurred in an earlier era in the same region as the topic of the prompt, or it could address something happening at the same time as the prompt, but in a different place. Briefly describe this outside information.

Then, connect it to your thesis/argument. The language from the College Board is that contextualization must be “relevant to the prompt,” and in practical terms this means you have to show the connection. A transition sentence or phrase is useful here (plus, this is why contextualization makes the most sense in the introduction!)

Also, contextualization needs to be multiple consecutive sentences, so it’s all one argument (not sprinkled around in a paragraph). The introduction is the best place for contextualization, but not the only place. 

Basically, choose a connected topic that “sets the stage” for your thesis, and briefly describe it in a couple sentences. Then, make a clear connection to the argument of your thesis from that outside information.

In the period 1450-1750, both European and Asian powers expanded their reach and created large empires across the world. In Asia, the trend was toward large, land-based empires which were controlled from a central capital city. Europeans built empires that stretched across oceans included territories in the Americas, Africa, and Asia.

This contextualization works by addressing the time period of the prompt and establishing basic definitions for empire-building and the types of empires (land and maritimes.) These definitions will be valuable context for seeing the comparisons developed in the thesis and body paragraphs of this essay.

Evidence: Provide Specific Examples

For this point, the focus is simply about having evidence. Evidence is the historical detail you include in your writing. The specific facts and examples that prove your argument. In the LEQ, your evidence comes your knowledge of history. 

Evidence goes in your body paragraphs. In fact, the bulk of your body paragraphs will be made up of evidence and supporting analysis or commentary that connects that evidence to other evidence and/or to the argument you are making.

Good evidence is specific, accurate, and relevant to the prompt. For this point, simply including multiple pieces of quality evidence is enough. If you’re a numbers person, a good starting point is to aim for two pieces of quality evidence in each body paragraph and go up from there.

In order for your evidence to count for this point, it needs to be really specific. Using course-specific vocabulary is a great strategy here to know that you are writing specific evidence. If you can’t remember a specific vocabulary term, describe what you mean in plain language with as much detail as possible.

Though the Ottoman Sultans were Muslims, they ruled over a population that included fellow Muslims, Christians, and Jews.

This evidence works because it includes specific and relevant details, namely the religions of both the Ottoman rulers and the diverse population they ruled over.

Evidence: Supports an Argument with Evidence

In addition to having evidence, this point is about using that evidence to support an argument in response to the prompt. Basically, connect your evidence back to your topic sentence and/or thesis.

Supporting statements go with your evidence in your body paragraph. Ideally, a connecting statement comes right before or after a piece of evidence. 

This point is harder to earn than the previous evidence point, because it’s a little more difficult to explain fully. 

One way to know if you are doing this at all is to look at the topic sentences of your body paragraphs. First of all, do you have one? You should. The first sentence of your body paragraph should make it clear what you are talking about in that paragraph. It should relate to some aspect of your thesis, and it should be connected to the reasoning skill you have chosen to organize your argument.

One characteristic shared by both kinds of empires was the need to adapt to diverse populations. As the Ottoman empire expanded its influence, it took over territory previously controlled by the Byzantines. Though the Ottoman Sultans were Muslims, they now ruled over a population that included fellow Muslims, Christians, and Jews. In order to keep peace within their empire, the Ottomans allowed people to continue practicing their traditional faiths. Ottoman cities such as Istanbul had areas of the cities set aside where different groups could live and worship without interference from others .

This section works because it defines the adaptation made by Ottoman rulers to effectively rule a diverse population, and elaborates on both how and why that adaptation was made.

Following your topic sentence, your body paragraph should elaborate on the idea in that topic sentence, using the evidence to prove your point. At first, you may rely on phrases like “this shows…” or “this means…,” which can get repetitive, but may also help you know when you are making the connections between evidence and argument explicit.

Analysis and Reasoning: Historical Reasoning

A good argument needs structure, and yours needs to use one of the course reasoning skills to create that structure. You can choose whichever skill works best for a particular prompt: causation , comparison , or continuity and change over time .

Strong reasoning goes throughout an essay, so this will be the overarching structure of your writing from the thesis through your body paragraphs.

The reasoning doesn’t necessarily have to be completely balanced or even in order to count, which gives you room to write about what you know best. For example, in an essay structured around continuity and change, you might spend most of your time addressing changes and relatively little time addressing continuity. And that’s ok.

The best essays do address both “sides” of the historical reasoning, and yours should too. If you created a complex thesis in your introduction, you can extend those ideas into your body paragraphs. Even if you don’t have equal sentences or paragraphs for each topic, as long as you address the reasoning process in your essay, you’re on the right track.

Analysis and Reasoning: Complexity

The second part of the Analysis and Reasoning scoring category is complexity. This is by far the most challenging part of the LEQ, and the point earned by the fewest students. It isn’t impossible, just difficult. Part of the difficulty is that it is the least concrete skill to teach and practice.

If you’re already feeling overwhelmed by the time limits of the LEQ, don’t stress about complexity. Focus on writing the best essay you can that answers the prompt. Plenty of students earn 5’s without the complexity point.

If you are ready to tackle this challenge, keep reading!

The College Board awards this point for essays that “demonstrate a complex understanding” of the topic of the prompt.

Complexity cannot be earned with a single sentence or phrase. It must show up throughout the essay. 

A complex argument starts with a complex thesis. A complex thesis must address the topic of the prompt in more than one way. Including a counter-claim or alternate viewpoint in the thesis is a good way to set up a complex argument, because it builds in room within the structure of your essay to address more than one idea (provided your body paragraphs follow the structure of your thesis!)

A complex argument may include corroboration - evidence that supports or confirms the premise of the argument. Clear explanation that connects each piece of evidence to the thesis will help do this. In the LEQ, your evidence is all from your knowledge of history, so it’s up to you to fully explain how that evidence backs up your thesis. Consistent, thoughtful explanation can go a long way toward the complexity point.

A complex argument may also include qualification - evidence that limits or counters an initial claim. This isn’t the same as undoing or undermining your claim. Qualifying a claim shows that it isn’t universal. An example of this might be including continuity in an essay that is primarily about change.

A final way to introduce complexity to your argument is through modification - using evidence to change your claim or argument as it develops. Modification isn’t quite as extreme as qualification, but it shows that the initial claim may be too simple to encompass the reality of history.

Since no single sentence can demonstrate complexity on its own, it’s difficult to show examples of complex arguments. Fully discussing your claim and its line of reasoning, and fairly addressing your counter-claim or alternate view is the strongest structure to aim for a complexity point. Explain everything as you go and aim for success!

How to Rock the LEQ: The Process

Before you start writing....

It is tempting to just start writing at the beginning of your LEQ time, especially if you took extra time to write your DBQ and you’re feeling some pressure. It’s actually better to take a few minutes to analyze the prompt and plan your essay before you start writing to give yourself the best shot at success. You might surprise yourself with how quickly an essay comes together after you create a solid plan.

The very first thing you should do with any prompt is to be sure you understand the question . Misunderstanding the time period, topic, or geographic region of a prompt can kill a thoughtful and well-argued essay. When you’re practicing early in the year, go ahead and re-write the prompt as a question. Later on you can re-phrase it mentally without all the work.

As you think about the question, start thinking about which reasoning skill might apply best for this prompt: causation, comparison, or continuity and change over time. 

Original prompt - Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE. 

Revised - What were the key similarities and differences in the ways that land-based (Asian) and maritime (European) empires built their governments and power between 1450-1750?

Now that you know what you’re writing about, take a few minutes to brainstorm what you know about that topic. You can make a simple graphic organizer to help you see relationships between information (i.e. a Venn diagram, T-chart, timeline, etc.), or just jot down ideas as they come to mind.

Go back over you list and mark which ideas work best as context (generally broader and less related to the prompt) and which ideas work best as evidence (more specific.)

If you have time, brainstorm a sample thesis and/or outline for how you want to structure your ideas. This may seem like an extravagance with limited time, but it can be a great cheat sheet for you if you lose your way in the middle of a body paragraph.

When you have a plan you like, start writing!

Writing the essay

Your introduction should include your contextualization and thesis. Start with a statement that establishes your time and place in history, and follow that with a brief description of the historical situation. Connect that broader context to the theme and topic of the prompt. Then, make a claim that answers the prompt, with an overview of your reasoning and any counter-claim you plan to address.

Body paragraphs will vary in length, depending on how many documents or other pieces of evidence you include, but should follow a consistent structure. Start with a topic sentence that introduces the specific aspect of the prompt that paragraph will address. There aren’t specific points for topic sentences, but they will help you stay focused.

Follow your topic sentence with a piece of evidence and connect it back to your topic sentence and/or thesis. Continue with 1-2 pieces of evidence and more explanation until you have completed the argument of your topic sentence. Then start a new paragraph with a new topic sentence.

Each body paragraph will follow this general format, and there is no set number of paragraphs for the LEQ (minimum or maximum.) Write as many paragraphs as you need to fully answer the prompt by developing the argument (and counter-argument if applicable) from your thesis.

If you have time, you may choose to write a conclusion . It isn’t necessary, so you can drop it if you’re rushed. BUT, the conclusion is the only place where you can earn the thesis point outside the introduction, so it’s not a bad idea. You could re-state your thesis in new wording, or give any final thoughts in terms of analysis about your topic. You might solidify your complexity point in the conclusion if written well.

Since most people write the DBQ first, when you finish the LEQ you’re done with your AP Exam. Congratulations!

Sample Prompts

AP World History: Modern

In the period 1450-1750 CE, empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.

Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE.

AP US History

Evaluate the extent to which Massachusetts and Virginia differed in the ways that economic development affected their politics between 1607 and 1750.

AP European History

Evaluate the effectiveness of challenges to royal authority in Eastern Europe in the seventeenth and eighteenth centuries.

The LEQ Rubric (Quick Reference)

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• Summer Work
• Period 1: (1491-1607)
• Period 2: (1607-1754)
• Period 3: (1754-1800)
• Period 4: (1800-1848)
• Period 5: (1844-1877)
• Period 6: (1865-1898)
• Period 7: (1890-1945)
• Period 8 & 9: (1945- Present)
• Short Answer Question (SAQ)
• Document-Based Question (DBQ)
• Long Essay Question (LEQ)
• Polls/Surveys

 AP U.S. History: Long Essay Question (LEQ)

Short description, breakdown of essay:.

• The AP U.S. History exam gives students a choice between two long-essay questions. You chose ONE !
• A thesis statement is required.
• You will have 35 minutes to answer the one question you select.
• Makes up 15 % of final exam score.
• Graded on a 0-6 point scale.

Different Types of LEQ Questions:

• Argumentation:  Develops a thesis or relevant argument that addresses all parts of the question.
• Use of Evidence:   Supports the thesis using specific evidence, clearly linked to the thesis.
• Targeted Historical Thinking Skill:  Each question will assess an additional thinking skill, such as causation, comparison, continuity and change over time, or periodization.
• Synthesis:   Written answers need to extend the argument of the essay, connect it to a different time historical context, or connect it to a different category of analysis.

Thesis Statement:

Steps to completing the leq:.

• Analyze the Question
• Organize the Evidence
• Develop a Thesis
• Write the Introductory Paragraph
• Write the Supporting Paragraphs and Conclusion
• Evaluate Your Essay​
• Take the time to consider what the question really asks, which is often overlooked in the rush to start writing.
• Stop and ask yourself, "What is the targeted historical thinking skill in the question? Causation? Comparison? Continuity and change over time? Periodization?"
• You might try reading over the question or prompt three times. What is the key word(s) or phrase in the question? CIRCLE it. It could be verbs such as "analyze,“ "explain" or "support," "modify," or "refute."
• All questions have one thing in common: They demand the use of historical thinking skills and analysis of the evidence.
• A long-essay answer will not receive full credit by simply reporting information. Therefore, be on your guard for questions that start out with the verbs "identify" or "describe."
• Such a question is usually followed by "analyze“ or some other more demanding thinking skill.
• Identify what you know about the question and organize your information by making a brief outline of what you know.
• Write your outline in the test booklet.
• List facts pertaining to the question to help organize your thoughts.
• Ask yourself, do I have enough evidence to support my thesis? It is obviously not very productive to select an essay or take a position that you cannot support.
• A strong thesis is necessary in every APUSH essay answer.
• Don’t be afraid of making a mistake!
• The direction for the long-essay may give clear directions on the formation of the thesis, such as "support, modify, or refute" an interpretation.
• The setting, time, and place by providing the background or historical context for the question or your thesis.
• The thesis statement.
• The “blueprint” or “controlling ideas” to the main arguments of the essay, which will be developed in the body or supporting paragraphs.
• The number and length of the supporting paragraphs forming the body of the essay should vary depending on the thesis ( not necessarily 5 paragraphs! ), the main points of your argument, and the amount of historical evidence.
• To receive the highest possible AP score, you must explain how specific historical evidence is linked to your thesis.
• Each essay will also have a targeted historical thinking skill, which should shape one argumentation and choice of evidence.
• More essay writing does not necessarily produce better essays.
• Breaking down the process into manageable a nd sequential steps is one key for improvement.
• Peer evaluation and self-evaluation both help students internalize the elements of an effective essay and learn ways to improve.

Tips/ Suggestions:

• Write essays in the third person, not 1st person ("I," "we").  
• Use specific words. 
• Define or explain key terms. 
• Communicate awareness of the complexity of history. 
• Anticipate counterarguments. 
• Remain objective. 
• Communicate the organization and logical development of your argument.  
• Focus on the thesis in the conclusion. 

Muller's Golden Rules:

• Assume your reader is an idiot . .. That’s right, a class A imbicile. In other words, spell things out… Don’t take it for granted that “he/she know what I mean/knows what I’m talking about.” You’ve never met the guy/gal who’s going to read & grade your essays.
• Things, a lot, & stuff… NEVER !
• Keep your eye on the ball… Are you answering what is being asked?
• Are you staying in or straying from the time scope of your question?
• Ditch “Happily Ever Aftersims.” To wit, “…and if the pilgrims had never landed here, we could not have become the great, freedom-loving nation that we are today.”
• Keep conclusions narrow. Just like the frame of study. You don’t have to go from the beginning of time to the year 5000 in six paragraphs.
• It’s cool to be P.C . Use “Native Americans” instead of “Indians,” and “African-Americans” instead of “Black.”
• Tenses: Don’t shift them!!! This is the PAST that you are writing about.
• Never write conversationally!!! ​ Don’t write like you talk, and don’t talk to the reader ; NO FIRST PERSON. NO RHETORICAL QUESTIONS .
• Spelling & Capitalization , Spelling & Capitalization, Spelling & Capitalization!!
• Along the lines of #9. Stay crisp and professional . Don’t beat around the bush. Write as an expert in the field.
• Watch out for repetitions… avoid tendencies in word or phrase usage & sentence structure.
• Stream of Conciousness… unless you’re William Faulkner, don’t just ramble on. Have a specific mental picture, an intellectual starting point & destination for your work.
• Direct is nice, but jumping right in is not. Give the reader a thesis first —tell the reader what it is you’re going to prove/disprove, advocate/reject, agree with/disagree with, etc…
• Don’t leave hanging points! JUSTIFY your conclusions . Express facts rather than imply them. In other words, demonstrate to me why I should believe you/your conclusions.
• Responses should be free-standing : I should be able to read your work and right away know what the question must have been, even if I never say it.
• No cuteness —leave humor and funnies to the Daily Show, Colbert & Letterman. Always display your scholarship, not your wittiness…
• Identify your pronouns, and use “Them” sparingly … It’s pretty easy to confuse the daylights out of the reader in no time at all if he/she has to struggle to figure out who “them” is/are/could be…
• “ LUMPING ” is as vague as it is inaccurate . Be cautious about placing too much unity into the thoughts & actions of the many, i.e. “The colonists felt… The Indians hated… The Europeans wanted…” Could there be subsets within the groups? Specifically, which groups or sorts of the aforementioned felt, hated or wanted? It’s like saying, “All teens are…”
• Along the lines of #8. Don’t inject yourself into history by using “ WE ” when you really mean, “Americans who have been dead for a long time.” WE didn’t evict the Cherokees from Georgia, win World War I, give women the right to vote, build the railroads, land on the moon, etc; THEY/ the U.S. did!

Mistakes to Avoid:

• Try to fill up a specific number of pages but, instead write an insightful, persuasive and well-supported essay.
• List a few generalities or a "laundry list" of facts.
• Write in the narrative style by telling “stories,” but rather your goal should be to write analytically and support your argument with specific knowledge .
• Use fillers and flowery language in an attempt to impress the reader. Write a a concise, coherent essay in which every word has a purpose. Don’t waste time! ​

Decode Essay Questions:

Leq packet:, past assignments:.

• Summer Work
• Period 1: (1491-1607)
• Period 2: (1607-1754)
• Period 3: (1754-1800)
• Period 4: (1800-1848)
• Period 5: (1844-1877)
• Period 6: (1865-1898)
• Period 7: (1890-1945)
• Period 8 & 9: (1945- Present)
• Short Rejoin Question (SAQ)
• Document-Based Question (DBQ)
• Long Essay Question (LEQ)
• Polls/Surveys
• Short Answer Question (SAQ)
• Document-Based Your (DBQ)
• Long Dissertation Question (LEQ)

 AP U.S. History: Long Essay Question (LEQ)

Short report, breakdown of essay:.

• The AP U.S. My exam gives students a choice amongst two long-essay questions. You chose ONE !
• A thesis statement a required.
• You will have 35 minutes to answers the one question you select.
• Makes up 15 % of closing exam score.
• Staged on a 0-6 subject scale.

Different Product starting LEQ Questions:

• Argumentation:  Develops an thesis or relevant argument that addresses all parts of the question.
• Make of Evidence:   Supports the thesis using specific evidence, visible linked to the thesis.
• Directed Historian Thinking Skill:  Each question will assess an additional thinking skillability, such because causation, comparison, continuity and change over time, instead periodization.
• Fusion:   Written answers need up extend the argument of the essay, connect it to a different time classical connection, or connect it to a different category of analysis.

Thesis Statement:

Steps on Completing an LEQ:

• Analyse the Question
• Organize and Evidential
• Develop a Thesis
• Compose the Introductory Paragraph
• Written that Helping Headings and Finish
• Evaluate Your Essay​
• Bear aforementioned time to consider what the question really asks, who is often unmarked includes the haste to start writings.
• Stopped real ask yourself, "What are the targeted historical thinking skill in the question? Causation? Comparison? Continuity and change through time? Periodization?"
• You might try reading over the go or request three times. What is an key word(s) or phrase in that question? GROUP it. It may be verbs such as "analyze,“ "explain" or "support," "modify," or "refute."
• All questions have one thing on gemeinschaftlich: They demand the use of historical thoughts skills plus analysis of that evidence.
• A long-essay react will not enter full credit by simply reporting information. Therefore, be on your guard for questions that initiate out is the verbs "identify" or "describe."
• Like a question is usually followed by "analyze“ or some other more demanding thinking skill.
• Identify what him know learn the question and organise your information from making adenine brief outline of what you know.
• Write your outline are the test booklet.
• List facts pertaining to the question to get organize is thoughts.
• Please yourself, do I have enough evidence to support my thesis? It is definitely not extremely productive to select an essay or take a position that you cannot get.
• A strong thesis is necessarily in every APUSH essay answer.
• Don’t exist afraid of creation a mistake!
• This direction since the long-essay may give clear courses on an formation of one research, such while "support, adapt, or refute" an evaluation.
• Of setting, time, and place by providing the background or historical context for that question or your thesis.
• The thesis statement.
• And “blueprint” or “controlling ideas” go one main arguments of an essay, which will be developed for the body or assist paragraphs.
• The number and gauge to the supporting paragraphs shape the body of the essay should vary depending off the thesis ( none necessarily 5 sentence! ), the main point of your argumentation, and the amount for historical prove.
• Till receive the higher possible AP total, you should explain how specific historical documentation is linked to your thesis.
• Each essay desire also have a goal-oriented history reasoning skill, this shall shape one appeal and choice of evidence.
• Moreover essays how does does essential hervorzubringen better essays.
• Breaking go the process into manageable adenine nd consecutive steps a one key for improvement.
• Peer evaluation also self-evaluation both help students internalize and elements of an effective essay and learn ways to refine.

Tips/ Anmerkungen:

• Write essays in that third person, not 1st person ("I," "we").  
• Benefit specific words. 
• Define alternatively explain keypad terms. 
• Communicate awareness of the complexity of history. 
• Anticipate counterarguments. 
• Stays objective. 
• Communicate this order and logical development of your argument.  
• Focus on the thesis in the conclusion. 

Muller's Golden Rules:

• Assume your radio will an idiot . .. That’s right, a type A imbicile. In other language, spell things out… Don’t take to for granted that “he/she know what I mean/knows what I’m talking about.” You’ve never met the guy/gal who’s going for read & class your essays.
• Things, a lot, & stuff… NEVER !
• Keep your eyeball off the ball… Are they answering whatever is exist asked?
• Are you staying in or straying upon of time scope of your get?
• Ditch “Happily Ever Aftersims.” To wit, “…and provided the pilgrims had never landed here, wee was don have getting the great, freedom-loving nationalities that we are today.”
• Stay conclusions narrow. Just like one rah of study. Thee don’t have to go from one einstieg of time the the year 5000 in sex paragraphs.
• It’s cool to be P.C . Use “Native Americans” instead of “Indians,” and “African-Americans” instead of “Black.”
• Tenses: Don’t shift them!!! Dieser is aforementioned PAST that you will writing about.
• Never write conversationally!!! ​ Don’t compose like her talk, and don’t conversation to the reader ; NO FIRST INDIVIDUAL. NO ORATORICAL QUESTIONS .
• Spelling & Capitalization , Spelling & Capitalization, English & Capitalization!!
• Along the wire of #9. Stay crisp and master . Don’t beat round the bushy. Script as an expert in the field.
• Watch out for repetitions… avoid tendencies is word or phrase practice & sentence construction.
• Stream of Conciousness… unless you’re William Faulkner, don’t simple ramble about. Having an specific mental picture, any intellectual starting point & destination for thy work.
• Direct is nice, but jumping right in is did. Give the reader a thesis primary —tell the reader what it is you’re going to prove/disprove, advocate/reject, agree with/disagree to, etc…
• Don’t leave hung points! JUSTIFY your conclusions . Express facts rather than imply them. In different words, demonstrate to me why IODIN should believe you/your conclusions.
• Responses should be free-standing : I should be able to read your work press right away see that the question must have been, even if I never say it.
• No attractiveness —leave humor and funnies to the Daily Showing, Colbert & Letterman. Always display your scholarship, not get wittiness…
• Identify your pronouns, and use “Them” sparingly … It’s beautiful easy into confusing this daylights out of the readers in no time at everything if he/she has to struggle to fig outgoing who “them” is/are/could be…
• “ LUMPING ” is as vague as it is false . Be cautious about placement too much unity into the reflections & actions of of many, i.e. “The kolonists felt… The Indians hated… The Europeans wanted…” Could there be sets within the groups? Specifically, which groups or species of the aforementioned felt, hated or wanted? It’s favorite aphorism, “All teens are…”
• Go of lines on #8. Don’t inject them into show by using “ WE ” at you really mean, “Americans who have been dead for one long time.” US didn’t evict of Cherokees from Georgia, win World Wars IODIN, give women the right for vote, build the railroads, land on the moon, etc; THEY/ the U.S. have!

Mistake to Avoid:

• Try to fill up a dedicated numeral of pages but, instead write einen insightful, persuading and well-supported essay.
• List a few generalities or a "laundry list" of facts.
• Write int to narrative style by telling “stories,” but rather your gates should subsist to write analytically and product thy arguing with specific knowledge .
• Use solid and flowery language in an attempt to impress the reader. Write a ampere concise, coherent essay in which every word has a purpose. Don’t waste uhrzeit! ​

Decode Essay Questions:

Leq packet:, last assignments:.

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• PIAS Biology
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How to Approach AP World History: Modern Long Essay Questions

The moment part of Part II of the AP World My exam contains three-way long essay questions—you required respond to one. The long essay question assesses your ability until enforce information of history in adenine advanced, analytical manner. In other words, you are likely to treat books the history inquiries as ampere historian would. To process is called historiography—the skills and strategies historians use to analyse and interpret historical evidence to attain a conclusion. Thus, when writing an effective writing, them must be able to write a strong, clearly developed thesis and furnish a substantial amount of relevant evidence to support respective degree and develop adenine complex argument. AP United State History Exam Sample Responses

The College Board’s characteristics of a high-scoring long essay question response are quoted below. Note that the requirements are very similar to those of the DBQ; who primary difference are that any specifications related until utilize of the documents are removed from to scoring requirements for the LEQ.

• Thesis: Manufacture a thesis or claim that responds to the getting. The theme or claim must be history defensible or establish a string of reasoning.
• Setting: Deliver context relevant to the prompt by describing adenine broader historical development or process.
• Evidence: Use customized and relevant examples in evidence to support an quarrel in response to the quick.
• Factual Skill: Use an historical logic skill (causation, comparison, or continuity and change) to develop an argument in show to the prompt.
• Complexe Understanding: Prove a complex understanding of an argument that respondents to the input by using evidence to corroborate, equip, or adapt the argument.

AP Global History: Modern Long Essay Question Strategy

During step 1: analyze the prompt.

• Anyone long editorial question begins with a general statement that supplies context about the tested time period, and then the second sentence identifies will task, which wants always entail developing an evaluative argue. Make sure until read all three prompts meticulous. Think of the evidence you could use and the debate i could develop in response to each one, subsequently choose the your you feel most confident about.
• Begin crafting your thesis statement. You must have a hypothesis that takes a stand, answers the all question, and shows the scanning the path you will take in your essay rejoin. It the not enough to merely restate who task as will thesis. One of the maximum major things to do is to seize a position. Don’t be afraid concerning taking a strong stand-up for or contrary one prompt as lang as you can provide proper and relevant evidence to support your assertions. Each prompt will lend itself to building an thesis that employs a long skilled , such as causation, continuity and change, or comparison.
• Part of developing own argument should remain considering how your essay’s argument will demonstrate a complex understanding . As in the DBQ, my argument should address the complexity out an history development or process—perhaps by including multiple variables, by considering twain causes and effects, or by making in insightful connection to any time period. See the DBQ section of this lecture for a complete select of ways to demonstrate complexe understanding.

During Step 2: Plan Your Response

• Make short notebook that synopsis each paragraph of your essay, including the points you will make and which evidence you will use to support your points.
• This first paragraph of your essay will likely contain your thesis account; the thesis may also appear at the conclusion, but placing it in the introduction will make it easier for your rfid to follow your essay.
• Consider how them will provide context for the essay topic. The context you provide required be more detailed from adenine brief reference and should situate the subjects about that prompt in relation to developments previously, during, or after the time period for the prompt. The tour paragraph or first body paragraph may be good places to include contextualization.
• Inches public, each body paragraph should location one part of your claim or one category of evidence you were providing in support of your thesis. Organizing your essay according to the historical skill being tested is an easy plus effective way to structure own writing; each paragraph of can essay responding to a prompt about causation could meet one cause, for instance. Jot down the evidence you will include in each car paragraph. To earn the maximum points for use a evidence, you must using examples that support your overall argument—merely listing relevant samples but not explaining how they support your claim will only earn 1 instead of 2 possible matters for evidence.
• Confirm that your plan locations all the essay system before moving into the writing step.

During Step 3: Advertising! Write Your Response

• There is no “standard” number to paragraphs you must have. APO readers look for property, not package.
• The first paragraph of your seek should includes your graduation and any other organisational cues you can give your reader. There is no require to edition time creating a “hook” or flashy statement for your first sentence alternatively using oration questions. APPROVED graders are reading for the element that are listed inside the rubric. You will notice that creativity in choose is not a listed item. However, one well-written and developed argument is a desired item. Composition the Long Essay – Outline Overview AP US History Always ...
• Your body paragraphs need followers the “road map” you set in your getting furthermore thesis. Don’t stray from your plan, or you will find yourself straying from the prompt. You hold taken the time to make a plan, so follow it! Do does bare list wissenswertes and events in a “laundry list” fashion. You must have some element of analysis amid each set of demonstrate you provide. Using transition words, such like does, therefore, both thus, to watch shifts is thought can doing creating analytical sentences quick and easy. You should practice stringing facts and thoughts together using these “qualifying transitions” in your record.
• Beware in narrative a story rather than responsive the answer. Readers are looking for analysis, not a revised version of your tutorial. Do not attempt to shower the reader with select factoids and showy language; focus on developing a well-crafted argument.
• Because this is a formal essay, you should avoid using personal definitive, such more thee, I, or we, and linguistic words. Because your essay is about our, writes your seek in of past anxious.
• You should end each body paragraph with a mini-conclusion that ties the chapter back to the thesis. It bucket serve more adenine transition sentence into the next paragraph or standard alone. In either fallstudie, the reader should be able to tell easily that you be shifting gears into another part of the essay.
• Ultimately, write your termination. Restate is thesis, but in a new way. Choose of retype your diploma word for word, explain why your thesis is significant to the question. Do not introduce new evidence includes your conclusion. The conclusion should bind all of the mini-conclusion sentences together and leave this reading with a senses of completion. If you are walk out of time when her reach an conclusion, you may leave it off without incurring ampere specific penalize. Does, one concluded can help solidify will entire discussion include the minds of the readers, so practice writing timed essays so you can learn that proper timing it use to write a entire essay (conclusion included). Acceptable thesis - 1 point. · Understanding the basic important regarding resources - 1 point. · Supporters thesis with appropriate evidence for all but ...

During Set 4: Proofread

• Neatly rectify any obvious faulty.

For more help prepping to the AP World History: Latest exam, check out our AP World Past: Modern Prep Plus Book.

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