2. • Writing is thinking on paper. It
doesn’t matter how well you
say nothing, it is still nothing.
There is ONLY one best
choice and arrangement of
words to express a given idea
• You are writing to impress an
AP reader who will have
approximately 2 minutes with
your essay. You must
convince the reader that you
are an intelligent life-form.
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3. • Read the question carefully and focus your
discussion on directly answering that
question. Emphasize the following
– Analyze or assess the DEGREE to which a statement is true
– Analyze or assess the IMPACT of an event or concept on
some aspect of American society
– Analyze or assess the RELATIVE IMPORTANCE of various
factors on an event or concept.
– Analyze or assess the EXTENT to which a historical
stereotype is true for a given period or concept
– Analyze or assess the REASONS that cause a particular
mov’t to develop
– COMPARING and CONTRASTING differing attitudes toward
a general concept or policy or different factors over time.
4. • Analyze means: examine HOW and
WHY
• Use the core structure (let me go over
this with you)
5. “Hit ‘em with a brick” Begin with a well-
developed thesis statement that does more
than repeat the question. It should
2. ANSWER THE QUESTION
3. TAKE A POSITION
4. ESTABLISH ORGANIZATIONAL
CATERGORIES
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6. I. Well developed thesis statement that directly answers the question, takes a position
(interpretation), and establishes organizational categories. Your thesis statement should NOT be
longer than two sentences.
A. Most important topic sentence which introduces the category to be discussed, directly
answers the question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the material and an understanding
of how this information supports the thesis (interpretive commentary).
2.Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
5. Clincher sentence which ties the paragraph directly back to the thesis.
B. Next most important topic sentence which introduces the category to be discussed,
directly answers the question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the material and an understanding
of how this information supports your thesis (interpretive commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
5. Clincher sentence which ties the paragraph directly back to the thesis.
C. Next most important topic sentence which introduces the category to be discussed,
directly answers the question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the material and an understanding
of how this information supports your thesis (interpretive commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
5. Clincher sentence which ties the paragraph directly back to the thesis.
Repeat A, B, and C as many times as necessary to completely answer the question.
II. Conclusion which restates the thesis in different words.
7. Begin each paragraph with a
topic sentence which
defends your thesis and
directly answers the
question and support it with
as much specific factual
information as you can. Do
not merely list or describe
information but use it to
prove your thesis. Explain
how and why the specific
information supports your
point of view (interpretative
commentary) Avoid “vomit”
essays in which you merely
throw-up information in a
random matter without
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relating it back to your
thesis.
8. “Kill the damn dog”
Keep your essay
focused on answering
the question.
The reader knows how
this will turn out so
just kill the dog
Example:
"See Spot run. Spot runs past Dick. The grass
is wet. See Spot run past Jane. Dick has a
stick. The sun is shining. Hear Baby cry.
Spot runs into the road. Spot gets hit by a
car."
"While running across the yard to avoid
being hit by a stick that Dick was swinging,
Spot was blinded by the morning sun
reflecting off the dewy grass, ran into the
http://xrlq.com/Images/ugly_sam.jpg road, and was hit by a car.”
9. End each paragraph with a clincher
sentence that ties the entire paragraph
directly back to the thesis statement.
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10. Always focus on the
complexity of
history.
Demonstrate that
you understand the
concept of multi-
causation/ multi-
effect. Bring as
much depth and
breadth into the
essay as possible.
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11. http://upload.wikimedia.org/wikipedia/commons/1/1d/Unclesamwantyou.
Essays must always be written in dark blue or
dark black ink. Penmanship, spelling, and
grammar make a difference because they
subconsciously affect the ability of the reader to
extract information from your essay and they
interfere with the logical flow of the essay. Use
only past tense and DO NOT attempt to make
your essay relevant to today's world. Use only
third person. Avoid starting sentences with
pronouns.
12. The question every reader asks themselves at
the end of an essay is, "How sophisticated a
knowledge of history has this student
demonstrated in this essay?" The
demonstrated level of sophistication will
ultimately determine the grade.
• REMEMBER THE CORE STRUCTURE
