essay_skillpacket

AP World History: Essay Skills Packet What Types of Essays Will Appear on My Exam? The AP World History Exam is broken into two parts: the multiple choice (worth 50% of your grade), and essays (collectively worth 50% of your grade). You will be expected to write three different essays on your exam. We will practice writing them in class, first as a (take-home) process paper. After this, we will dedicate half of your unit exam grade to one of these types of essays to see how well you can do in a timed setting. The three essays that you will be asked to write are: 1. The Compare and Contrast (C/C) Essay: This essay is pretty straightforward. Based on your prompt, identify similarities and differences between two societies/cultures/intellectual movements/etc. Be sure to address what is asked for in the prompt! • Helpful Class Activities: PERSIAN Charts, Venn Diagrams 2. The Document-Based Question (DBQ) Essay: You will be given a prompt and a collection of documents specifically chosen to help you answer the prompt. The expectation of this essay is that you will have little- to no idea about the real answer. Rather, the readers want to see how well you can analyze the documents as a historian and develop a plausible answer, using the documents as evidence. Think of it as a puzzle! And, use the Themes of AP World History as your guide! • Helpful Class Activities: Persian Charts, SOAPStone, POV 3. The Change over Time (COT) Essay: This will be the last of the three essays that we tackle as a class. Basically, you will be exploring how things change over time. To do this, you will need to establish how things were at the beginning of the time period, establish how things were at the end of the time period, and show how different elements of the society or concept changed and/or stayed the same during the same time period. It’s kind of like a Compare and Contrast essay, but you’re looking at one concept over a period of time. What Expectations Exist for My Essays? On your AP Exam, the College Board figures that it should take you 45 minutes to: 1. Read the prompt, and any pertinent documents to answer the prompt; 2. Prepare a quick sketch of your thesis and major points you will cover; 3. Actually write your essay. As such, we will work to teach you the skills to: 1. Understand the rubrics used to grade your essays; 2. Analyze and understand your prompts and approach any pertinent documents; 3. Write an appropriate thesis; 4. Talk about ways to help you write. We will also teach you to overdo your essays. You may notice that the rubrics will mention one- or two- of something. Our expectation is that you will do the maximum requested, maybe even a little more. The thinking is that if you are asked to provide two examples, and you provide two (but one is wrong), you will not get credit. Now, if you provide three examples, and one is wrong, you have hedged against losing credit. And, if you hit all three, you may be able to catch some Expanded Score points, provided you did everything else that was asked. How Long Should My Essays Be? For the purposes of this class, we will be holding you to a five-paragraph essay. You have limited time to complete the essay, so don’t feel obligated to impress the reader with your tome. Basically, we will have you develop an appropriate introduction and thesis, three paragraphs to fully develop your thesis, and a conclusion paragraph to bring it all home. What Is A Prompt? A prompt is a fancy word for the essay question. It is the thought that will be the starting point for your response. Take your time in reading it, and fully understand what you are being asked to do. We will spend time approaching prompts this year in class. What About My Thesis? Before we even think about writing any of these essays, we will spend time developing a good thesis statement. Unlike your English class, the College Board will accept either a one-sentence or a two-sentence thesis on your essays. To be honest, you should strive to write a one-sentence thesis. But, if you’re in a pinch, two sentences are all right (Just don’t do it in English class!). One thing that we will continually reinforce with your thesis is the idea of “Power of Three.” We want you to develop a three-pronged approach to your essays to fully exhibit the many nuances of history that you are learning. This will help you to develop the substance of your paragraphs, identify evidence and information that would be helpful in answering the prompt, and really show what you know about the topic your prompt is asking you to explore. Think of your thesis as the “skeleton” of your essay. It will be your foundation and guide. The details and examples that you provide to support your thesis will help to really “flesh out” your answer. Essay Rubric AP World History 9 • • • • • Exemplary Addresses the prompt clearly and responds effectively to the topic Explores the issues thoughtfully with considerable refinement Is skillfully organized with well-chosen specific examples Has sophisticated use of vocabulary and sentence structure with a discerning writer's voice Is free from errors in mechanics and usage with sentence structure Demonstrates originality/takes appropriate risks 8 • • • • • Superior Addresses the prompt clearly and responds effectively to the topic Explores the issues in depth with some sophistication Has strong organization with well-chosen specific examples Has solid use of vocabulary and sentence structure with a clear writer's voice Is generally free from errors in mechanics and usage with sentence structure Demonstrates originality and risk-taking • 7 • • • • • 6 • • • • • Outstanding Addresses the prompt clearly and responds effectively to most aspects of the topic Shows adequate depth and complexity of thought Is well organized and developed with appropriate examples Has mature use of vocabulary and varied sentence structure with a clear writer's voice Relatively few errors in vocabulary, mechanics, usage, and sentence structure Skilled Addresses the prompt clearly and responds to most aspects of the topic Shows some depth and complexity of thought Is well organized and developed with examples Has mature use of vocabulary and varied sentence structure with a developing writer's voice May have a few errors in vocabulary, mechanics, usage, and sentence structure • 5 • • • • Proficient Addresses the prompt, but may overlook some aspects of the topic Deals with the topic, though sometimes simplistically or repetitively Is adequately organized and developed with supporting examples Has adequate use of vocabulary and sentence structure, lacking some originality in voice/structure May have some errors, but generally demonstrates control of mechanics and usage 4 • • • • • Competent Addresses the prompt in general, but leaves out essential aspects of the topic Demonstrates thinking that is underdeveloped Organized with underdeveloped examples or generalizations Use of vocabulary and sentence structure is adequate, but simplistic or formulaic Has many errors in mechanics and usage, but meaning is generally understood • 3 • • • • • Limited Addresses the prompt in general, but changes or leaves out important aspects of the topic Demonstrates simplistic or confused thinking Has weak organization with poorly developed examples or generalizations Has limited use of vocabulary and sentence structure Has numerous errors in mechanics and usage interfering with meaning 2 • • • • Inadequate Focus of the prompt is confusing or unclear, and shows a lack of basic skills Lacks focus and clear thinking or fails to communicate ideas Has weak organization with few examples and generalizations without support Has limited vocabulary and problematic sentence control Has significant errors in mechanics and usage that contribute to overall confusion • 1 • Ineffective Suggests an inability to respond to the prompt through lack of knowledge and skill Is unfocused and disorganized with no examples, specific or generalized Has inappropriate vocabulary and inadequate sentence control with critical errors in mechanics and usage • • Writing A Thesis Remember, the thesis is the foundation of your answer to the prompt! We will push you to develop a three-pronged response to your prompts. We will call it the “Power of Three.” Remember, it is better to overdo it a little, than to do just enough but miss the mark! How to Develop the Thesis: 1. Read and Understand the Prompt! What are you being asked to do? a. Are there any documents that are a part of the prompt? (DBQ) b. Are there particular time periods that must be addressed? (COT) 2. Brainstorm: How will you respond? What knowledge do you bring to the table? 3. Identify the Big Trends You Will Write About: This will be the foundation of your “Big Three” 4. Write Your Thesis! Understand the Difference Between A Strong and Weak Thesis: Strong Thesis: • Takes a strong position • Actively addresses the prompt • Does not repeat the prompt word-for-word • Clearly lays out what you will be doing for your essay • Shows evidence of a “Power of Three” Weak Thesis: • Takes a weak or ambiguous position • Is unclear, does not actively address prompt • Repeats the wording of the prompt • Really does not show any sort of direction of the essay that will follow Questions & Reflections About Writing A Thesis: Question/Something That’s Unclear to Me: Answer To My Question / Clarification of Unclear Item: Writing A Compare and Contrast (C/C) Essay: What Am I Expected to Do? Take a good look at the rubric for the C/C essay. This is what your teacher / exam readers will use to determine your grade on it. Basically, you will be answering the prompt, comparing and contrasting two different empires, civilizations, ideological systems, etc. Your grader will be looking for a good thesis: how are you approaching the prompt that you were given? What different types of examples are you using in your response? Think about your PERSIAN charts. Tie in some of the “big ideas” and lessons to be learned from the topics that you are exploring. Pre-Writing Skills: 1. Read the Prompt Carefully. Fully understand what you are being asked to do. 2. Develop an Appropriate Thesis. Use your “Power of Three” here. 3. Develop a Quick Sketch of Your Information. Maybe consider a Venn Diagram here. What concepts are you promising your reader in your prompt? Be sure that you have some supporting evidence to write! Write Your Essay: Remember- five paragraphs: Intro, three supporting paragraphs, conclusion. Stay on track and stay relevant. Approaches to the C/C Essay: Block Method: All the characteristics of the first item may be stated in the second paragraph and the second item may be described in the third paragraph. In the fourth paragraph, compare and contrast the items from your previous paragraphs. Introduction: Thesis and definitions 2nd Paragraph: A (1,2,3) {1,2,3 = “Power of Three”} 3rd Paragraph: B (1,2,3) {1,2,3 = “Power of Three”} 4th Paragraph: 1 (A,B), 2 (A,B), 3 (A,B) Conclusion: Connections, Inferences, Conclusions based on thesis/analysis Point by Point Method: A single characteristic is compared with a single characteristic of the second item. Then each characteristic of both items is discussed. Be sure to have good transitions with this method, or else you will have a “choppy” essay! Introduction: Thesis and definitions 2nd Paragraph: 1 (A,B) {1,2,3 = “Power of Three”} 3rd Paragraph: 2 (A,B) {1,2,3 = “Power of Three”} 4th Paragraph: 3 (A,B) {1,2,3 = “Power of Three”} Conclusion: Connections, Inferences, Conclusions based on thesis/analysis Compare/Contrast Grading Rubric AP World History Student Name: __________________________________________ Date: ___________ Period: _____ Topic: _______________________________________________________________________________ BASIC CORE Competence Points 1. Has acceptable thesis. (1) (Addresses comparison of the issues or themes specified.) 2. Addresses all parts of the question, though not necessarily evenly or thoroughly. (2) (Addresses most parts of the question: for example, deals with differences but not similarities.) 3. Substantiates thesis with appropriate historical evidence. (2) (Partially substantiates thesis with appropriate historical evidence.) 4. Makes at least one or two relevant, direct comparisons between or among societies. (1) 5. Analyzes at least one reason for a similarity or difference identified in a direct comparison. (1) Subtotal EXPANDED CORE Excellence Points Points Expands beyond basic core of 1–7 points. The basic core score of 7 must be achieved before a student can earn expanded core points Examples: • • Has a clear, analytical, and comprehensive thesis. Addresses all parts of the question (as relevant): comparisons, chronology, causation, connections, themes, interactions, content. Provides ample historical evidence to substantiate thesis. Relates comparisons to larger global context. Makes several direct comparisons consistently between or among societies. Consistently analyzes the causes and effects of relevant similarities and differences. • • • • Subtotal Total Comments Questions & Reflections About Writing A Compare/Contrast Essay: Question/Something That’s Unclear to Me: Answer To My Question / Clarification of Unclear Item: Writing a Document Based Question (DBQ) Essay: What Am I Expected to Do? Document-Based Questions (DBQs) can be difficult to tackle. There are a lot of pieces to it. To simplify a little, think of this as a “history mystery” where you are the “historical detective.” A good DBQ assumes that you really don’t know the answer off the top of your head- the graders want to know how well you can develop a historically-plausible answer based on the evidence provided. Remember, ALL documents provided in a DBQ have been deliberately chosen. How well can you read through these documents, and put the pieces together in solving the mystery! How Should I Approach the DBQ? “Take It Slow And Put Good Notes Together!” Thesis: Interpret: Support: What is the main point that you are looking to make in your answer? Analyze the different documents. Who is writing it? Why are they writing it? What’s in it for them? Use ALL of the documents to support the idea put forth by your thesis! Point of View: How would each writer/document-maker answer the question? Or, why should we care that the writer took the time to write down this information? Group: What are three ways you can organize the documents (Hints: One document DOES NOT equal a group; A document can belong to more than one group) What would be an additional document to better answer the question? Remember, the sky’s the limit! The document does not have to really exist, but it should NEVER be repeat of something you already have! Bring the reader back to your thesis, tie up the loose ends, and show how it all fits together! Need: Thesis: When you’re presented with a DBQ, it is expected that you will take about 10 minutes to read through the documents and sketch out your answer before you begin writing. The purpose of the question is to see how well you can look at a situation like a historian would, so don’t panic if you don’t know much about what the question is asking. It’s deliberate! Skills to Remember: PERSIAN, SOAPStone, POV So, Take It Slow And Put Good Notes Together! DBQ Grading Rubric AP World History Student Name: _________________________________________ Date: ___________ Period: _____ DBQ Topic: _________________________________________________________________________ BASIC CORE Competence Points 1. Has acceptable thesis. (1) 2. Understands the basic meaning of the documents (May misinterpret one document). (1) 3. Supports thesis with appropriate evidence from all or all but one document. (2) (Supports thesis with appropriate evidence from all but two documents.) (1) 4. Analyzes points of view in at least two documents. (1) 5. Analyzes documents by grouping them in two or three ways, depending on the question. (1) 6. Identifies and explains the need for one type of appropriate additional document or source. (1) Subtotal EXPANDED CORE Excellence Points Points Expands beyond the basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. Example • Has a clear, analytical, and comprehensive thesis. • Shows careful and insightful analysis of the document. • Uses documents persuasively as evidence. • Analyzes point of view in most or all documents. • Analyzes the documents in additional ways – groups, comparisons, syntheses. • Brings in relevant “outside” historical content. • Explains why additional types of document(s) or sources are needed. Subtotal Total Comments Questions & Reflections About Writing A DBQ: Question/Something That’s Unclear to Me: Answer To My Question / Clarification of Unclear Item: Step-By-Step Approach to the Document-Based Question (DBQ) AP World History The Document-Based Question (DBQ) consists of a question prompt with between four and ten primary source documents. The question is not primarily designed to test a student’s knowledge about world history, but rather the student’s ability to use documentary evidence to make and to support and argument. STEP 1: READ THE QUESTION CAREFULLY Then read the question again. Why? You must understand the demands of the question completely or you will risk being off target within the first few minutes of your writing. Identify and underline the key words in the question (i.e. “analyze”, “describe”, “compare and contrast”). It is very important that you remember to follow those instructions throughout the essay. If possible, write down a few ideas that reflect global events that occurred during the time period or in the region described even if you can’t think of anything specific. This may help you recollect information later and outside information will enhance your essay. Do not panic if you are not familiar with the documents, their authors, or even with the DBQ topic. Outside information always helps but it is not crucial. All the information you need comes from the documents. Prior to reading the documents, develop a basic thesis sentence to help you focus your reading of the documents (Step 2). STEP 2: READ AND ANALYZE THE DOCUMENTS CAREFULLY BUT QUICKLY Do not get bogged down in any one document; get an overview and the information necessary to answer the question. You should expect to spend approximately a minute or so on each document. ALL documents provided should be analyzed and marked in the following manner: • • • • Right Side of Document: PERSIAN (can be more than one) Left Side of Document: SOAPStone Bottom of Document: Point of View (POV) and Reliability Circle and Underline Main Ideas and Key Points STEP 3: ORGANIZE (GROUP) YOUR DATA Students must analyze documents by grouping them in three ways. If the DBQ provides the document groupings in the prompt, students must use the mentioned groups. If document groupings are not provided in the question, you will be asked to create your own groups or categories based on the documents. These groupings must also (of course) be mentioned in the thesis statement. Using the document analysis completed in Step 2, group the documents in a way that best answers the question prompt. DO NOT simply summarize the documents individually. STEP 4: ANALYZE AND ADD In order to get all the Basic Core points, you must analyze TWO documents for reliability or point of view (POV), plus you must answer the additional document part of the question. Choose two documents to analyze for reliability or POV. To select the best document to analyze, pay close attention to who wrote the document and when it was written. Both can influence the point of view and/or reliability of a particular author. Choose documents that CLEARLY EXPRESS a point of view or reliability (you should be able to easily indicate an alternate interpretation of the information provided). Point of view and reliability can be quite similar, and sometimes you will see more of one than the other in the documents you read. Make sure that you can explain why a document is significant or how it supports your thesis (analysis, not “plot summary”). So as not to forget, identify one additional type of document at this time you could have used to support the essay prompt. One useful way to accomplish this is to identify a point of view or group missing from the discussion in the essay’s introduction. STEP 5: OUTLINE AND WRITE YOUR ESSAY Your DBQ should be five paragraphs (see below). Create (a very) basic outline for your essay (include an expanded thesis statement, document groupings, as well as POV and/or reliability that follows the format below). Be sure to define terms (e.g., “a liberal is…”) and always deal with the issues in the question in the same sequence that they are mentioned in the question or your thesis. Use as many facts as you can to illustrate your interpretation. Thesis Paragraph • Answers: Who? When? Where? and WHAT? • Mention all of your groupings to be discussed. • Include the POV or group missing from the discussion here. Body Paragraph One • Thesis support (Document Grouping #1) • Reliability or POV? Body Paragraph Two • Thesis support (Document Grouping #2) • Reliability or POV? Body Paragraph Three • Thesis support (Document Grouping #3) • Reliability or POV? Conclusion • Be sure conclusion goes beyond a mere summary to a statement of importance. • Remind the reader in about 4-5 sentences of why your thesis is meaningful Writing A Change-Over-Time (COT) Essay What Am I Expected to Do? The Change-Over-Time (COT) essay question deals specifically with change over time and is focused on large global issues such as technology, trade, culture, migrations, and biological developments. The question may concentrate on one cultural area or ask you to compare different regions. You may have the opportunity to choose different cases for illustration. Additionally, while the essay is called change over time, you must also include any continuities. The COT will cover at least one, and often two or three time periods. To properly answer the change-over-time question, you must take the reader through each period listed and address specific changes and continuities along the way in an even manner. For example if the question asked you to discuss change over time between 1450 and 2000, there should be separate paragraphs for 1450-1750, 1750-1914, and 1914-present. In this essay accurate periodization is crucial! Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Foundations (8000 B.C.E. – 600 C.E.) The Postclassical Era (600 C.E. – 1450 C.E.) An Age of Cross-Cultural Interaction (1450 C.E. – 1750 C.E.) An Age of Revolution, Industry, and Empire (1750 C.E. – 1914 C.E.) Contemporary Global Realignments (1914 C.E. – Present) Essay Writing Process 1. Analyze the question. Read over the question with an eye toward topic, task, time periods, and regions of the world. If given a choice of regions, be sure to choose the 2 about which you know the most on the assigned topic. Be sure to correctly identify the task and write only on that task. Be careful not to get off-topic. Pre-write. Organize your ideas and examples on the topic in a way that is logical, comprehensive, and gives equal coverage to all the required parts of the prompt. Use a matrix or grid if at all possible. Develop your thesis statement. As always, work on an argument that ADDRESSES ALL PARTS OF THE QUESTION, is on task, mentions the years and regions from the prompt, and (of course) proposes a well-thought out argument or stance on the issue at hand. Be clear in stating the topic and your opinion on it. Write your essay. Be sure to include RELEVANT and specific examples for each time period and world region (if applicable). Your introduction and conclusion paragraphs will be standard, however, the body paragraphs of the C-O-T essay should be chronologically organized, with one paragraph for the beginning time period, a midpoint or turning point paragraph, and a paragraph that deals with the end of the time period. The key purpose of these paragraphs is to identify CHANGES and CONTINUITIES in each period by citing specific examples. 2. 3. 4. a. Obviously start by stating the condition at the beginning of the time span, making sure to note the basic features at this time, as well as their significance. Specific examples are key. b. For the mid-point or turning point paragraph, give the specific year(s) and explain how conditions had CHANGED and STAYED THE SAME by that time. c. Lastly, address the state of affairs at the end of the time span. Discuss CHANGES, CONTINUITIES, and their SIGNIFICANCE. Be sure to include specific facts. d. Close with a conclusion that sums up the significance of the changes over time as well as the importance of what remained steady over the time period. Do not simply repeat your thesis statement word for word. CCOT Essay Grading Rubric AP World History Student Name: ___________________________________ Date: __________ Period: ______ Topic: ________________________________________________________________________ BASIC CORE Competence 1. Has acceptable thesis (1) (Addresses global issues and the time period(s) specified) 2. Addresses all parts of the question, though not necessarily evenly or thoroughly (2) (Addresses most parts of the question: for example, addresses change but not continuity) 3. Substantiates thesis with appropriate historical evidence (2) (Partially substantiates thesis with appropriate historical evidence) 4. Uses relevant world historical context effectively to explain change over time and/or continuity (1) 5. Analyzes the process of change over time and/or continuity (1) Subtotal • • • EXPANDED CORE Excellence Expands beyond basic core of 1-7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. Examples: • • Has a clear, analytical, and comprehensive thesis Analyzes all issues of the question (as relevant): global context, chronology, causation, change, continuity, effects, content Addresses all parts of the question evenly Provides ample historical evidence to substantiate thesis Provides links with relevant ideas, events, trends in an innovative way Points Points Subtotal Total Questions & Reflections About Writing A Change over Time (COT): Question/Something That’s Unclear to Me: Answer To My Question / Clarification of Unclear Item: Process Paper Evaluation Essay Type (& Topic): C/C What Did I Do Well? What Needs Improvement? DBQ COT Timed Writing Essay Evaluation Essay Type (& Topic): C/C What Did I Do Well? What Needs Improvement? DBQ COT