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AP World History

Writing Guide
Miss Beck
There are three important writing assignment categories in AP World History.
All of the categories are tested on the AP World History exam. This guide is meant to
help you understand what is expected for each category and how to write for each
type of assignment.
Before you understand how to write the required essays, you should know
how to write an appropriate thesis for AP World History. While the thesis writing you
learned may be appropriate in other academic classes, it must be enhanced for AP
World History. All scoring guides on the AP World History exam (the same ones used
to grade your work in class) emphasize the thesis statement. The rubric states you
must have an acceptable thesis. The challenge lies in knowing what is acceptable.
THESIS WRITING
A thesis should be a specific argument that answers the question at hand.
Example Test Question Prompt: Compare and contrast the Roman Empire during 206
BCE-220 CE with the Spanish Empire of the sixteenth century.
Your thesis should include one comparison and one contrast while referencing both
empires and time frames. A generic thesis would be:
There were many similarities and differences between the Roman
Empire during 206 BCE-200 CE and the Spanish Empire of the
sixteenth century.
For AP World History you need to do more than what is stated above. It is too
general and simply repeats the prompt. In other words, you need to create a better
thesis. An AP World History thesis would read:
There were many similarities and differences between the Roman
Empire during 206 BCE-220 CE and the Spanish Empire of the
sixteenth century. One was land-based while the other was sea-based
yet they both grew rich from conquest of territory outside their
boundaries.
All you must do is present an argument in your thesis. A short thesis is always
better than a long one. A thesis that is too long may cause you to lose points.
Additionally, do not split up your thesis. Make sure it is all in one place.
Developing better thesis writing is simply by practice. You will be offered multiple
opportunities to develop you thesis writing skills. Please utilize them!

DOCUMENT-BASED QUESTIONS (DBQs):


The purpose of DBQs is to test your ability to work with and understand historical
documents. This essay is about the documents! Make sure to keep focus on that
concept. Each DBQ should have the following:

A relevant thesis with evidence from the documents


o Thesis must be based on the documents, not just the question
Use of all the documents
o College Board says you must Support the thesis with appropriate
evidence from all documents. Do not simply mention the document.
Analysis of documents by grouping them in as many appropriate ways as
possible; not a simple summary of the documents individually
o Ability to group shows that you have read and understand the
document.
o Groupings include
Time
Geography
Type of source
Type of author
Similar opinions
Those that are of the same religion, political party, social groups,
or other groups
Accounts for all the sources of the documents and includes analysis of
the authors points of view
o Think about:
The author
Why he/she would think this
Where the document comes from in time and geography
What the document comes from (religious text, speech, letter,
diary, newspaper)
Truthfulness of the document
Explanation for need of one additional document

Yes, an additional document! Your DBQ is not just about the documents you see on
the paper, but also one you can recall from reading. There will be plenty to prepare
you ahead of time. It is simply a matter of remembering what they consist of and
including them.
DBQ Scoring Rubric
Basic Core
Is the thesis acceptable?
Does the student address all of the
documents and demonstrate

Points
1
1

understanding of all or all but one?


Has the student supported the thesis
with appropriate evidence from all but
one of the documents?
(Has the student supported the thesis
with appropriate evidence from all but
two documents?)
Has the student analyzed point of view
in at least two documents?
Has the student analyzed the documents
by grouping them in two or three ways?
Has the students identified and
explained the need for one type of
appropriate additional document?
TOTAL

2
(1)

1
1
1

If you score 7 out of 7 on the Basic Core you are eligible to receive points for the
Expanded Core.
Expanded Core
Does the student have a comprehensive,
analytical, and explicit thesis?

Points
0-2

Has the student shown careful and


insightful analysis of the document?
Has the student used the documents
persuasively as evidence?
Has the student analyzed bias and point
of view in most or all documents?
Has the student analyzed the documents
in additional ways-syntheses,
comparisons, or groupings?
Has the student brought in relevant
outside historical content?
Has the student explained the need for
more than one type of appropriate
additional documents?
Total

Words and what they mean on a writing prompt or exam:


Word
Analyze

Assess/Evaluate
Compare

Contrast

Describe

Discuss
Explain

Definition
Study or examine the
structure of something or
how its parts are put
together
Examine something in
order to judge it
Examine things or people
in order to discover the
similarities and
differences. You need to
deal with both the
similarities and the
differences. When you see
compare, think compare
and contrast.
Examine things or people
in order to discover the
differences
Give an account of
something by discussing
the details or its
characteristics
Consider a topic in writing
or to write about
Tell why something is or
give an account with
clarity and detail to be
understood by someone
else

OTHER FREE RESPONSE QUESTIONS (FRQS):


CONTINUITY AND CHANGE OVER TIME ESSAY (CCOT):
For this writing component you will be given some choice. You will be offered a
general question and then a choice of two to five regions to write about. These will
usually be related by themes.
Example Question Prompt: Discuss the effects of migration from 1200-1400 on
THREE of the following regions:

South America
Southeast Africa
India and the Himalayas
Eastern Europe
Overall, this question is designed to have you discuss how something in world
history has changed over time and what has stayed the same. The essay will likely
require you to write over more than one time period specified by the College Board.
In other words, the essay may cover more than one unit. Please keep the following
in mind:

Show CHANGE OVER TIME and avoid discussing simply the beginning and end
of a process.
Remember to show continuity- how things have not changed over time.
Include as much historical evidence as possible.

CCOT Scoring Rubric


Basic Core
Does the student have an acceptable
thesis?
Has the student addressed all parts of
the question?

Points
1

(Has the student addressed most parts


of the question?)
Has the student substantiated the thesis
with appropriate historical evidence?

(1)

(Has the student done so partially?)

(1)

Has the student made effective use of


historical context to show the continuity
and change over time?
Has the student analyzed the process of
continuity and change over time?
Total

Expanded Core
Does the student have a clear,
analytical, and comprehensive thesis?

Points
0-2

Has the student analyzed all parts of the

1
7

question as relevant: global context,


chronology, causation, change,
continuity, and effects?
Has the student given ample historical
evidence to substantiate his or her
thesis?
Has the student provided connection
with relevant ideas, events, and trends in
an innovative way?
Total

COMPARATIVE ESSAY:
For this writing component you will be asked to write about two major societies
and how they interacted with one another. You may also be asked to compare
and contrast them based on a major theme or event.
Please keep the following in mind:

A comparison essay implies that you will contrast as well.


Do not discuss just one region or culture and then the other. The AP World
History Comparative Essay calls for more than just that. The scoring
guides require direct comparisons.
Provide evidence!

Comparative Essay Rubric


Basic Core
Does the student have an acceptable
thesis?
Has the student addressed all parts of
the question?

Points
1
2
(1)

Has the student addressed most parts of


the question?
Has the student substantiated the thesis
with appropriate historical evidence?
Has the student done so partially?
Has the student shown at least one
relevant, direct comparison between or
among the societies?
Has the student analyzed at least one

(1)
1

reason for similarity or difference


identified in a direct comparison?
Total
Expanded Core
Does the student have a clear,
analytical, and comprehensive thesis?

7
Points
0-2

Has the student addressed all parts of


the question thoroughly: comparisons,
chronology, causation, connections,
themes, interactions, and content?
Has the student given ample historical
evidence to substantiate his or her
thesis?
Has the student related comparisons to
a larger global context?
Has the student made direct
comparisons consistently between and
among societies?
Has the student consistently analyzed
the causes and effects of relevant
similarities and differences?
Total

A WORD ABOUT SCORING!


Although scoring appears to be out of 7 points (or 9 if you do a really
phenomenal job), your score is actually multiplied on the AP Exam. Since the
multiplication scheme on the AP World History exam is quite complicated, your
essay scores will be multiplied by 5 for the purposes of clarity. In other words, if you
score a 9 on your essay, it would actually be a 45/45 since your score is multiplied
by 5. It is also counted as 45 points. If you score a 4/9, your score is actually a
20/45.

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