Make your writing matter!

Teaching APUSH students how to write a good LEQ

*adapted from APUSH LEQ 100 slides

Proper Grammar Requires Proper Punctuation!

Punctuation directs you how to read, in a way musical notation directs a musician how to play. EX: “A woman, without her man, is nothing”

“A woman: without her, man is nothing”EX: “Panda. Large black & white bear-like mammal,

native to China. Eats, shoots, and leaves” “Panda: large black & white bear-like mammal, native to China. Eats shoots & leaves”

Some Professors are SUPER SERIOUS!

-U of Wisconsin, Economics Class 2003

Professor Pet Peeves

Papers that read like greeting cards. Leave cuteness and humor to late night TV. Show your scholarship, not your wittiness.

Papers that aren’t proofread. These are laced with common spelling errors.

Informal writing. Do not use slang or the first person.

No clear thesis. The thesis must be clear and interesting and argue something.

No fluff. A professor is not fooled by students padding essays with bigger fonts and margins.

Penmanship. If it is not legible, it won’t be graded

Writing the Long Essay

APUSH candidates have a choice between two questions that focus on the same historical thinking skill (HTS) but may apply to different time periods and thematic learning objectives

WHAT ARE THE HTS AGAIN?

Chronological Reasoning

Causation. Cause AND effect. Short & long, term. Interactions among multiple causes.

Continuity AND Change. Analyze and evaluate historical continuity. Turning points. Making connections

Periodization. Grouping events/processes within a time period. Compare competing models/view points

Comparison & Contextualization

Comparison. Compare AND contrast developments across time & space

Contextualization. Connect events & developments to broader themes (ie: M Sanger’s movement for birth control women’s rights/liberation). Making connections to other periods (ie: tying it to affirmative action 1980s)

Crafting Historical Arguments

Historical Argumentation. Analyze commonly accepted interpretations & why. Convincing interpretations using contradictory evidence. Persuasive historical arguments.

Relevant Historical Evidence. Analyze features of PDs. Draw supportable inferences & conclusions

Interpretation & Synthesis

Interpretation. Analyze diverse historical interpretations. Evaluate how interpretations change over time. (ex: use of atomic bomb 1940s vs 1990s)

Synthesis. PS & SS to create understanding of the past

THE L.E.Q.

Essays are evaluated on four criteria:

1. Argumentation. Develops a thesis or relevant argument that addresses all parts of the question

2. Use of Evidence. Supports the thesis using specific evidence, clearly linked to the thesis

3. Targeted HTS. Demonstrates ability to think beyond content – causation, comparison, continuity & change over time, periodization.

4. 4. Synthesis. Extends argument by connecting it to a different time, historical context, or connecting it to a different analysis category (geographic, economic, social, political, cultural)

STEPS TO THE L.E.Q.

STEP 1: Analyze the Question

Take time to consider what the question REALLY asks. Identify the targeted HTS (causation, comparison, continuity & change over time, or periodization)

Circle the main tasks required & organize your answers accordingly. Look for buzz words: “analyze, explain, support, modify, refute…”

Underline the time period in the questionIdentify all parts of the questions that need to be

addressed.

You will NOT receive full credit on an LEQ by simply reporting information.

You must meet the HTS

“Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790s”

You must discuss BOTH foreign AND domestic affairs, as well as 1790’s politics. You must do more than just describe what they were like, you must Evaluate (causation)To gain the synthesis points, extend your LE to go beyond, (contextualization, comparison, show impact on geographical boundaries....)

STEP 2: Develop the Evidence

Spend some time planning before writing. Organize your info in a brief outline.

Domestic Affairs Foreign Affairs Politics

Hamilton’s plan: ntl debt, tariff, excise tax

French Revolution

British v French

Jefferson v Hamilton

Two-party system

STEP 3: Develop a Thesis & Introductory Paragraph

Take a position that you can back upDO NOT just restate the questionParts to the Introductory Paragraph BTR:

Background statement (brief explanation of the topic)Thesis (your argument, stance, hypothesis, position)Roadmap (your main arguments which you’ll prove in

the body-don’t be too specific, leave that for the body. But do state your intended synthesis)

STEP 4: Write the supporting body paragraphs

Usually, but not always, 3-5 paragraphs.Depends on your thesis, main points of your

argument, and the amount of historical evidence you provide

Focus on the HTSIdentify the MOST IMPORTANT supporting

evidence. Simply stating everything you know is not going to earn you points. You must make that information meaningful

HISTORICAL CAUSATIONWHY did stuff happen? What’s the impact (long/short)

COMPARISON Similarities & differences w/in or between topics

CONTINUITY & CHANGE OVER TIMEWhat stayed the same? What changed? Why’d it change

& how much? PERIODIZATION

Why historians start/end time period? (turning points!) SYNTHESIS

Understand how past is relevant to present (connections across time, ideas, people, events)

BAGPIPE

Use BAGPIPE to help you with the SYNTHESIS

Belief SystemsAmerica in the WorldGeography & the EnvironmentPeoplingIdentityPolitics & PowerEconomy

STEP 5: Conclusion

DO NOT INTRODUCE NEW EVIDENCE OR IDEAS

Sums up what the reader has learned

Restates the Thesis in a fresh & interesting way

DO NOT thank your reader or “hope they learned something”

Finally…

Memorize the guideline for writing analytical essays (see handout)