WRITING AN EFFECTIVE LONG ESSAY QUESTION LEQ HOW

WRITING AN EFFECTIVE LONG ESSAY QUESTION (LEQ)

HOW TO APPROACH THE LONG ESSAY! � EXAM FORMAT – AGAIN � 3 HOURS & 15 MINUTES � 55 MULTIPLE CHOICE QUESTIONS 40% - � 3 SHORT ANSWERS 20% - MAX. 3 PTS EACH � 1 DBQ 25% 1 LONG ESSAY – CHOICE BETWEEN 3 SKILL & THEME THE SAME FOR ALL 3 CHOICE IS TIME FRAME #1 PERIODS 1 -3 #2 PERIODS 4 -6 #3 PERIODS 7 -9 15% � � �

HISTORICAL THINKING SKILLS (HTS) � ESSAY WILL FOCUS ON ONE OF THESE SKILLS IN PARTICULAR � CAUSATION: EVALUATE HOW …. . IMPACTED THE…. . IDENTIFY, ANALYZE, & EVALUATE CAUSE & EFFECT RELATIONSHIPS IN AN HISTORICAL CONTEXT, DISTINGUISHING BETWEEN THE LONG & SHORT TERM � � � � CONTINUITY & CHANGE OVER TIME (CCOT): IDENTIFY & ANALYZE THE CHANGING RELATIONSHIP ABILITY TO RECOGNIZE, ANALYZE & EVALUATE DYNAMICS OF CCOT OF VARYING LENGTHS & RELATING THOSE PATTERNS TO LARGER HISTORICAL PROCESSES/THEMES COMPARISON: COMPARE & CONTRAST …. . ABILITY TO DESCRIBE, COMPARE & EVALUATE IN VARIOUS CHRONO & GEO CONTEXTS, MULTIPLE HISTORICAL DEVELOPMENTS W/I 1 SOCIETY & 1 OR MORE DEVELOPMENTS ACROSS OR BETWEEN DIFFEERENT SOCIETIES CONTEXTUALIZATION: SEEING THE CONNECTIONS BETWEEN THE PARTICULAR & THE GENERAL WHAT WAS HAPPENING AT THE TIME, PLACE, THE COUNTRY OF THE

RUBRIC: 6 POINTS & 35 MINUTES � � � NO DBQ OR LEQ WILL BE SPECIFICALLY ON PERIODS 1 (14911607) OR 9 (1980 -PRESENT) THESIS/CLAIM: 0 -1 PT. – DO NOT RESTATE, MAKE SURE IT IS CLEAR & ADDRESSES ALL PARTS OF THE QUESTION/PROMPT CONTEXTUALIZATION: 0 -1 PT: - DESCRIBE BROADER HISTORICAL CONTEXT RELEVANT TO PROMPT. CAN BE BEFORE, DURING OR AFTER TIME FRAME EVIDENCE 0 -2 PTS– USE SPECIFIC EVIDENCE, CLEARLY & CONSISTENTLY STATING HOW THE EVIDENCE SUPPORTS THESIS OR ARGUMENT & ESTABLISHING CLEAR LINKAGES B/W THE EVIDENCE & THESIS. 1 POINT FOR IDENTIFYING EXAMPLES & 1 POINT FOR EXPLAINING HOW THAT EVIDENCE SUPPORTS ARGUEMENT ANALYSIS & REASONING: 0 -2 PTS. – 1 POINT - USES HISTORICAL REASONING CCOT, COMPARISON OR CAUSATION TO FRAME ARGUMENT 1 POINT – DEMONSTRATES COMPLEX UNDERSTANDING USING EVIDENCE TO CORROBORATE, QUALIFY OR MODIFY ARGUMENT. I. E. , EXPLAIN BOTH

WHAT DOES A LONG ESSAY RESPONSE LOOK LIKE? � � � 5 PARAGRAPHS: USE ? AS GUIDE EACH BODY PARAGRAPH EXPLAIN, DESCRIBE, EVALUATE, IDENTIFY, DISCUSS ONE TOPIC/CATEGORY YOU MUST INCLUDE IN THE ESSAY THE REQUIREMENTS STATED “In your response you should do the following: � state a relevant thesis addressing all parts of the question, � support your argument w/ evidence using specific examples � Apply historical thinking skills as directed by the �

DECONSTRUCTING YOUR PARAGRAPHS � � � � INTRO MOST IMPORTANT: BACKGROUND, THESIS, MAIN POINTS OF ARGUMENT (CATEGORIES/TOPICS) BY THE END OF THE INTRO READER SHOULD HAVE A CLEAR IDEA OF THE ARGUMENTS YOU WILL DEVELOP IN THE BODY PARAGRAPHS USE TRANSITION WORDS OR PHRASES FOR CONTINUITY & TO KEEP READER FOLLOWING YOUR ARGUMENT BODY PARAGRAPHS: # & LENGTH WILL VARY BASED ON PROMPT, THESIS, EVIDENCE – MUST FOCUS ON THE HTS “ALTHOUGH, ……” EVIDENCE IS SPECIFIC EXAMPLES FROM YOUR KNOWLEDGE BASE: EVENTS, PEOPLE, TREATIES, WARS, LAWS, REBELLIONS ETC. CONCLUSION: SUMS UP WHAT READER HAS LEARNED, RESTATE THESIS IN FRESH & INTERESTING MANNER, RESTATE TOPIC SENTENCES & USE EX FROM ESSAY TO SUPPORT EACH TOPIC SENTENCE. DON’T INTRODUCE NEW EVIDENCE OR SUMMARIZE ESSAY IN CONCLUSION