Writing in a History Class Two Types of

Writing in a History Class

Two Types of Essays you’ll write… 1. Long Essay (LEQ) 2. Document Based Essay (DBQ) (You will also have free response questions on the AP exam)

Basic Process 1. Make an Argument 2. Support your argument with Evidence and Analysis

Making an Argument 1. Your argument, is your Thesis (this is your introductory paragraph) 2. Your argument should be in multiple claims, three total • Example - (taken from a student essay): The French Revolution dramatically changed the shape of Europe and the world. The major consequences of the French Revolution were that it unleashed nationalism into more countries, changed how armies fought wars, and destroyed the old elite privileges of the nobility in Europe. **One claim per paragraph is a good rule of thumb**

Making an Argument 1. Make historically defensible claims…something you can support with history. 2. Your claims about history will always relate to one of the following historical thinking skills: 1. Comparison – analyzing similarities and/or differences 2. Causation – analyzing causes and/or consequences 3. CCOT – analyzing continuities and/or changes over time

Supporting your claim with evidence • Evidence is - historical facts, examples, people, ideas, events, dates, developments, or explanations that prove you have made valid historical claims • Be thorough, specific, clear, and fully explained • More evidence = a stronger essay • Evidence is what primarily makes up your body paragraphs

Supporting with Analysis • Analysis proves that you understand that history is complex; it offers more support for your thesis • You incorporate analysis in one of a few ways: • Contextualization (both essays) • Contextualization means connecting what you’re talking about to the broader historical story/theme going on. How does that fact or example or topic or information connect to the broader story or theme of what’s going on in history? This is challenging because you must know a lot about history in order to connect with the broader story/theme. • A wise place to add your contextualization is in your concluding paragraph • Reasoning (only the Long Essay) • What is the reasoning behind one of your claims? Basically, answer the question “Why did this occur? ” • A wise place to add your reasoning at the end of each body paragraph • Sourcing (only the DBQ) • In a DBQ, you must incorporate small primary source documents (that are given to you) into your essay • Sourcing means you explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to your argument

General Expectations 1. This essay is like a first draft, not a final draft – you can make spelling and grammar mistakes 2. Essays will always be timed and written in class 3. You earn points for what you do right, rather than losing points for something that is wrong

• Practice Prompt #1: Evaluate the extent to which your outlook on life differs with ONE of the following: • • - A sibling • - A best friend • - A parent (or both) Thesis: My sister and I have many things in common, but also have many differences. She and I share the same political beliefs, and our love for animals, but she is more patience than me.