Document Essays: 25% of AP test grade

1. First skim the reading. Write down the title of the document and the name of the author on your note paper. read the first sentence in each paragraph. When you have finished, try to state in your own words what the evidence seems to indicate about the issue being discussed.

2. Read the document carefully and take running notes. Read the selection or section rapidly. write down a few generalizations but do not write on the primary source. Re-read the material and note down any facts (evidence) that support your generalizations. Warning: if you take notes on everything, you will only duplicate the reading itself.

3. Go over your notes, underlying key ideas and words.

4. Now review the possible choice of essays and note in your notes what could/should be used in an essay answer.

Grading:

 

 

 

 

 

9-8 (5)

Argument:

Thesis must be well-developed and clearly focused; acknowledges

 

the complexity of the question itself.

 

Critical thought:

In-depth document analysis: confrontation and discussion of

 

conflicting sources and information: relevance of outside

 

knowledge to the argument.

Evidence:

balance between documents and outside information; liberal use of

 

both; may include an occasional, insignificant error.

Writing style:

Must be well-organized and well-written; cogent.

 

 

 

7-6 (4)

Argument:

Thesis must be consistent and controlled; may not be as focused as

 

in top category.

Critical thought:

Analysis of several sources (documentary and outside).

Evidence:

Considerable use of documents and outside information; less

 

discussion of relationships among sources.

Writing style:

Clearly organized and written; not exceptional but logical.

 

 

 

5-4 (3)

Argument:

Limited or partially developed thesis which addresses question

 

somewhat.

Critical thought:

More descriptive than analytic: may not discuss entire question.

Evidence:

May paraphrase documents and exhibit only sketchy outside

 

evidence; may have errors.

Writing style:

Acceptable organization and writing.

 

 

 

3-2 (2)

Argument:

Confused, unsupported, poorly developed thesis.

Critical thought:

Limited understanding of question; ineffective or inaccurate

 analysis.

Evidence:

Poor use of documents-often only a brief citation or paraphrase;

 

little outside information, which is often inaccurate; may contain

 

major errors.

Writing style:

Weak organization and writing.

 

 

 

1-2 (1)

Argument:

No thesis or an irrelevant one.

Critical thought:

Inadequate or inaccurate understanding of question.

Evidence:

Almost no use of documents or evidence; attempts are confused or

 

 

inappropriate; major errors.

 

Writing style:

Disorganized and poorly written.

 

Answering the Essay Question: 2 essays on AP test, each worth 12 1/2% of grade

Be prepared, when you answer an essay question, to apply the following principles. Study them. Adhere to them. You will be graded according to the principles set forth in the outline.

When you are given an essay question, your first task is to read it and determine its meaning. You must answer it in accordance with its terms. if you do not the reader cannot give you any credit. Therefore, the reading of the questions is a very vital part of taking the objective type of test, also.

Interpreting the Question

Read it carefully!

1. Analyze the meaning of the key words.

2. If a choice is permitted, make your choice. Do not try to answer three parts if the question specifies two. The reader will credit only the first two even if you do three.

3. A few minutes spent in studying the questions and in deciding how to answer them may pay dividends in a higher grade. Before you write, jot brief notes in the margin; then use them.

Heed the meaning of such words as the following:

1. EXPLAIN ... This means to make clear. The reader assumes nothing. You must convince the reader that you understood the subject by what you write.

2. DISCUSS ... This means to argue pro and con. mention different groups or individual involved and the viewpoint of each. State evidence supporting a viewpoint and evidence contrary to it.

3. STATE ... This means a simple statement of facts: State the terms of the Treaty of Versailles.

4. LIST ... This usually means to arrange certain facts in 1,2,3 order: List the names of 5 philosophers from the Age of Enlightenment.

5. TRACE ... This means to narrate in chronological order: Trace the history of the British legislation which caused colonial discontent, 1763-75.

6. DESCRIBE .. this means to give an account of, to narrate: Describe the conditions in France on the eve of the French Revolution.

7. CONTRAST ... This means to show the differences: Contrast the attitudes of Jefferson and Hamilton to the role of government.

8. COMPARE ...This means to show the differences and similarities.

Prepare to answer the question logically.

For instance, if the question says to state the meaning of a quotation, argue in favor of its meaning, argue against, and reach a conclusion, then state the meaning. do not state the meaning, then argue against, then argue for, then state a conclusion.

Essay evaluation

Introduction

1. Broad opening sentence introducing the topic.

2. The time and setting of the topic.

3. A thesis statement.

4. Categories or main ideas in support of the thesis.

Body (each paragraph)

1. Good topic/transition sentence.

2. Transitional words or phrases between sentences.

4. Main idea supportive of the thesis.

4. Specific details supportive of the main idea.

Conclusion

1. Restatement of the thesis.

2. Summary of major ideas supportive to the thesis.

3. Strong closing sentence.

4. No new ideas of solutions introduced.

Also considered ... grammar, punctuation, and if required proper bibliography and footnote/endnote techniques.

Grading

 

 

 

9-8

Clear, well developed thesis.

 

Supports thesis with substantial, relevant information

 

Understands complexity of question.

 

Effective analysis.

 

May contain minor errors.

 

 

7-5

Contains a clear thesis with limited development.

 

Supports thesis with some factual information.

 

Limited or no understanding of complexity

 

Limited analysis, mostly description

 

May contain errors that do not detract form overall essay,argument

 

 

4-2

Lacks a thesis or thesis may be confused or undeveloped.

 

Lacks supporting information or information which is given minimal

 

Ignores complexity

 

No analysis

 

May contain major errors.

 

 

1

Inappropriate response

 

May simply paraphrase or restate the question

 

Little understanding of the question.