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The purpose of DBQs is to test your ability to work with and understand historical documents.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 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

Points
1
1
2
(1)

1
1
1
7

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
2

(Has the student addressed most parts of the

question?)

(1)

Has the student substantiated the thesis with

appropriate historical evidence?

(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

1
7

Has the student analyzed all parts of the 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

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?

Has the student shown at least one relevant, direct
comparison between or among the societies?
Has the student analyzed at least one reason for
similarity or difference identified in a direct
comparison?
Total

(1)
1

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

Points
0-2

1
7

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.