How to… Annotate your Reading

Here’s the scenario: You’ve been assigned to read a chapter of history (or science, or computer math, or anything). You open the book to the proper section and begin to read. Time elapses. You realize you read the entire chapter and yet you can’t remember anything that you’ve just read (or worse, you fell asleep on your book)!

Sound familiar? It’s easy to read without your mind totally engaged, especially when you’re assigned technical reading, such as history, science, philosophy, etc. It also gets difficult when it comes time to study for a test but you’re not sure how to review your reading.

That’s where ANNOTATED READING comes into play! Annotated reading is a marking system perfected by generations of successful high school and college students. It is not necessarily fun, however it will help you to a) keep your mind on what you’re reading, b) help you to remember key passages and important points, and c) make it much easier to study the book as you approach test time.

How do I do this?First, it is important that you’re reading with a question in mind to focus your marking. It

may be a question that Mrs. Magurn provides on the syllabus or a thesis that Boyer poses in the opening paragraph of the chapter, although in other classes, it will likely be the questions at the beginning of each section in the book.

Next, look at all of the section headings and paragraph titles and turn them into questions. You will be marking parts of the paragraph that answer those questions. For example, when the headline reads “Reasons for colonization,” turn it into a question such as “What were the reasons for colonization?”

There are three methods of annotated reading: highlighting/marking the book, using post-it notes in your book, keeping a reactive reading notebook. You might find that one method works for one situation (like highlighting when you read an article) while another method works better in another (outlining your Boyer reading)

IF YOU PLAN TO PURCHASE YOUR BOOK:

1. Highlight or underline the complete passages that are important enough that you will reread them before a test. DO NOT MARK MORE THAN 1/3-1/2 OF ANY PAGE!!! It is also important that you are picky about what you highlight. Never mark as you read—read first, then go back and mark.

2. Add written comments (known as margin comments) to the side or bottom of page to help make sense of what you read. These usually summarize the paragraph in a few words and help you find a passage when you’re writing an essay or studying.

3. For every 2-3 pages, you will also want to add a comments that analyzes, compares/contrasts the time period to another, illustrates the change over time, connects to Boyer’s thesis, or explains the “so what” of the time period.

4. When you encounter lists in the reading that you feel are important, number them 1,2,3, etc for easy memorization before a test.

5. Star the very most important tidbits for quick review before a quiz6. Read with a question in mind-- read headlines carefully. Read before marking- you will

then be choosier about what you read. Never mark more than 1/3-1/2 of your page.

IF YOU PLAN TO USE POST-IT NOTES:

1. Use pen! Pencil fades and smears, which defeats the purpose.1. Read each paragraph carefully. At the end of each page, note 3-5 of the most

important facts from the reading.2. For each spread (2 pages) write one synthesis comment that does one of the

following: compares/contrasts the time period to another, illustrates the change over time, connects to Boyer’s thesis, explains the “so what” of the time period.

3. Star the most important facts for quick review before quizzes.4. Write out lists that you feel merit note or will be important for studying later.5. After reading checks, you may remove your notes. You may consider sticking them into

your notebook where appropriate for test review.

IF YOU WANT TO KEEP A REACTIVE READING NOTEBOOK:1. Invest in a single subject notebook and use pen; pencils fade/smear.2. See your “how to” guide for how to outline. Lining up your outline is critical here—it

helps your brain mentally process and prioritize what you’re reading.3. Since you are already processing what is important through your organization of your

outline, you need not write synthesis comments.4. Star the most important segments for quick review before tests and quizzes.5. Before tests and quizzes, review by highlighting the most important notes.

A few things to keep in mind about ANNOTATED READING:o Read with a question in mind-- read headlines carefully.o Read before marking- you will then be choosier about what you read.o You’re looking for important people, places, events, and concepts.o Never mark more than 1/3-1/2 of your page.o This is a system that should evolve into a system that works for you! You can

add your own twists as needed so it helps you understand what you’re reading and helps you save time when you’re reviewing.

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APUSH , Magurn: READING CHECK

Pages assigned: _______________________________________

_____ My assigned reading is complete; I am up-to-date!

_____ My reading is not complete. I know that keeping up on class activities is easier when I am up to date on my reading. Pages missing (list:)__________________________

Highlighting:

_____ intelligent choices for marking_____ amount marked about right (approx. 1/3 to 1/2)_____ insufficient amount marked on average--you are being too picky______ crucial items are being ignored—Think people, places, events, and concepts_____ too much marked--you are marking almost everything! Process your reading carefully and choose!

Margin comments:General:

_____ on target—way to go!_____ superficially, insufficiently, or inconsistently done_____ periodic base-of-page syntheses are also recommended_____ use margin comments as well as base-of-page syntheses

For post-it noters: _____ about the right number of factual notes (3-5)_____ think about noting more facts for ease of studying later—People, places, events,

and concepts_____ You need synthesis comments to “digest” your reading and make connections

For highlighters:_____ missing, if highlighting your book_____ on target—good job!

Outliners:_____ On target—way to go!_____ You seem to be missing details- consider breaking down pts into further detail._____ Incorrect format—see “how to” guide. Formatting is another word for processing. You must think and organize as you go—it helps the info “stick”_____ more sub-details needed—1, 2, a, b, etc

Starring system:_____ on target_____ missing _____ not used throughout_____ being used instead of margin comments (for highlighters)

Lists:____ Note them as you go. It’s makes learning them that much easier

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How to… Take Notes in U.S. History Class

In your history classes, we will be taking notes in outline form. Outlining helps you organize information and ideas in a concise and logical fashion. Taking notes in outlines as you write enables you to concentrate on the most important details and process what you’re hearing.

Advantages:1. It’s easy, once you see the pattern of how to do it.2. It forces you to pay attention and stay alert.3. It makes studying for test much easier!

Getting Started: First, Label each new Unit with the title provided on the syllabus. Date each page, so you can easily find gaps in your notes or compare them with a

fellow student during review sessions Use PEN! Pencil fades and smears… you’ll need to be able to reread your notes before

quizzes, tests, exams and the AP test in May.

How to do it:I. Daily Topic-- ie: The Gettysburg Campaign-- provided daily in your syllabus.

A. Major Ideas-- Ideas should be descriptive-- you’ll hear these in lectures, read them in outside excerpts, or see them as major headlines in your book reading.

1. Subtopic-- breaks down the major ideas into more workable componentsa. Detail 1-- describes, explains, supports the subtopic-- not intended to be wordy, but descriptiveb. Detail 2-- dittoc. Detail 3—ditto

i. Smaller detail, if necessary2. Subtopic 2-- Different topic, same format as subtopic 1

B. Major Idea 2

Tips:

Indent each line approximately ½ inch to the right to break down each component. The idea is to give yourself a visual when you change topics, which break down subject and makes studying much easier!

If an idea doesn’t fit onto one line, make sure that you indent accordingly when you continue on the next line.

The idea is not to see how much you can write, but rather how descriptive you can be Use a pen! Pencil will smear and you will potentially struggle to read your notes at test

time or ap exam time.

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Notebook FeedbackAPUSH, Magurn

Materials:_____ Get a spiral bound notebook or binder—there should be no loose papers

_____ Use black or blue ink—makes for easier reading when studying later!

_____ This notebook should be used for history notes only

Format:_____ Date each page

_____ Number each page so I can refer to them if I see problems

_____ This notebook should be a continual outline except for where you have drawings/charts

—no empty spaces or starting new pages

_____ In some places you’ve stopped outlining

_____ Use outline form—See example provided

_____ Incorrect order in outline—See handout and memorize these

____ Start a new Topic for each major change of ideas

_____ Do not breakdown a subpoint into only one point—add some detail

Content:_____ You’re on target—keep it up!

_____ You appear to be taking dictation; be selective in the details you note

_____ Your notes don’t explain things or provide examples—both of which will help you recall

class activities before a test.

_____ Your notes have only included what was on the blackboard; strive to listen carefully and

jot down important details from class discussions.

_____ Some notes are missing. When you’re absent, be sure to borrow notes as soon as

possible so your outline doesn’t get disorganized

_____ you seem to be re-outlining your notes—save time by doing it the first time around!

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I. A. B.

1. 2.

a. i.

How to… analyze a resource

In history class, you’re dominated by resources that you’ll need to analyze and potentially use in your historical explorations. Unfortunately, there’s a lot of misinformation out there. Here’s a straightforward way to begin to sort through the fact from the fiction.

1) Consider the Source Is it a primary or secondary resource? How do you know? Where and when did it appear? When was it produced? Who created/produced it? What can we learn about an author/creator’s motives, intentions, or point of

view? Is the creator in a position to be a good reporter? Why or why not? What bias might an author have put into the creation of this source? Does the

bias make this source unreliable? Why is it available to me, as a 21st century student? How did manage to stand

the test of time?

2) Close Reading—critical reading What type of language is used? Is it formal or informal? Is consistent language

used throughout? Look at the parts of the whole document/movie/poster/source. How does it all fit

together? What questions do you have as you “read” the source?

3) Contextualization-- Consider the larger historical picture What else was happening at this time that may have influence the creator? Who were the intended and unintended audiences?

4) Corroboration—Fact checkingCheck important detail against each otherDoes the match information gained from other sources at the time?How does it contradict? Is it important if it contradicts another source?Does it appear to be a trustworthy source when compared to others? Why or why not?

*Based on information in U.S. History Matters: A Student Guide to U.S. History Online by Kelly Schraum, second edition

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How to… do a Précis

Here’s the scenario: You’ve had to read a bunch of articles (or poems, or short stories) for a particular class, haunted by the threat that “they will be on the test.” As the test date approaches, you realize there’s no time to reread each article. What ever will you do?

Have no fear students! That’s where précis come in. A précis is a summary of an article, broken down into easy components, which enable you to study them later.

Format:

1. Bibliographic information. Goes at the top of the page.

Last, first. “Chapter Title.” Book. City: Publisher, Year.

OR

Last, First. “Article Title.” Publication. Volume, Number. Date. Pages.

2. Thesis (Purpose) The thesis of the article is the most critical in understanding the author’s Point of View

(POV). It should identify the speaker specifically (ie: Bob Smith, a southern slaveholder…) It should summarize the author’s main central point. It should be boiled down into ONE sentence.

3. Supporting Details Designed to help you remember the “meat” of the article. You should have 4-6 full length supporting sentences that directly support the thesis of

the article. List and number them Should not been quotations from article, but rather your summarization of the article.

4. Other details In total, each précis should only be ½ to 1 page long. You will place each précis in your history notebook, grouped together.

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Example Précis

Beard, Charles S. “Preface to Book.” An Economic Interpretation of the Constitution of the United States. New York: The Free Press, 1913.

Thesis: Because the nature of the men attending the Constitutional Convention- - wealthy, land owning elite—the Constitution became an economic document that served the best interests of those writing it, according to Charles Beard, an economist living at the turning of the 20th century.

1. This document differed from the Articles of Confederation in that it addressed the previously neglected areas of trade, money, shipping, and manufacturing.

2. People without property were excluded from ratifying the document.

3. The Constitution was ratified by only 12% of the male population, due to suffrage restrictions.

4. The framers were only thinking of themselves; they ALL had financial interests at stake.

Please note:1. Good bibliographic format2. Has specific thesis that is easily identifiable. 3. Four support sentences that relate back to thesis. These are NOT quotations from the

article, but rather, my paraphrasing.4. Précis can be handwritten, in ink of course!

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Précis Feedback

_____ You have all précis complete

1. 2.3. 4. 5.

_____ Several are missing, including:

Format:_____ Remember to include:

_____ Author_____ Book _____ Article Title_____ Group your précis together

Content:Theses_____ Your theses are mostly on target_____ have identified author_____ have identified POV of author____ You are having problems with your theses

_____ They are not really getting to the gist of each articleProblem theses: ________________________________

________________________________

Details:_____ Provide an excellent overview_____ are thorough enough to be used when writing an essay_____ contains 4-6 details_____ Support your theses_____ too few (4-6 recommended)_____ too many_____ Support too vague_____ not numbered for easier studying_____ do not support your thesis

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How to… write a Seminar

Rationale: During class discussions, it can be difficult to jump in with your valid point when your eager classmates also have ideas that they want to share. By the time it’s your turn, the topic have often changed and you might not get to say what you wanted to contribute. For shy students, it can be a challenge just to address the class.

By writing out planned “points”, or contributions you plan to make to the seminar, it assures the teacher that you ready to participate and ensures that you get a good grade… if you carefully prepared.

1) To start, read with a particular question(s) in mind. It is usually provided on your syllabus.

2) Create 4-6 thesis statements that answer the question. Each point should be able to stand alone in its ability to answer the seminar question(s). You will number and underline each thesis statement.

3) After each statement, write at least two paragraphs of support that help to prove your point.

4) Each point should be referenced parenthetically, with one or more sources. Use the sources recommended by your teacher, unless otherwise specified. You should not utilize online resources for this type of assignment without the express permission of your teacher.

5) These should be word processed and double spaced.

6) Each student is expected to contribute to the seminar. After the discussion, you will turn in your prepared points. Your Seminar grade is derived from both your written and oral contributions.

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How to… write a thesis and opening paragraph

It certainly feels like the most daunting task of writing. You’re sitting at your desk, surrounded by books and… nothing. The computer screen or sheet of paper actually seems to be taunting you! How can this happen?

In history, an introductory paragraph needs accomplish four goals:1) naturally introduce your topic 2) orient the reader to time frame, theme, place, and history incident3) hook your reader with interest4) make an assertion with a thesis statement (last sentence of your introduction)

These four goals might be accomplished in four sentences, or it might take less.

What is a Thesis Statement?

Your definition: _________________________________________________

________________________________________________________________________

Group definition: ________________________________________________

________________________________________________________________________

Why have a Thesis Statement? _____________________________________

________________________________________________________________

Where should this Thesis Statement be located? ______________________

________________________________________________________________________

Characteristics of a simple Thesis Statement: _________________________

________________________________________________________________

________________________________________________________________

Characteristics of a complex Thesis Statement: _______________________

________________________________________________________________

________________________________________________________________

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An example of a written seminar point

(Answering the question: What did the colonies have in common by 1700?)

1. Farming, in its different methods, served as a source of income and sustenance for all colonies.

The Chesapeake and Carolina cultures developed agriculture for cash crops. Large

plantations took advantage of the abundant land. Indigo, tobacco, and rice supplied cash

crops which effectively supported life in the lower colonies. Large farms could trade their cash

crop profits for anything they didn’t choose to produce at home. They also produced food to

achieve a degree of self-sufficiency.

The New England culture began with small farms. These farms produced enough to

support a family. As the population increased, New Englanders turned to other business

ventures, such as shipping, however, a significant number of people still depended on the

farms.

Blum 62Davidson 25Harrower 46, 52-53

*Note the following:1) Thesis is underlined and directly answers the question.2) Two paragraphs of support that flesh out the thesis.3) Parenthetical citations at the bottom of the point, since there were no direct quotations.4) This is only 1 point; 4-6 are generally required on written seminars5) If this was my last point, there would be a bibliography directly afterward.6) If you ever find yourself struggling with writing, try this method for other papers. Afterward, link the points together with some transitional phrases and tack on an intro and conclusion!

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How to… prepare Notes for a Class Discussion

Rationale: During class discussions, it can be difficult to jump in with your valid point when your eager classmates also have ideas that they want to share. By the time it’s your turn, the topic have often changed and you might not get to say what you wanted to contribute. For shy students, it can be a challenge just to address the class.

By writing out planned “points”, or contributions you plan to make to the seminar, it assures the teacher that you ready to participate and ensures that you get a good grade… if you carefully prepared.

1) First, start with the question/questions to be discussed. Frequently, it is listed on your syllabus. Write the question at the top for easily studying/referencing later.

2) Think of many approaches/potential ways that this question can be answered. In the question “What were the most significant long term effects of the Civil War?” you might start with a list that says role of women, medicine, war technology, federal government supremacy, veteran status. 3) Next, prioritize your list in an order that you think best answers the question from most relevant to least relevant. This helps YOU in the class discussion, since you’ll likely want to contribute your strongest ideas first.

4) Add some detail—Facts and figures may be appropriate. Follow up information is appropriate. Quotations are appropriate. These could be “bullet listed” under your point ie:

Federal Government Supremacy After South lost, there was no question in supremacy of Fed Gov’t Emancipation Proclamation= Presidential authority over all states, even in rebel states Secession= unconstitutional Limit of states powers Nationalism created through Reconstruction (albeit slow)

5) The more thoughtful you are in preparing your notes, the more you will have to contribute, thus avoiding the awkward “Someone else has already said all that I have” moment.

Note: This is NOT taking notes from your textbook and turning it in. This is your synthesis and interpretation of the question. I should be able to see your thought process, with answers and ideas prioritized by importance/relevance.

Another Note: These can be handwritten, in ink, or typed.

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How to participate in The Socratic Seminar—Class Discussions

Background Information:

The Socratic method of teaching is based on Socrates' theory that it is more important to enable students to think for themselves than to merely fill their heads with "right" answers. Therefore, he regularly engaged his pupils in dialogues by responding to their questions with questions, instead of answers. This process encourages divergent thinking rather than convergent.

Students are given opportunities to "examine" a common piece of text, whether it is in the form of a primary or secondary resource. After a close reading of the common text , open-ended questions are posed.

Open-ended questions allow students to think critically, analyze multiple meanings in text, and express ideas with clarity and confidence. After all, a certain degree of emotional safety is felt by participants when they understand that this format is based on dialogue among all participants, and does not involve “winners” and “losers”.

Participants in a Socratic Seminar respond to one another with respect by carefully listening instead of interrupting. Students are encouraged to "paraphrase" essential elements of another's ideas before responding, either in support of or in disagreement. Members of the dialogue look each other in the "eyes" and use each other’s names. This simple act of socialization reinforces appropriate behaviors and promotes team building.

Guidelines for Participants:

1. Refer to the text or your prepared written seminar when needed during the discussion. A discussion is not a test of memory.

2. Do not participate if you are not prepared. A seminar should not be a bull session.3. Ask questions for clarification.4. Stick to the point currently under discussion; make notes about ideas you want to come back to.5. Don’t raise hands; take turns speaking.6. Listen carefully.7. Speak loudly and clearly.8. Talk to each other, not just to the leader or the teacher.9. Discuss ideas rather than criticizing other’s personal opinions. You can disagree without being

disagreeable.

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Socratic Seminar Analytic Rubric

Exceeds Mastery Mastery Non-Mastery Little/no attemptConduct Demonstrates respect for

the learning process; has patience with different opinions and complexity; shows initiative by asking others for clarification: brings others into the conversation, moves the conversation forward; speaks to all of the participants; avoids talking too much.

Generally shows composure but may display impatience with contradictory or confusing ideas; comments, but does not necessarily encourage others to participate; may tend to address only the teacher or get into debates.

Participates and expresses a belief that his/her ideas are important in understanding the text; may make insightful comments but is either too forceful or too shy and does not contribute to the progress of the conversation; tends to debate, not dialogue.

Displays little respect for the learning process; argumentative; takes advantage of minor distractions; uses inappropriate language; speaks to individuals rather than ideas; arrives unprepared without notes, pen or perhaps even without the text.

Speaking&

Reasoning

Understands question before answering; cites evidence from text; expresses thoughts in complete sentences; move conversation forward; makes connections between ideas; resolves apparent contradictory ideas; considers others’ viewpoints, not only his/her own; avoids bad logic.

Responds to questions voluntarily; comments show an appreciation for the text but not an appreciation for the subtler points within it; comments are logical but not connected to other speakers; ideas interesting enough that others respond to them.

Responds to questions but may have to be called upon by others; has read the text but not put much effort into preparing questions and ideas for the seminar; comments take details into account but may not flow logically in conversation.

Extremely reluctant to participate even when called upon; comments illogical and meaningless; may mumble or express incomplete ideas; little or no account taken of previous comments or important ideas in the text.

Listening Pays attention to details; writes down questions; responses take into account all participants; demonstrates that he/she has kept up; points out faulty logic respectfully; overcomes distractions.

Generally pays attention and responds thoughtfully to ideas and questions of other participants and the leader; absorption in own ideas may distract the participant from the ideas of others.

Appears to find some ideas unimportant while responding to others; may have to have questions or confusions repeated due to inattention; takes few notes during the seminar in response to ideas and comments.

Appears uninvolved in the seminar; comments display complete misinterpretation of questions or comments of other participants.

Reading Thoroughly familiar with the text; has notations and questions in the margins; key words, phrases, and ideas are highlighted; possible contradictions identified; pronounces words correctly.

Has read the text and comes with some ideas from it but these may not be written out in advance; good understanding of the vocabulary but may mispronounce some new or foreign words.

Appears to have read or skimmed the text but has not marked the text or made meaningful notes or questions; shows difficulty with vocabulary; mispronounces important words; key concepts misunderstood; little evidence of serious reflection prior to the seminar.

Student is unprepared for the seminar; important words, phrases, ideas in the text are unfamiliar; no notes or questions marked in the text; no attempt made to get help with difficult material.

(Adapted with permission from Paul Raider)

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How to… Avoid Plagiarism

Remember: When in doubt, CITE!

Why cite your sources?

To give your writing credibility. You show that you have gathered ideas from worthwhile places.

To help the reader. You enable the reader to go and check and read those sources if he/she so wishes.

To protect yourself from plagiarism. When you cite all your sources, no one can say that you stole or copied ideas from someone else.

What counts as "other people's ideas"?

All words quoted directly from another source. All ideas paraphrased from a source All ideas borrowed from another source: statistics, graphs, charts. All ideas or materials taken from the Internet

What doesn't count?

You do not have to cite sources for knowledge that is generally known, like the dates of famous events in history or the names of past Prime Ministers. Similarly, phrases like the "Y2K problem" or "the generation gap" indicate concepts generally understood by the public.

Also, within your field, there may be terms which are "common knowledge" because they are part of the knowledge shared by people in that field, like the "language experience approach' for educators, or the term "Impressionism" for art enthusiasts.

Knowing what to cite /not to cite is also affected by culture. In North America, readers expect to be told where ideas come from. In other cultures there may be more shared and collective understanding of certain ideas or even of memorized texts. For example, a student may have had to memorize a text as part of his learning in a particular subject. If he were to reproduce that text in his own country, he may feel he need not give a source, since everyone who studied there (including the professor) would know who wrote it. In North America, however, this is not the case and a North American reader would expect to be told that author's name.

Ideas borrowed from Concordia University’s Student Learning Services

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How to find… a Quick-and-Easy MLA Guide

Books: No author: Name of Book. Place of Publication: Publisher, Year Published. Print.

One, two or three authors: Author(s) [Last name, first name, (and first name last name)]. Title of Book. Place of

Publication: Publisher, Year. Print.

Four or more authors: First author, et al. (or names in full as they appear on the title page). Title of Book. Place of

Publication: Publisher, Year. Print.

Anthology or Collection: Last name, first name (of the editor), ed. Title of Book. Place of Publication: Publisher, Year.

Print.

Work in an Anthology: Author. “Title of Work.” Title of Book. Ed. Editor(s) name(s). Place of Publication: Publisher,

Year. Page numbers. Print.

One Volume of a Multi-volume Set or Specialized Encyclopedia: Author or editor. Title of set. Volume Number. Place published: Publisher, Year. Page

numbers. Print.

Articles: From a Widely Used Reference Book (such as World Book or a dictionary): “Article Title.” Name of Book. Edition. Year. Print. From a Newspaper or Periodical: Author. “Title of Article.” Title of Source Date (Day month abr., year in full): pages. Print.

Electronic Sources:Website: Author (if available). “Title of the Work.” Title of the Web Page. Institution/ Organization

affiliated with the site, date of publication. Web. Date of Access.

Periodical Publication from an On-line database: Author(s). “Title of article.” Publication Name Volume Number. Issue Number (Date of

publication): pages. Name of Database. Web. Date of Access.

For additional information and other formats not covered here please refer to the MLA Handbook for Writers of Research Papers 7th ed. [REF 808 MLA] or the MLA website: www.mla.org

17

How to do… a DBQ

So what exactly IS a DBQ?A DBQ is also known by its longer name, Document-Based Question. It is used on the National AP

Test to ascertain how much knowledge you already have on a topic and how well you can apply historical documents to create a fantastic essay. While it sounds somewhat complicated, the DBQ can be mastered with a bit of practice AND a good understanding of the directions.

Please note that if the AP Central’s expectations for a U.S. History DBQ look different than their expectations for World History or Government. Be patient with yourself; learning a new writing style takes time.

The standard time allotted is one hour: fifteen minutes to plan and forty-five to write. You will be aiming to write a 6-8 paragraph essay.

1) READ AND MARK THE QUESTION! Circle key dates, box in key names and places and find decide what are they really asking. Some common themes to these questions are compare/contrast, catalyst and response, respond to an assertion, and change over time… and will frequently be a mixture of several aforementioned themes.

2) FORMULATE YOUR THESIS/INTRODUCTORY PARAGRAPH. Do this as if you were writing the essay without the documents. What would your thesis be—you can also hone it later. Make a list of the commonalities/differences/changes that the question is asking.

3) BRAINSTORM. DO NOT look at the documents! Cover them up with a clean sheet of paper. Write down all historical knowledge pertaining to the question. Free list all specific events, people, laws, wars, etc. Go back and reread the questions. Consult the list you’ve created and circle 4-5 key ideas that hold

the question together.

4) ORGANIZE! Outline your essay, again, as if you didn’t have the documents. Think of a logical order for your ideas

5) NOW YOU MAY LOOK AT YOUR DOCUMENTS! Skim read them Select 75% that support your thesis and your arguments. This is typically 7 documents. Don’t use a document if you don’t understand it or if you have to force it to fit in a supporting

paragraph. Documents are used to support the essay that you’ve planned, NOT to be the focus of your essay.

6) WRITE! You should have a solid interesting opening paragraph that provide basic historical knowledge AND your thesis, several supporting paragraphs that are ENHANCED by the documents, and a stellar conclusion that is not simply a rehashing of your essay but rather a synthesis and historical impact of the topic on history. You might have a paragraph that doesn’t discuss any documents and you might have a paragraph that discusses four documents.

7) USE THE DOCS! Mention the document by name or author and parenthetically cite its letter at the end of your sentence. Don’t paraphrase the contents, but instead synthesize them. Use them to prove your thesis.

AVOID: Using documents just because you feel you have to use them all (you don’t). Using documents in the order in which they appear in the packet. Relying solely on the documents to write your essay. Quoting extensively from the documents (it indicates you don’t understand them).

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Name: ________________________________DBQ RubricAPUSH, Stevens/Magurn

Introduction____ Thesis is clear and takes a stand____ Time Frame Identified____ Thesis “previews” the main ideas that your essay will address____ Defines all terms that may need defining from the question (ie: “Tory,” “Liberal,” “framers”)

Body

____ Contains more than three paragraphs (aim for 6-8)____ Used adequate outside information (50%) is fact packed and uses relevant vocab____ Each paragraph is directly linked to your thesis____ You have short, single-point paragraphs____ You acknowledge the time period/time period changes throughout your essay____ You have avoided “during this time” in your essay; you give them the specific time frame_____ Do you have logical organization--topics that flow one to the next logically(this might just be chronologically)

Document use

____ Used at least 75% of all the documents—you don’t need all, but you need most ____ Documents should not be used in alpha order; use them to support your essay, not the other way around____ Be sure to introduce the document with the author and/or title, not just the letter name____ Be sure to parenthetically cite the document letter at the end of the sentence____ Your intro and citation is good___ Avoid over-quoting the documents; the AP graders are already familiar with the documents.____ Analysis of document is good____ Make sure that you’re not just paraphrasing the document but that you’re also synthesizing it (giving it context in your essay)

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Instead of “He said,” try…

AccusedAcknowledgedAddedAd-libbedAdmittedAddressedAdvisedAdvocatedAffirmedAgreedAllegedAnnouncedArguedArticulatedAskedAssentedAssertedAssuredAttestedAvowedBabbledBalkedBanteredBarkedBeckonedBeggedBlastedBlubberedBlurtedBoastedBraggedCackledCalledChargedChidedClaimedCommandedCommented ComplainedConcededConcludeConcurredConfessedConfidedContendedContestedContinuedContradicted

CorrectedCounseledCounteredDebatedDecidedDeclaredDeclinedDecreedDemandedDeniedDenouncedDescribedDictatedDirectedDisclosedDivulgedEchoedElaboratedEnjoinedEntreatedEnunciatedEquivocatedExclaimedExhortedExplainedGrantedHeldHesitatedHintedImpartedImploredIndicatedInferredInformedInquiredInsistedInsinuatedInterruptedInterrogatedInterjectedIntimatedLamentedLecturedMaintainedMentionedNarratedNotedObjected

ObservedOrderedPetitioned Pleaded Pointed outPreachedPredictedProclaimedPronouncedProposedProtestedProvedQueriedQuestionedQuibbledQuippedQuoted Ranted Read Reasoned RebuttedRecitedRecognizedRecounted RefutedRegretted ReiteratedRejoined RelatedRemarkedRemindedRemonstratedRepeatedReportedRepliedReprimandedRequestedRespondedRevealedRuledScoffedSpecifiedSpokeStatedStipulatedSubmittedSuggestedSupplicated

SupposedSworeTalkedTestifiedThankedThoughtToldTranslatedUrgedUtteredVowedWarnedWondered

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