Document Based Question Prompt Analysis Format Checklist and Recipe

Document Based QuestionDocument Based Question

Prompt Analysis FormatPrompt Analysis Format

Checklist and RecipeChecklist and Recipe

Directions: Follow the steps in Directions: Follow the steps in the order in which they appear. the order in which they appear. After a time they should become After a time they should become internalized so, you don’t have internalized so, you don’t have to think about them. This guide to think about them. This guide should help you to dissect the should help you to dissect the question, to organize your question, to organize your thoughts, and to analyze the thoughts, and to analyze the documents so that you can begin documents so that you can begin to write your essay.to write your essay.

Step 1:Step 1: Read the General Directions Read the General Directions on the test very carefully each time on the test very carefully each time you practice writing a DBQ. By the you practice writing a DBQ. By the time of the AP exam in May you time of the AP exam in May you should know the directions so well should know the directions so well that this step will be unnecessary.that this step will be unnecessary.

• Step 2:Step 2: Read the Document Based Read the Document Based Question. Question.

• Approach it as an essay question for Approach it as an essay question for which you DON’T have documents.which you DON’T have documents.

• Read the Document Based Question Read the Document Based Question very carefully and answer the very carefully and answer the following:following:

What is the What is the time frametime frame of the essay of the essay question? Are the date parameters stated? question? Are the date parameters stated? What are they? Check them with your What are they? Check them with your anchor datesanchor dates. If they are not specifically . If they are not specifically stated, you have flexibility to determine stated, you have flexibility to determine your own parameters. your own parameters. Seize control of the Seize control of the prompt by defining these parametersprompt by defining these parameters. .

Try to get a feel for the period by listing the Try to get a feel for the period by listing the Presidents of the period along with the Presidents of the period along with the major facts of each administration. Put the major facts of each administration. Put the question in the CONTEXT of the events and question in the CONTEXT of the events and culture of this period. Think of the culture of this period. Think of the themesthemes and labels of this era. and labels of this era.

What, if any, What, if any, geographic areasgeographic areas are are involved? (may not be applicable to every involved? (may not be applicable to every question)question)Underline the Underline the operative wordsoperative words like analyze, like analyze, assess the validity, evaluate, to what assess the validity, evaluate, to what extent, evaluate the relative importance of extent, evaluate the relative importance of etc. found in the question. Then explain, in etc. found in the question. Then explain, in your own words, what these operative your own words, what these operative words want you to do. These words must words want you to do. These words must become part of your working vocabulary become part of your working vocabulary and you must understand what they are and you must understand what they are asking you to do. asking you to do. Be sure you are Be sure you are responding to the prompt.responding to the prompt.

Underline or circle the words which Underline or circle the words which comprise the core of the question.comprise the core of the question.Which Which history specific termshistory specific terms, if any, may , if any, may require explicit or implicit definitions? List require explicit or implicit definitions? List and define them.and define them.Then, in your own words, explain exactly Then, in your own words, explain exactly what this question is asking you to do. what this question is asking you to do. Begin with the words: "This question wants Begin with the words: "This question wants me to..." me to..." What judgment is it asking you to make? What judgment is it asking you to make? Does it have more than one part? Are Does it have more than one part? Are bullets provided? Is there a choice of bullets provided? Is there a choice of responses? You MUST answer the question. responses? You MUST answer the question. Do not try to answer the question you Do not try to answer the question you wishwish had been askedhad been asked..

Step 3:Step 3: Writing a Writing a Preliminary Thesis Preliminary Thesis Statement Statement before you read the before you read the documents. While you should not documents. While you should not write your final thesis statement until write your final thesis statement until after you have read and analyzed all after you have read and analyzed all the documents, you should know the documents, you should know enough about this topic from what enough about this topic from what you have studied in your course to you have studied in your course to write a very preliminary thesis write a very preliminary thesis statement that addresses all parts of statement that addresses all parts of the question.the question.

It is not necessary to write this It is not necessary to write this statement in complete sentences. It statement in complete sentences. It may simply be a compilation of ideas may simply be a compilation of ideas and thoughts, but it should serve as and thoughts, but it should serve as a road map to what will follow in your a road map to what will follow in your essay.essay.

Step 4:Step 4: Organizing Your Essay. Organizing Your Essay. Based on what the question is asking Based on what the question is asking you to write about and the ideas you you to write about and the ideas you hove assembled while writing your hove assembled while writing your preliminary thesis statement, draw a preliminary thesis statement, draw a diagram of how you will organize diagram of how you will organize your essay. your essay. NEVER tell the reader NEVER tell the reader what your are going to do, JUST DO what your are going to do, JUST DO IT. IT. Avoid lengthy direct quotations Avoid lengthy direct quotations from the documents like the plague. from the documents like the plague. You are to be the author of the essay, You are to be the author of the essay, not the editor.not the editor.

Step 5:Step 5: Outside Information. As the Outside Information. As the general directions have indicated, general directions have indicated, you are required to integrate you are required to integrate substantial, relevant outside substantial, relevant outside information into your essay. Be sure information into your essay. Be sure you understand these terms: you understand these terms:

substantial:substantial:

relevant:relevant:

outside information:outside information:

List, any information about the DBQ topic List, any information about the DBQ topic that comes to mind, using acronyms like that comes to mind, using acronyms like ESP, PERSIA or SPRITE, laws, treaties, ESP, PERSIA or SPRITE, laws, treaties, events This is your database, and should events This is your database, and should insure that you have substantial, relevant insure that you have substantial, relevant outside information. Bring in as much outside information. Bring in as much outside specific factual information as you outside specific factual information as you can. Use the documents as clues for the can. Use the documents as clues for the outside information readers are looking outside information readers are looking for. No single thing is as important as for. No single thing is as important as outside information in the DBQ.outside information in the DBQ.

Step 6:Step 6: Reading and Analyzing the Reading and Analyzing the Documents: Read and analyze each Documents: Read and analyze each document looking for the most important document looking for the most important points. Note the author, the date, and any points. Note the author, the date, and any clear bias for each document. Circle or clear bias for each document. Circle or underline key words and phrases. Attempt underline key words and phrases. Attempt to ascertain why each document is to ascertain why each document is included. Most documents are designed to included. Most documents are designed to trigger the memory of outside information. trigger the memory of outside information. Many documents can be used to support Many documents can be used to support both sides of a question. Carefully analyze both sides of a question. Carefully analyze each document to determine how it can each document to determine how it can support your thesis and clearly relate it support your thesis and clearly relate it back to your thesis. back to your thesis.

Now, take notes on each document Now, take notes on each document in the spaces provided below. Be in the spaces provided below. Be sure to include the main point of sure to include the main point of each document as it relates to the each document as it relates to the question and indicate how each question and indicate how each document relates to your document relates to your organizational structure. As you read organizational structure. As you read each document decide why the each document decide why the members of the ETS Test members of the ETS Test Development Committee chose to Development Committee chose to incorporate the document in the incorporate the document in the question. question.

Analyze the documents, using the Analyze the documents, using the SOAPSSOAPS or or APPARTS APPARTS checklist. checklist. Remember that a document is NOT a Remember that a document is NOT a fact, but a piece of evidence to fact, but a piece of evidence to interpret. The point of view of the interpret. The point of view of the sources is crucial to its credibility, but sources is crucial to its credibility, but even when people agree on the facts, even when people agree on the facts, they may interpret those facts they may interpret those facts differently. Examine the source for differently. Examine the source for bias and demonstrate to the reader bias and demonstrate to the reader that you understand its impact on the that you understand its impact on the reliability of the document.reliability of the document.

Step 7:Step 7: Provide your Provide your INSIGHTINSIGHT into into the complexity of the question. This the complexity of the question. This is particularly important in reaching is particularly important in reaching the highest [7-8-9] scores. Try to the highest [7-8-9] scores. Try to impress the reader with your analysis impress the reader with your analysis of the question in the first paragraph. of the question in the first paragraph. Remember to refute strong points on Remember to refute strong points on the other side, but your thesis should the other side, but your thesis should reflect the reflect the preponderance of the preponderance of the evidenceevidence. Another phrase to use is . Another phrase to use is on balanceon balance..

Step 8:Step 8: Writing the Final Thesis Writing the Final Thesis Statement: Using the ideas from Statement: Using the ideas from your preliminary thesis statement your preliminary thesis statement and what you have read in the and what you have read in the documents, write a final thesis documents, write a final thesis statement of 1-2 sentences which statement of 1-2 sentences which relates back to what the question is relates back to what the question is asking you to do. Remember that asking you to do. Remember that your thesis statement should act as your thesis statement should act as a road map for your essay and tell a road map for your essay and tell the reader exactly what you are the reader exactly what you are going to prove. going to prove.

The best student writers take a middle of The best student writers take a middle of the road approach to a question and the road approach to a question and realize that in history everything is not realize that in history everything is not black and white. Most topics contain black and white. Most topics contain shades of gray, but a thesis statement is a shades of gray, but a thesis statement is a positive statement and judgment on an positive statement and judgment on an issue about which reasonable men differ. issue about which reasonable men differ. Having and proving a thesis is crucial to Having and proving a thesis is crucial to receiving the highest scoresreceiving the highest scores. The reader . The reader has only approximately two minutes with has only approximately two minutes with your essay. Make your information easy to your essay. Make your information easy to extract.extract.

Step 9:Step 9: Outlining Your Essay. Now Outlining Your Essay. Now you will outline the paragraphs in you will outline the paragraphs in your essay to prove your thesis. your essay to prove your thesis. Never integrate the documents into Never integrate the documents into the essay in the order in which they the essay in the order in which they appear in the question. Refer back to appear in the question. Refer back to Step 4 to see exactly how you will Step 4 to see exactly how you will organize the essay. Your response organize the essay. Your response should suggest a logical sequence of should suggest a logical sequence of presentationpresentation

Provide abundant and appropriate Provide abundant and appropriate factual support for your thesis, factual support for your thesis, keeping your keeping your focusfocus on the question. on the question. Don’t lapse into a narrative of Don’t lapse into a narrative of everything you know on the topic everything you know on the topic and don’t editorializeand don’t editorialize. Stick to the . Stick to the facts. When you make a point, be facts. When you make a point, be sure that it links to and supports sure that it links to and supports your thesis. your thesis.

When you finish a paragraph, look When you finish a paragraph, look back to your thesis for the linkage back to your thesis for the linkage between your thesis and what you between your thesis and what you have said. In a DBQ, be sure you have said. In a DBQ, be sure you have a substantial amount of outside have a substantial amount of outside information and have used a information and have used a substantial number of the substantial number of the documents. documents.

Paragraph 1: You may wish to set the Paragraph 1: You may wish to set the stage in-this paragraph and provide stage in-this paragraph and provide some background information that some background information that could count as outside information.could count as outside information.

Paragraph 2; List the topic of the Paragraph 2; List the topic of the paragraph, the outside information paragraph, the outside information you will use, and the name and the you will use, and the name and the letter of the documents you will letter of the documents you will include.include.

Paragraph 3: List the topic of the Paragraph 3: List the topic of the paragraph, the outside information paragraph, the outside information you will use, and the name and the you will use, and the name and the letter of the documents you will letter of the documents you will include.include.

Paragraph 4: List the topic of the Paragraph 4: List the topic of the paragraph, the outside information paragraph, the outside information you win use, and the name and the you win use, and the name and the letter of the documents you will letter of the documents you will include.include.



Paragraph 7: List the topic of the Paragraph 7: List the topic of the paragraph, the outside information you will paragraph, the outside information you will use, and the name and the letter of the use, and the name and the letter of the documents you will include.documents you will include.

The penultimate (second to last) paragraph The penultimate (second to last) paragraph is the place to include a is the place to include a concession concession statementstatement. [if you choose] It allows for . [if you choose] It allows for additional documents to be used as well as additional documents to be used as well as other relevant information. It shows that other relevant information. It shows that the students understand the complexity of the students understand the complexity of the question. the question.

If time permits, write a If time permits, write a CONCLUSIONCONCLUSION that that provides the information: If my thesis is provides the information: If my thesis is correct, then _____ is true. Do not correct, then _____ is true. Do not introduce new information into your introduce new information into your conclusion. Do not contradict your thesis. conclusion. Do not contradict your thesis. Make sure that your conclusion Make sure that your conclusion summarizes the information in the thesis summarizes the information in the thesis paragraph, but uses different words. paragraph, but uses different words. Should you wish, this would be a good Should you wish, this would be a good time to link what you know about this time to link what you know about this topic to some future event. topic to some future event.

If you were writing a DBQ about If you were writing a DBQ about foreign policy during the Early foreign policy during the Early National Period, you could end your National Period, you could end your essay by saving that the ideas in essay by saving that the ideas in Washington's Farewell Address were Washington's Farewell Address were not only followed by the first five not only followed by the first five presidents, but were followed by presidents, but were followed by most American presidents until the most American presidents until the U.S. joined the N.A.T.O, alliance in U.S. joined the N.A.T.O, alliance in 1949.1949.

Step 10:Step 10: Now you may begin to Now you may begin to write. DBQ answers are typically 3-6 write. DBQ answers are typically 3-6 sides of a page long. Do not refer to sides of a page long. Do not refer to documents by letter in your essay. In documents by letter in your essay. In fact you do not need to cite the fact you do not need to cite the documents at all unless you wish to documents at all unless you wish to do this. Most readers agree that using do this. Most readers agree that using (Doc A) at the end of the sentence is (Doc A) at the end of the sentence is the preferred method. Your DBQ the preferred method. Your DBQ should read smoothly, just like a should read smoothly, just like a regular essay. Never quote more than regular essay. Never quote more than a few words from a document as you a few words from a document as you write the essay.write the essay.

Some Useful Explanations & Some Useful Explanations & AcronymsAcronyms

APPARTSAPPARTS

APPARTS is a device that is used by APPARTS is a device that is used by students to analyze documents. It students to analyze documents. It was developed for the new Vertical was developed for the new Vertical Teams program for Social Science. It Teams program for Social Science. It "replaces" the old SOAPS method. "replaces" the old SOAPS method. Here it is:Here it is:

A = Author Who created the A = Author Who created the source? What do you know about source? What do you know about the Author? What is the author's the Author? What is the author's point of view?point of view?

P = Place and Time Where and P = Place and Time Where and when was the source produced? when was the source produced? How might this affect the How might this affect the meaning of the source?meaning of the source?

P = Prior Knowledge Beyond P = Prior Knowledge Beyond information about the author and information about the author and the context of its creation, what the context of its creation, what do you know that would help you do you know that would help you further understand the primary further understand the primary source?source?

A = Audience For whom was the A = Audience For whom was the source created and how might source created and how might this affect the reliability of the this affect the reliability of the source?source?

T = The Main Idea What point is T = The Main Idea What point is the source trying to convey?the source trying to convey?

S = Significance Why is this S = Significance Why is this source important? Ask yourself, source important? Ask yourself, "So what?" in relation to the "So what?" in relation to the question asked.question asked.

R = Reason Why was this source R = Reason Why was this source produced and how might this produced and how might this affect the reliability of the source?affect the reliability of the source?

SOAPSSOAPS

– SS SubjectSubject What is being discussedWhat is being discussed– OO OccasionOccasion Context of eventsContext of events– AA AudienceAudience Message directed at?Message directed at?– PP PurposePurpose Recommended action to the Recommended action to the

readerreader– SS SpeakerSpeaker What/Who is the source?What/Who is the source?

PERSIAPERSIACatagories for database brainstormingCatagories for database brainstorming

– PP PoliticalPolitical– EE EconomicEconomic– RR ReligionReligion– SS SocialSocial– II IntellectualIntellectual– AA ArtsArts

TOADTOAD

TOAD TOAD – ThesisThesis– Outside detailOutside detail– Analyze Documents Analyze Documents

SPRITESPRITE

SS SocialSocial

PP PoliticalPolitical

RR ReligiousReligious

II IdeologicalIdeological

TT TechnologicalTechnological

EE EconomicEconomic

A.P. U.S. History Rubric A.P. U.S. History Rubric Check SheetCheck Sheet

ThesisThesis

Well developed and clearly focused (8-9)Well developed and clearly focused (8-9)

Clear and adequate (5-7)Clear and adequate (5-7)

Confused, limited, or missing (2-4)Confused, limited, or missing (2-4)

No thesis, provides an inappropriate No thesis, provides an inappropriate response (0-1)response (0-1)

Document Usage (DBQs only)Document Usage (DBQs only)

Sophisticated use of a substantial number Sophisticated use of a substantial number of documents (8-9)of documents (8-9)Several documents used, may be more Several documents used, may be more descriptive than analytical (5-7)descriptive than analytical (5-7)Few documents used, significant errors in Few documents used, significant errors in document interpretation (2-4)document interpretation (2-4)No document used, obvious No document used, obvious misunderstanding of documents (0-1)misunderstanding of documents (0-1)

Critical ThoughtCritical Thought Strong interpretation and analysis (8-9)Strong interpretation and analysis (8-9)

Limited or superficial analysis, mostly Limited or superficial analysis, mostly descriptive (5-7)descriptive (5-7)

Limited or no understanding of the Limited or no understanding of the question (2-4)question (2-4)

Shows a complete lack of understanding Shows a complete lack of understanding (0-1)(0-1)

EvidenceEvidenceAbundant, appropriate, dealing with all Abundant, appropriate, dealing with all aspects of question (8-9)aspects of question (8-9)

Uses some factual information (5-7)Uses some factual information (5-7)

Superficial or missing supporting Superficial or missing supporting information (2-4)information (2-4)

Little or no evidence (0-1)Little or no evidence (0-1)

Writing StyleWriting StyleWell organized and well written (8-9)Well organized and well written (8-9)

Acceptable organization and writing (5-7)Acceptable organization and writing (5-7)

Weak organization and/or poorly written Weak organization and/or poorly written (2-4))(2-4))

May be incomprehensible (0-1)May be incomprehensible (0-1)

Error LevelError LevelNo errors or errors are insignificant (8-9)No errors or errors are insignificant (8-9)

May contain minor errors (5-7)May contain minor errors (5-7)

May contain major errors (2-4)May contain major errors (2-4)

Has substantial factual errors (0-1)Has substantial factual errors (0-1)

LIST OF TRANSITIONAL WORDS FOR WRITING LIST OF TRANSITIONAL WORDS FOR WRITING ESSAYSESSAYS

John A. BraithwaiteJohn A. Braithwaite

The following is a list of transition The following is a list of transition words to help students write more words to help students write more fluently and meaningful essays.fluently and meaningful essays.

Indicating similarity or addition:Indicating similarity or addition:

againagain equallyequally in factin factalsoalso equally importantequally important in generalin generalandand forfor in the same in the same

fashionfashionanotheranother for examplefor example likewiselikewiseasas for instancefor instance moreovermoreoveras ifas if further(more)further(more) of courseof courseas much asas much as in addition in addition similarlysimilarlyas thoughas though in addition toin addition to tootoobesidesbesides in a like mannerin a like manner

Indicating dissimilarity, or contradictionIndicating dissimilarity, or contradictionalthough although even thougheven though on the contraryon the contraryand yetand yet howeverhowever on the other on the other handhandanotheranother in comparisonin comparison otherwiseotherwiseas ifas if in comparison toin comparison to stillstillaway fromaway from in place ofin place of thanthanbesidesbesides in spite ofin spite of unfortunatelyunfortunatelybutbut insteadinstead unlessunlessby comparisonby comparison less importantless important whereaswhereasconverselyconversely neitherneither whilewhilediffering fromdiffering from neverthelessnevertheless yetyeteven ifeven if notwithstandingnotwithstanding

Indicating cause, purpose, Indicating cause, purpose, consequence, or resultconsequence, or result

asas for this reasonfor this reason provided thatprovided that

accordinglyaccordingly fortunately fortunately sincesince

as a result as a result hence hence soso

becausebecause in any casein any case thenthen

consequentlyconsequently in factin fact thereforetherefore

forfor it began withit began with thusthus

finallyfinally of courseof course unfortunatelyunfortunately

Indicating spatial order or referenceIndicating spatial order or referenceaboveabove behindbehind herehereacrossacross belowbelow in a cornerin a corneracross fromacross from beneathbeneath in back of in back of adjacentadjacent besidebeside in front ofin front ofagainstagainst betweenbetween insideinsidealongsidealongside beyondbeyond in the middlein the middleamongamong downdown nearneararoundaround eventuallyeventually next tonext toatat facingfacing ononbeforebefore fartherfarther oppositeoppositeoutsideoutside to the side ofto the side of upupoverover towardtoward uponuponthroughoutthroughout underunder withinwithinthroughthrough underneathunderneath withoutwithout

Indicating Chronology or Sequence:Indicating Chronology or Sequence: afterafter first, second, etc.first, second, etc. presentlypresentlyafterwardafterward formerlyformerly provided thatprovided thatas soon asas soon as hereafterhereafter secondlysecondlyat firstat first in the beginningin the beginning sincesinceat lastat last in the meantimein the meantime thenthenat lengthat length in the second placein the second place thereafterthereafterat presentat present in the first placein the first place soonsoonat the same timeat the same time laterlater to begin withto begin withbeforebefore meanwhilemeanwhile untiluntilduringduring moments latermoments later whenwhenearlierearlier nextnext whilewhilefinallyfinally nownow yetyetfirst of allfirst of all onceonce

Indicating priority or importanceIndicating priority or importanceabove allabove all furtherfurther nextnextalsoalso furthermorefurthermore of greaterof greaterbesidesbesides in addition toin addition to of less of less importanceimportanceequally importantequally important in the first placein the first place provided thatprovided that11stst, 2, 2ndnd etc etc more importantmore important to begin withto begin withfor one reasonfor one reason moreovermoreover

Indicating example or summaryIndicating example or summary

as a resultas a result in briefin brief on the wholeon the whole

as I have saidas I have said in conclusionin conclusion onceonce

first, second, etcfirst, second, etc in factin fact secondsecond

for examplefor example in other wordsin other words specificallyspecifically

for instancefor instance in shortin short to sum upto sum up

in any casein any case in the first placein the first place in any eventin any event

in the second placein the second place

Common Essay TermsCommon Essay Terms

Commerce: Related to trade between Commerce: Related to trade between people, businesses, states, or people, businesses, states, or countries.countries.Cultural: The behavior patterns, arts, Cultural: The behavior patterns, arts, beliefs, institutions,beliefs, institutions,intellectual achievements, etc of a intellectual achievements, etc of a community.community.Diplomatic: Related to the Diplomatic: Related to the relationships between countries and relationships between countries and the leaders of those countries. the leaders of those countries. Involves ambassadors, embassies, Involves ambassadors, embassies, the secretary of state, etc.the secretary of state, etc.

Economic: related to the production, Economic: related to the production, development and management of development and management of wealth. Includes banking, stocks and wealth. Includes banking, stocks and bonds, tariffs and trade.bonds, tariffs and trade.

Geographic: Issues related to place, Geographic: Issues related to place, environment, topography, access to environment, topography, access to water, natural boundaries, like water, natural boundaries, like mountains and oceans, and climate, mountains and oceans, and climate, resources, and population.resources, and population.

Political: Of or related to the affairs of Political: Of or related to the affairs of government: Includes the branches of government: Includes the branches of government, the constitution and its government, the constitution and its amendments, political, parties, and ways amendments, political, parties, and ways in which people use the government to in which people use the government to influence the behavior and financial influence the behavior and financial standing of themselves and others.standing of themselves and others.Social: Related to how people live together Social: Related to how people live together in groups. Social history often focuses on in groups. Social history often focuses on minority groups and women, questions of minority groups and women, questions of daily life, and class structure.daily life, and class structure.Technological: Related to new inventions Technological: Related to new inventions and how those inventions impact upon and how those inventions impact upon daily life, industry, warfare, etc.daily life, industry, warfare, etc.