Essay Writing Guidelines

A persuasive, analytic essay should contain three main parts: the introductory paragraph, supplementary paragraphs, and a concluding paragraph. Each of these parts and their key components are explained below. Students are required to make use of these guidelines throughout the writing process.

1. The Introductory Paragraph

In the introductory paragraph students should indicate to the reader that they have a good understanding of the focus of the question. This paragraph should include the following information:

·         A thesis statement. This statement should be assertive, brief, and to the point. This will enable students to maintain the focus of their paper and write persuasively.

·         A brief explanation of any key theme or complex idea contained in the thesis. Students should be sure they convey to the reader what is meant by the words and phrases in the thesis and demonstrate a thorough understanding of all the components of the question.

·         A brief listing of the main organizational points that will be used to structure and present the data used to defend the thesis. The emphasis is on the organizational points, not detailed explanations. This list could include the following:

-          Application of the basic concepts

-          Expert opinions

-          Categories of evidence (i.e., statistics or socioeconomic data)

2.  Supplementary Paragraphs

The number, order, and nature of these paragraphs will be determined by the organizational list from the thesis statement in the introductory paragraph. These should provide relevant details that support the thesis statement. A thorough job of linking this information to the thesis should be done, and the following common mistakes should be avoided. 

·         Quoting the author of the textbook and/or documents.

·         Using catch phrases if they are apart of the question.

·         Using first person (in a persuasive paper, this weakens the writer’s argument)

·         Waiting until the end of the paragraph to link points to the thesis (e.g., “Therefore, based on the information above, one can see that…”)

·         Appealing to emotion or answering the question with a question (e.g., “How would feel if this were to happen to you?”)

·         Utilizing overtly simplistic statements and the idea of single causation (e.g., “PAC contributions are a form of bribery that corrupt all members of Congress.”)

·         “Data-dumping”—providing any information without any relevant link to the thesis.

3. Concluding Paragraph

In the essay, the emphasis of this paragraph is a brief summary delineating the case made in support of the thesis.

In the research papers, the emphasis of this paragraph is synthesis as well as summary. Students should go one step higher and draw inferences based on the facts presented in their paper (i.e., “What problems does ‘this’ pose for the future?” or “What possible solutions might alleviate the problem?”).

Additional Considerations Regarding Research Papers:

1. Papers are to be five to six pages in length; typed and double spaced (papers typed on a word processor must have a backup disk).
2. A minimum of five sources other than the textbook must be consulted and properly end noted. Two sources must be from professional publications. It is highly recommended that you make use of as many primary sources as possible.
3. Make outlines of every paper before you start writing. Then use the outline as a real guide. The outline must be turned in with the paper.
4. Read each question carefully and thoroughly discuss it with your group. If further clarification is needed, make an appointment with your teacher.
5. Time frame: four weeks for research and one week for the actual writing of the paper.
6. Wherever possible apply contrast and/or compare other historical events as evidence to back up your arguments.
7. Proofread your papers very carefully- spelling and grammatical errors will detract from your overall grade. 

Advanced Placement U.S. History: A Course Perspective

Advanced Placement U.S. History: A Course Perspective

AP U.S. History is a demanding introduction to American history and culture that assumes a high level of interest and competence. Because this course is similar to a first-year college course, students should expect that the workload will be heavier than most regular high school history courses. The analytical thinking, writing, and reading skills that students develop in AP U.S. History will equip you for college and lifelong learning.

In order to succeed, students need both to be motivated to study and to be able to keep up with the demands of a college-level course. By taking the AP Exam at the end of the course, you have the opportunity to demonstrate that you have, indeed, learned college-level material and are prepared to enter advanced college courses.

AP U.S. History integrates political, social, economic, cultural, diplomatic, and intellectual history in order to convey the experiences of particular groups within the broader perspective of the American past. At the same time, it connects events and issues from the past to the concerns of the present. History shows Americans continuously adapting to new developments as they shape the world in which they live. Often, ordinary Americans from a diverse range of backgrounds are thrust into extraordinary circumstances and the result is an exciting study in the "American experiment." As you study this long-term process, they will also encounter the unexpected -- unique events, unintended outcomes, and singular individuals. This course will attempt to prepare you to become "students of history" and will include the following points for emphasis:

    * chronological organization

    * geographical literacy

    * point of view

    * political dynamics

    * economic patterns

          o social and cultural trends

          o intellectual developments

          o influences on the arts

Throughout the year, I will use a variety of teaching methods and strategies to assist you students in learning the necessary content and skills for the course. Typically, a course in AP U.S. History will include a quality college-level text and access to primary documents (in texts, in libraries, or on the Web). In general, the first semester will begin with early colonization in the 1500s and 1600s and end with Reconstruction or the late 1800s. The second semester will cover the period from the early twentieth century to the present. In addition to the historical content the course will hopefully train you to analyze and interpret historical documents, assess the validity of historical propositions and build an effective argument. It is desirable to practice writing skills frequently in order to prepare for the free response section of the examination. The coursework has to be completed by the end of April to allow time for a review of material for the AP U.S. History Exam in early May.