Thesis Writing
Thesis= the main idea of the essay.
What are you trying to prove?
Thesis:
a. fully address the prompt as many AP prompts will have more than one issue to be addressed; make sure you address all aspects of the prompt.
b. should be one or two sentences (semi-colons are your friend) located at the end of your introductory paragraph (after contextualization) then reword it in your conclusion (you can earn thesis point here if you miss it initially).
c. DO NOT SIMPLY RESTATE THE PROMPT
d. past tense
The thesis statement in AP US History uses the prompt to give direction and focus to the paper in question.
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Introductory Paragraph:
Contextualization:
-3+ sentences
-Describe a broader historical context relevant to the prompt
-Can be before, during (but not what you will argue in paper), or after the time frame
-Best bet/easiest option is to set up for the time period/topic you will address in essay
Thesis: (this is also the conclusion)
-1 -2 sentences
-contains an argument
-contains 2-3 reasons
-No: I, we, me, you, us, our
-No: document citations at all (if you’re completing a DBQ (Document Based Question))
Body Paragraphs: you need 2-3 of these (depending on number of reasons/points in thesis)!
-No: I, we, me, you, us, our
-Avoid vague statements/phrases (“many women,” “some Americans,” “things”)
-Avoid “never,” “always,” “obviously”
-1-2 pieces of SFI (specific factual information) per body paragraph (evidence is KEY!)
-Make sure SFI is relevant to the prompt and is being used to prove your thesis
-First sentence of each body paragraph is a restatement of the thesis (a mini-thesis):
o Thesis:
Mrs. Adams is an awesome teacher because not only does she give students feedback on their work, but she also provides multiple examples of good work and extra time for students to practice.
o First topic sentence:
Mrs. Adams is a great teacher because she provides feedback on student work, which typically results in higher grades on their report cards.
-The rest of this paragraph gives specific examples of when and how Mrs. Adams gives feedback, and makes an obvious connection to how this makes her a great teacher.
o Second topic sentence (transitioning from paragraph 2 to 3):
In addition to this helpful feedback, Mrs. Adams also provides samples of what A-worthy work looks like so students know what they should be striving for.
-The rest of this paragraph gives specific examples of when and how Mrs. Adams provides samples of what A-worthy work
looks like, and makes an obvious connection to how this makes her a great teacher.
o Third topic sentence (transitioning from paragraph 3 to 4):
Though it’s important to understand what A-quality looks like, a great teacher knows there must be ample time to practice the skills and interact with the content to create the understanding and knowledge that allows for exemplary products.
-The rest of this paragraph gives specific examples of when and how Mrs. Adams provides time for extra practice, and makes an obvious connection to how this makes her a great teacher.
Conclusion:
-Restates your thesis in different way (not required, but you can earn the thesis point here if you left something out/did not fully address the prompt in your original thesis).