All of the writing you complete on the AP exam—and in this course more broadly—responds to specific prompts. These prompts guide your response by identifying what you should address, including particular topics, time periods, locations, and groups of people. In essence, you are almost always writing about some combination of who, what, when, and where.
On the AP exam, you must answer three out of four Short Answer Question (SAQ) prompts. These questions are more open-ended and complex than multiple-choice items, functioning more like brief essay responses. Although you must write in complete sentences, each response should be concise—typically a single, well-developed paragraph rather than a full essay.
A key feature of SAQs is their structure: each question is divided into three parts, labeled (a), (b), and (c). Each part requires you to complete a specific, separate task, which helps define the scope of your response.
Given the time constraints of the exam, it can be challenging to know where to start. One effective pre-writing strategy is annotating the prompt. By carefully reading and breaking down the question, you can clearly identify what is required—and just as importantly, what is not. This process helps ensure that your response stays focused and addresses every part of the question. Failing to fully answer all components will prevent you from earning full credit.
Breaking down the SAQ Prompts
The following SAQ asks you to reflect on what you have learned in Topic 1.1.
Answer (a), (b), and (c), Confine your response to the period before 1600.
a. Briefly describe ONE specific historical similarity in adaptation to the environment made by two American Indian groups.
b. Briefly describe ONE specific historical difference in adaptation to the environment made by two American Indian groups.
c. Briefly describe ONE specific historical difference in the economies of two American Indian groups.
Start by focusing on the portion of the question that appears before the three labeled parts. These directions establish boundaries that apply to every part of the prompt. In this case, the question specifies that all of your responses must revolve around the period before 1600, so you should clearly note “before 1600” as the relevant timeframe. It can also be helpful to write “before 1600” next to each part of the prompt to keep that requirement at the forefront as you plan your answers.
Next, read part (a) carefully and label the limits of the topic, task, and place.
the topic is how American Indian groups adapted to the environment
the task is to identify exactly one specific historical similarity.
the place is America
Continue to annotate for topic, task, and place for parts (b) and (c).
What do all of these annotations tell you about the answer you need to write? Your response to part (a) will describe both two American Indian groups and an adaptation to the environment they share before 1600. For part (b), you will also describe two American Indian groups-which do not have to he the same two groups you named in part (a)--and name a difference in their adaptation to the environment before 1600. Likewise, part (c) calls for you to select two American Indian groups and describe differences in their economies prior to 1600.
You may be wondering what it means to "describe" the historical similarities and differences specified by this SAQ. While each part of this prompt does call for you to state historical facts, a "describe" task signals that you need to include details to illustrate those facts. Think of it this way: When you simply state what something is--a chair, a desk, a book--you're not painting a picture of what it looks like. But when you describe something--a black leather office chair with wheels, an old metal desk that's been painted white, and an AP US history textbook with a top hat on the cover--you're pointing out several characteristics and prominent features.
Thus, a prompt that asks you to describe something is asking for a plural response, which means you need to provide at least two facts in your answer. An effective response to the SAQ may look something like this:
a. Both the Pueblo and the Iroquois lived in environments that allowed for agriculture, so both grew their own crops to help feed their people.
b. However, the Pueblo lived in an arid environment, so they used irrigation systems, whereas the Iroquois lived in a temperate zone with fertile soil and regular rainfall, and therefore grew crops without extensive use of irrigation systems.
c. Also, since the Iroquois lived in a temperate environment, they practiced hunting to supplement their food supply, relying on game such as deer and fish whereas the Pueblo did not.
Templates to craft stronger short answer responses.
_____ (Author's name) offers a(n) _____ (adjective) _____ (perspective/insight/idea/opinion) on _____ (subject they are writing about), _____.
In his/her _____ (genre), _____(title), _______ (name) explains, _____.
In his/her _____ (genre) _____ (title), _____ (author’s name) suggests that __________.
In _____ (author’s) perspective, __________
_______ (name), best-selling author, is most known for his/her _____ (year) _____ (genre), ______________ (title).
The _____ (year) __________(genre) __________________ (title), by ______________ (author) examines the issue of ______________________.
In _____(year), ____________(name) published and important _________ (genre), ________________________ (title).
When in doubt...be Judge Judy!
Short, Sweet, and Straight to the point WITH facts to back up your stance.
This clip is a perfect example of how to back up your point of what you are trying to make. YOU are Judge Judy and the AP Readers are the defendant. HOWEVER, you NEVER use 1st person when writing!
Answer the question being asked (include claim for CAASPP-SBAC)
Cite & describe specific, relevant evidence--PROPER NOUNS (2 = safety net) Cite means to use; it does not mean to quote. NO QUOTES!!!
Explain, explain, explain
An alternative to ACE is TEA
T = Topic Sentence - must address the prompt
E = Evidence - use proper nouns
A = Analysis - must connect the evidence to the prompt
An alternative to ACE is IDEA
I = Identify a proper noun
D = Describe/define your proper noun
E = Explain connection of your proper noun to the task
A = [then you have] answered the question
When you try to persuade someone that your viewpoint matters, you rely on evidence to support your argument. Historians do the same when making claims about the past. However, not all evidence carries equal weight, and it cannot stand on its own—explanation is necessary to connect it to the claim. The ACE method ensures that you provide strong, well-supported interpretations of history. As a mnemonic device, ACE helps you remember the key components of an effective response. This three-step approach is especially useful for organizing a clear and concise historical argument in a timed setting.
Will always have three score points
Requires responses be in complete, thoughtful, well-developed sentences
Do NOT require development and support of a thesis statement
Requires demonstration of what you know best
Requires direct targeting particular historical thinking skills
Requires responding to general propositions about United States history
Requires responding to primary & secondary source texts or other stimuli (charts, graphs, tables, maps, or images)
Requires employing historical evidence or examples relevant to the source or question
If the question is based on a stimulus, would you find the stimulus material accessible? Why or why not?
Which skill is the item primarily addressing? What language in the question tells you?
What content would be viable in answering this question?
Read the directions and prompt closely. List the elements that you would expect to see in a good response.
Always answer the tasks in order
Always label your answers: a), b), and c)
Always stay INSIDE the box
Always write in pen
Don't panic....YOU GOT THIS!
Keeps SAQ responses concise.
Increases likelihood of earning each point, particularly on interpretation prompts.
Develops ability to prove an substantiate claims and explanations.
Serves as scaffolding technique for DBQ and LEQ essay responses.
Encourages sophisticated historical writing.
Should be constantly and consistently applied with SAQ assessments.
Common application with other AP disciplines using writing as part of their assessments (i.e. C-E-R in sciences and English).