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Your chance of acceptance, your chancing factors, extracurriculars, practicing leqs for ap world history.

AP World History's LEQ seems like a challenge to me. Do you guys have any tips or tricks on how to practice and improve my LEQ skills? Maybe some resources or techniques? Thanks a bunch!

Improving your LEQ skills for AP World History is definitely achievable with the right approach and resources. Here are some tips and resources to help you practice and boost your skills:

1. Understand the LEQ format: Become familiar with the format of the LEQ and understand what you are expected to do in each section. The College Board website provides clear guidelines about the format and requirements of the LEQ. Familiarize yourself with the skills and points distribution so you know where to focus your efforts.

2. Review past LEQ prompts and student samples: The College Board website offers past prompts and student samples. Analyze those examples to understand the type of questions asked, and use them as templates for your own practice. Look for patterns in how the best responses are structured and the type of evidence used.

3. Practice frequently and consistently: Like any skill, improving your LEQ requires regular practice. Schedule time in your study routine to work on LEQs. You can even set a goal, like completing one LEQ per week. This will not only improve your skills but also help build your confidence.

4. Seek feedback from teachers or peers: Share your practice LEQs with a teacher or a knowledgeable peer who can provide constructive feedback. Use their suggestions to revise and improve your work.

5. Break down your response: When practicing, break your response down into smaller parts, like the introduction, body paragraphs, and conclusion. Focus on honing each segment to be clear, concise, and effective in supporting your central argument.

6. Practice using a variety of prompts: Vary your practice by trying different prompts that cover multiple themes, historical periods, and topics. Not only will this help improve your overall understanding of AP World History, but it will also prepare you to analyze a variety of sources and situations.

7. Focus on developing a strong thesis: Your thesis statement is the foundation of your LEQ. Spend time crafting a clear, concise, and arguable thesis statement that addresses the prompt and provides a roadmap for your response.

Resources to consider include:

- College Board website (for guidelines, past prompts, and examples): [ https://apstudents.collegeboard.org/courses/ap-world-history-modern]

- Textbooks and study guides (such as AMSCO's World History: Modern or Barron's AP World History Study Guide) to provide context and additional writing prompts.

- CollegeVine's blog (for helpful advice and resources specific to AP World History): [ https://blog.collegevine.com/category/ap-guides/ap-exams/ap-world-history/]

Best of luck with your LEQ practice and AP World History preparation!

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AP® US History

The ultimate guide to the 2015 ap® us history leq.

The Albert Team
Last Updated On: March 1, 2022

Only at the very end of the AP® U.S. History exam do you reach the Long Essay Question (LEQ). As a result, the LEQ is a challenge for even the most prepared test-taker. By this point in the exam, you are mentally exhausted, your hand is tired from writing all the other free response questions, and you just want to go home. That is what makes it so important that you practice for the exam so that even when you’re worn out, you’ll still be able to get the full six points on the AP® U.S. History LEQ.

In this post, we will help you prepare for this part of the test by walking through how the LEQ is scored, with specific examples from the 2015 U.S. History LEQ. By the end of the post, we hope you will be more confident in your ability to succeed on this year’s LEQ. So, let’s get started! Before we get into the specifics of the 2015 questions, though, let us review the overall format of the LEQ in the AP® U.S. History exam.

Format of the AP® US History LEQ

For the 2016 test, the CollegeBoard implemented a new format and rubric for grading the Free Response section of the AP® U.S. History Exam (see here ). Here we will focus on the revised format and rubric, addressing how the 2015 LEQ questions would have been scored under the new system and how you can succeed on this year’s LEQ. Be careful, though, when using resources from before 2016 that focus on the old AP® U.S. History exam format.

The LEQ occurs in the last half of the second section of the exam. It is the final part the exam and lasts for a total of 35 minutes. You will be asked to pick one of two questions to answer, and your response will count for a total of 15% of the overall exam score (see here ). Ideally, you should probably spend about five minutes outlining and the remaining thirty minutes writing the actual response.

The CollegeBoard grades you based on four general categories (with points indicated in parentheses), for a total of six points overall:

Argument Development Using Targeted Historical Thinking Skill (2)
Argument Development Using Evidence (2)
Synthesis (1)

Note that you earn each point in the rubric independently and you will need to show unique evidence for each point (see here ). Thus, you can’t get both a Thesis and Argument Development point from the same sentence.

For the remainder of the piece, let us dive deeper into what each one of these point categories mean and how you can be sure to get all of the points for each one. We will use the 2015 questions and student responses as our examples. Let’s briefly look at the questions and then we will address what students did well and what they did poorly in answering the questions in 2015.

The 2015 LEQ Questions

For the 2015 AP® U.S. History exam, the CollegeBoard asked students to respond to either of the following two LEQs (see here ):

“Evaluate the extent to which the Seven Years’ War (French and Indian War, 1754-1763) marked a turning point in American relations with Great Britain.

In the development of your argument, analyze what changed and what stayed the same from the period before the war to the period after it. (Historical thinking skill: Periodization)”

“Evaluate the extent to which the Mexican-American War (1846-1848) marked a turning point in the debate over slavery in the United States.

The 4 Keys to LEQ Success

The key to LEQ success is to follow the rubric closely. The CollegeBoard looks for concrete evidence that you have completed each element of the rubric. If you have them, you’ll earn points. If you don’t, you will not. There is no partial credit on the AP® exam. Let’s take a look at the general rubric categories you need to touch upon to earn credit on the AP® U.S. History LEQ.

1. Write a Strong Thesis

For the first point in the rubric, the CollegeBoard demands a strong thesis: a historically defensible claim or argument that addresses all parts of the question (see here ). Your thesis should be a relatively easy point for you to achieve because your entire essay depends on having an argument you wish to make—a stand you take on the question. It is simply a matter of stating that overarching argument clearly, either in the introduction or the conclusion. Let us take a look at what made a successful LEQ thesis statement for students taking the 2015 AP® U.S. History exam.

For the first LEQ question about the French and Indian War, you must address the entire question: evaluating the extent to which the Seven Years’ War marked a turning point in American relations with Great Britain. Thus, if you choose to answer this one, you must make a historically defensible claim about the period. For instance, one student argues (see here ):

“The French and Indian War marked a major turning point in American relations with Great Britain, with changes such as increased British control and anti-British sentiment in the colonies, but also continuities such as loyalty to Britain that remained largely untouched by the war”.

Note that the student provides specific historical examples of things that changed with the French and Indian War (that they will follow up on in their essay with evidence) and clearly states their argument that the war marked a major turning point in American relations with Great Britain. A good example of a thesis from the second 2015 LEQ option might be as follows (see here ):

“The Mexican-American War marked a huge turning point in the debate over slavery because it brought to light the controversy of territorial self- determination and asked the question that would define America on a fundamental level: is this country one of slavery or one of freedom?”

This student argues that the Mexican-American war was a turning point and also specifically discusses its relationship to slavery, which they will address for the remainder of the essay. Note, however, that one answer is not necessarily the only answer. For instance, this student earned a thesis point for arguing that the war was not a turning point in the debate over slavery (see here ):

“The Mexican-American War was not a significant turning point in the debate over slavery because sectional divisions over the Mexican Cession did not increase until after the Compromise of 1850, a much more significant turning point.”

You will want to make sure that you can support your thesis statement to get the remaining points for the LEQ, but there is a bit of flexibility in how you can get the “Thesis” point of the rubric.

One way not to get “Thesis” credit on the U.S. History LEQ is to provide only a vague restatement of the question. For instance, this student’s thesis for the Seven Years’ War prompt fails to fully address the question (see here ):

“The Seven Years’ War was a major event in the world’s history, and it played an important role in shaping many nations.”

While the student does make an assertion, they do not evaluate the extent to which the war was a turning point in American relations with Great Britain, nor do they link the war to changes in relations with Great Britain. By not addressing the entirety of the question, the student did not receive credit for the “Thesis” portion of the grading rubric. Similarly, this student address only part of the second LEQ prompt about the Mexican-American War (see here ):

“The Mexican-American War marked a turning point in the debate over slavery in the U.S.”

To receive credit for this thesis, the student should have responded to the entire question, specifically evaluating the extent to which the war was a turning point. If your reader couldn’t read anything from your essay but your thesis, they should still be able to capture your entire argument from the thesis statement alone. When you practice writing theses, be sure to look at them and ask yourself whether or not you can do this: does your thesis completely address the question? If so, you’re ready to further develop your thesis argument with your historical thinking skills and specific historical evidence.

2. Apply Historical Thinking Skills

You will notice at the bottom of each LEQ option, the CollegeBoard prints a “Targeted Historical Thinking Skill”. For the 2015 exam, both of these historical thinking skills were “Periodization,” meaning the graders want you to describe and explain the extent to which the historical development specified in the prompt was different from and similar to developments that preceded and followed it (see here ). Specifically, you will receive one point for successfully describing this period change and a separate point for explaining the extent to which the historical development was similar to or different from developments that preceded and followed it.

Other examples of Historical Thinking Skills you might see on this year’s exam include Causation, Comparison, and Change and Continuity over Time (see here ). For each one of these, you will also be asked to describe the elements involved the causation, comparison, or change/continuity for one point and then explain how they played a role in causation, comparison, or change/continuity.

In the 2015 exam, both questions were “Periodization” questions, however, so let us get to the bottom of how “Periodization” questions are scored:

Your first point for using the Targeted Historical Thinking skill demands that you describe the ways in which the historical development in the prompt differed from or was similar to developments that preceded and followed it. One student writing on the French and Indian War, for instance, focused on similarities between the periods before and after the war as a means of developing their overall thesis that the war was not a turning point in American relations with Great Britain (see here ):

“Both before and after the war, officials attempted to place taxes on colonial goods to finance the empire.”

For this statement, the student earned a point for describing a similarity that carried on before and after the war in support of their thesis. Another student working on the second prompt about the Mexican-American War successfully emphasized the differences between pre- and post-war periods (see here ):

“The Mexican War did exacerbate sectionalism significantly. Before the war, the debate over the expansion of slavery and the balance of free and slave states had been somewhat settled by the Missouri Compromise. However, in the Treaty of Guadalupe – Hidalgo, the U.S. was granted vast new lands, including California and New Mexico. Debate immediately ensued over the state of slavery in the new lands.”

Once you have earned a point for either describing differences and similarities between periods before and after the time frame described in the prompt, you must explain the extent of these differences and similarities for the second point. For instance, differences or similarities that are limited to a particular city or medium have a very different pragmatic impact than do those that occur across the country in a variety of mediums. For instance, one student explains the extent of discontent before and after the French and Indian war, as follows (see here ):

“Discontent became a major change in Anglo-American relations with one another as protest grew to British involvement in American affairs and duties. Before the war, Americans were okay with some taxes and controlled trade restrictions, but the sudden and seemingly illegal tax actions forced protests and traitorous talks, none of which had been prominent before the war.”

The student goes beyond simply describing differences between periods (as required for the first point) and addresses the extent to which they occur (via protests and traitorous talks, for instance). Another student (who had already addressed the level of debate before the war), explains the differences after the Mexican-American War in the second prompt as (see here ):

“After the Mexican- American War, the debate became over what to do with the newly acquired territory and ultimately led to the creation of new parties. … Though the United States was unwilling to admit it, the political aspect of the country was turning into one all about slavery. The demographic of political parties changed and foreshadowed the civil war.”

This student addresses the extent of differences in the demographic composition of the political parties themselves. The key is to tie in an explanation of this extent to a description of the differences and similarities between previous and later periods. If you provide both a description and an explanation of the extent to which these differences and similarities were true, you will receive two points for this section of the rubric.

If on the other hand, you are unable to describe and explain the differences between events before and after the prompt’s period of interest, you will not receive the two points for this section of the rubric. For instance, this student confused the period under question (see here ):

“The U.S. and Great Britain had been on bad terms ever since the American Revolution.”

Since the American Revolution occurred after the French and Indian War, this cannot be an adequate description of the period before the war. Thus, they would not receive a point for their description. Even if you have a factually correct description, however, you may not receive a point if that description is off-topic. For instance, this student’s response to the Mexican-American War prompt does not tie directly into the slavery debate—an essential part of the question (see here ):

“After the Mexican-American War, U.S. gained land in the southwest. Because this would upset the balance of slave and free states too much, the government decided to implement popular sovereignty.”

While the student mentions slavery, they do not complete their thought on why (or if) this relates to the slavery debate itself. As such, they did not earn a point for their description.

Similarly, you will not receive the second point for your explanation of the extent of differences and similarities if you provide only a vague statement or do not clearly tie your writing in to answer the question provided in the prompt. For instance, this student does not move beyond the description of differences phase, providing only a vague statement about the extent (see here ):

“When the war began, colonists did take up arms to assist the British and protect their land, but it wasn’t until the war ended that relations began to change between the colonies and the motherland.”

Likewise, this student writing the from the Mexican-American war prompt provides only a vague description of the differences between periods, without clearly addressing the extent to which the difference was true (see here ):

“When the war ended, the acquisition of new land led to debates over the status of slavery in those territories.”

The key for this point is to be clear. For a periodization question like the ones in 2015, you want to make sure your graders know that you can effectively describe the periods before and after the period in question. Once you have described the periods, then you want to be able to explain the extent to which your description holds. If you do both of these things, you will receive two points for the section.

3. Support Your Argument with Specific Evidence

Up to this point, we have covered three out of five points you can earn through the LEQ rubric. You earn an additional two points by developing your argument by “Using Evidence”. On the exam, you should be able to provide specific, relevant historical examples that address the topic of the question (for one point) and (for a second point) support or substantiate your thesis (see here ).

Some acceptable evidential references that relate to the Seven Years’ War topic might be, for instance (see here ):

British debt from the Seven Years’ War
Colonial attitudes toward autonomy before the war
Similar intellectual and religious attitudes between the colonies and Britain before the war
Imperial policies in the wake of the Seven Years’ War
Colonial resentments over treatment of colonial forces by British regulars
British efforts to pacify and negotiate with American Indians
Albany Plan of Union

Likewise, if you chose the Mexican-American War LEQ, you might choose to use some of the following acceptable evidence (see the complete list of acceptable evidence here ):

Manifest Destiny
Missouri Compromise (1820)
Increasing fear of slave power
William Lloyd Garrison, The Liberator (1830)
Frederick Douglass
Annexation of Texas (1845)
Opposition to Mexican–American War among northern Whigs
Abraham Lincoln’s Spot Resolutions (1846)
Wilmot Proviso

The key is that you provide some evidence that is relevant to the topic at hand. As long as you do, you will earn a point for this first part of the “Using Evidence” portion of the rubric. This point should be a relatively easy one for you to get if you review your course notes before the exam. To earn this first evidence point, you do not even need to have a stated thesis or a relevant argument—only reference to a relevant piece of historical information (see here ). So, even if you know nothing about the question but a single relevant fact, you will be able to get at least one point for it.

To receive the second point in the “Using Evidence” section of the rubric, however, you need to provide evidence that substantiates your thesis or a related argument. For instance, the CollegeBoards states that acceptable evidence for arguing that the Seven Years’ War was less important as a turning point in different areas might include (see here ):

The attitudes of everyday colonists
Trans-Atlantic exchanges throughout the period
Longstanding trans-Atlantic belief systems including republicanism, natural rights, the Enlightenment, and the Great Awakening
Unchanged labor systems, including slavery
The Zenger trial or other events illustrating a growth of distinct colonial identity well before the war
Previous British policies of mercantilism.

On the other hand, for the same question, evidence that could be used to argue the Seven Years’ War was a major turning point in different areas might include (see here ):

Taxation and efforts of Britain to assert greater control over colonial affairs
The fact that British troops remained in the American colonies, there was a standing army, and the Quartering Act of 1765
The passage of the Proclamation of 1763 to prevent movement of settlers across the Appalachians
The passage of the Sugar Act (Revenue Act)

For each of these pieces of evidence, you need to make specific reference back to your thesis or relevant argument, demonstrating how this piece of evidence develops the overall argument of your essay to answer the exam prompt.

In the same way, examples of acceptable evidence that could be used to argue the Mexican–American War was not a turning point might include (see here ):

Ongoing debates over slavery that continued before and after the war with William Lloyd Garrison, as well as The Liberator (1830), and the passage of the Gag Rule before the war
Prior expansion of slavery into the Texas territories and debates over this expansion, including debates over Texas annexation
Possibly more significant turning points, such as The Compromise of 1850 or the Kansas–Nebraska Act.

In contrast, evidence that could be used to argue the Mexican–American War was, in fact, a turning point might include (see here ):

The increased debate over “free soil” and expansion of slavery
The debates surrounding the Wilmot Proviso
The need for addressing the influx of new territories and the effect that had on increasing sectional debates over slavery
The changes to the political party system, including the death of the Whigs and the rise of the Republican Party, much of it centered on issues of expansion of slavery into the territories acquired by through the Treaty of Guadalupe Hidalgo.

If you successfully use a piece of evidence like those listed to substantiate your thesis, you will receive a point for the “Using Evidence” section of the LEQ. The key point here is to make sure you support your arguments with evidence. The CollegeBoard does not want you to be tossing around statements without providing clear evidence to support them.

The first point in the “Using Evidence” section gives you a lot of leeway regarding how you earn it. You simply need to mention a relevant piece of evidence to the prompt and you can earn points for your response. However, even if you provide a piece of evidence, you will not necessarily get points for it if it is not relevant to the question or true. For instance, this student confuses the chronology of events when trying to answer the Seven Years’ War LEQ (see here ):

“Some examples of the harsher rules and taxes that were enacted after the war were the Navigation Acts …”

The Navigation Acts were first enacted long before the start of the Seven Years’ War. As a result, even though they the acts did exist, the student did not receive a point because they incorrectly identified how the facts relate to the prompt.

Besides providing chronologically incorrect evidence, however, you can also lose the first point in the “Using Evidence” section by failing to connect it to all aspects of the question. For instance, a student writing about the Mexican-American War failed to clearly connect their evidence to the debate over slavery (see here ):

“The Missouri Compromise was an act that banned slavery in states above a certain parallel. The Kansas-Nebraska Act allowed for popular sovereignty in those new states west of the Mississippi.”

You earn a second point in the “Using Evidence” section of the rubric by substantiating your thesis or relevant argument with evidence. However, if you do not fully explain how the evidence supports your thesis, you will not receive credit for your answer. For instance, this student provides evidence, but does not explain how their evidence supports the argument that the Seven Years’ War was a turning point in American relations with Great Britain (see here ):

“The Seven Years’ War marks a turning point because the colonists refused to agree to British demands.”

The student needs to address more fully how and why colonists’ refusal marks a change from previous periods for this evidence to constitute any substantiation. For this point, the CollegeBoard wants you to engage with the evidence and not just list it out in a rote, memorized fashion. An additional example of unacceptable evidence to substantiate a thesis or relevant argument from a student who chose to answer the Mexican-American War LEQ is as follows (see here ):

“The Compromise of 1850 was drafted that made more of the newly acquired states free, and to appease the South it created the fugitive slave law, which returned ‘escaped’ slave to their owners, but this was abused since many slaves captured and returned were free.”

While this example features a more detailed example than the last one, the student still does not explain how their evidence supports the argument that the war was or was not a turning point in the slavery debate. To earn the second point in the “Using Evidence” portion of the grading rubric, you must use the evidence in service of your argument. In other words, you need to clearly explain how it fits into the larger argument of your thesis.

4. Synthesize Your Argument with Another Historical Development or Course Theme

In the previous sections, we have covered five of the six total points you can earn on the U.S. History LEQ . The final point you can earn is the “Synthesis” point. To earn this final point, the CollegeBoard wants you to extend your argument by explaining a connection between the argument and a development in a different historical period, geographic area, or historical theme (see here ). To get the point, you need to not just mention, but to explain why there is a connection between your argument and an outside theme or development. If you do so, you will earn the final point for the LEQ.

One student, for instance, tied together the results of the French and Indian War with those of the later French Revolution (see here ):

“The French and Indian War’s results were similar to what took place in the French Revolution later on, in that debt from the war helped cause colonial independence from Great Britain, while the debt from involvement in the American Revolution helped inspire the French Revolution.”

They used a completely different period and context to build on their existing argument for why the French and Indian War was a turning point for Americans. As a result, this excerpt earned a point for “Synthesis.”

Similarly, another student compared changing attitudes towards slavery during the Mexican-American War to President Johnson’s later War on Poverty and its effects on the Civil Rights Movement (see here ):

“The increased tensions over the debate over slavery that resulted from the Mexican-American War continued to show themselves in racial tensions in the Civil War and beyond. These tensions boiled up again in the 1960’s as Southerners fought the expansion of rights to African Americans. While the Mexican-American War amounted to a great turning point in the debate over slavery, Johnson’s War on Poverty amounted to a turning point in the Civil Rights Movement.”

Note, however, that you do not need to compare your argument to another historical development to earn the “Synthesis” point. You can also receive the point by addressing how your question might be interpreted from an alternative historical theme. For instance, one student spent their entire essay analyzing the Seven Years’ War from the perspective of political policy and attitude, but compared how an economic perspective might shed light on the question (see here ):

“While the Seven Years’ War changed political policies and attitudes, it also affected economic and commercial ties, as British taxation began to enforce mercantilist policies.”

Likewise, in a political essay about the Mexican-American War, another student discusses other social factors that also played a role in the differences the war created (see here ):

In an otherwise political essay: “The Mexican War created political imbalance because the balance between slave and free states from the Missouri Compromise ended. This loss of power in Congress resulted in an increase in the slave owners’ oppression of their slaves. They were afraid of also losing control of the social class structure seen in the South and the risk of losing their social and economic status. So the political crisis caused by the Mexican War also had a social element as well.”

The key is that all of these successful “Synthesis” points draw upon something external to their central argument or period of inquiry to extend their argument and demonstrate how it fits into the bigger scheme of history.

On the other hand, if you do not explain the connection between two contexts as they relate to the question, you will not receive a point. For instance, this student makes comparisons to the Seven Years’ War but does not explain how each of these conflicts served to foster revolutions in the external contexts (see here ):

“The anger caused by Britain’s strong handed actions left the land of the colonies fertile for the seeds of Revolution to grow in the same way they were in France, Haiti, and other soon to revolt countries of the time.”

To earn the “Synthesis” point, the student would need to expand more on how these other conflicts unfolded and how those processes correspond with the process of history in prompt’s period of interest more generally.

Similarly, another student compares the Mexican-American War to the Spanish-American War regarding land acquisition and imperialism, but does not address the central issue of the exam prompt—slavery (see here ):

“This era is very similar to that of the very late 1800’s in which the U.S. instigated a war with Spain to attain land, as done in Mexico during this period.”

It is not enough to simply state a similarity between the periods. The comparison must be relevant to the overall thesis of your essay and the LEQ itself.

Regarding thematic comparisons, the CollegeBoard emphasizes that students might similarly fail to adequately connect the alternate theme to the primary one used in their argument (see here ). However, one of the main problems for students attempting thematic comparisons is that they fail to address the thesis from an alternative theme at all. For instance, this student spent the majority of the essay discussing political reasons that the French and Indian War was a turning point and said (see here ):

“The war caused changes to political beliefs for both colonists and British officials.”

While this statement may be true, it does not represent an alternative theme from the dominant theme they used throughout their essay. Therefore, the student could not receive points for bringing up the “political” historical theme. They would need to bring up related Economic or Social thematic issues for instance.

Moving Forward

Now that you have seen examples of 2015 students who have succeeded on the AP® U.S. History LEQ and those who have not, it’s time for you try your hand at practice LEQs.

Try and write an answer to both of the questions described in this post with a 35-minute timer. Then, check and see how well you did at earning each one of the six points described in this post.

If you practice enough, writing LEQs will become automatic, and however tired you are by the time you reach the LEQ section of the exam, you will at least have confidence that you can succeed.

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How to Earn the AP Euro Thesis Point for LEQs

4 min read • december 15, 2021

📌 Check out these other Euro resources! 👉

Click here to watch students' LEQs being graded.
Watch this stream reviewing the 2019 AP Euro essay questions to get some examples.
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About the Thesis Point

The thesis point is where you introduce the premise of your essay and state your argument.

It must be "historically defensible," which means there must be enough evidence present to defend your claim.
Your argument must be decisive and contain a development from what the prompt says. Steer clear of rephrasing!
The thesis needs to be between one to two sentences long and should be located in the introduction or conclusion.

Tips for a Great Thesis

Always state your thesis in the introduction. That way, if you miss out on your point there, you have a second chance to earn it in the conclusion.

Take a tip from AP English classes- qualify your argument. This means accepting a scenario where your thesis might not apply. If done well, this could help you earn the complex historical understanding point later.
Use simple wording. The essay isn't being graded on your writing skills, so there's no need for a nuanced or creative thesis. Write decisively, but in the most straightforward way possible.
If you're writing a DBQ, don't introduce documents in the thesis. Utilize the documents' themes to categorize your essay and defend your claims.
Read the prompt closely and make decisions for what to include based on the type of question being asked.

Continuity and Change Over Time

You can recognize a CCOT prompt if it asks about change, developments, or stagnation during a specific time period. These prompts always give you a defined time frame and will occasionally provide specific areas to write about (politics, religion, economics, etc.)

The best way to write organize a thesis for a CCOT essay is to write about one way the subject matter evolved during the given era and one way that it stayed the same.
Arguing broadly, such as simply asserting a country or region's economics changed, will not be enough to get the point. To guarantee your thesis is descriptive enough, write a short description of the way your theme changed, such as "During the late 15th and early 16th centuries, Spain's economy became increasingly globalized." Repeat this for your continuity.
Remember to stick to your thesis points. They are your roadmap and deviation from them risks confusing your audience.

Study Guide: Continuity and Change in the 18th-Century States

A causation question will always ask about the relationship between two specific events, movements, or historical trends. It will often use phrases like "to what extent did ______ result from _________?" Sometimes, the prompt will not inquire about the level of causation, but rather the type or to identify a cause or effect.

A good causation thesis begins with a position on the question. The prompt will probably be nuanced, and the answer will not be a simple yes or no. Including phrases like "largely influenced" and "had little correlation" could demonstrate your knowledge of this and strengthen your writing.
Then, introduce causation and links to other developments beyond the one you reference. A potential thesis could read: "Although Germany's fascist descent was strongly influenced by the "war guilt clause" from the Treaty of Versailles, rampant industrialism and the US's abandonment of isolationism also played roles in inciting conflict."

Study Guide: Causation in the Age of Industrialization

Study Guide: Causation in the Renaissance and the Age of Discovery

A comparison prompt will ask you to articulate similarities and differences between content. It will also usually for an explanation or description of their importance.

A comparison thesis needs two parts: explanation of similarities and differences, and an introduction to the other required skill.
Start by introducing the evidence you plan on using for both similarities and differences. For example, "The Northern and Italian Renaissances both experienced significant economic shifts. However, the Northern Renaissance was more centralized, as exemplified by the strong states of England, the Netherlands, and the Holy Roman Empire."
Then, depending on the prompt, you may need to explain possible causes of the difference.
Your full thesis might look like, "Both the Northern and Italian Renaissances saw significant economic shifts. However, the Northern Renaissance was more centralized, while the Italian Renaissance occurred in city-states and was, by comparison, secular in nature."

Study Guide: Comparison in the Age of Absolutism and Constitutionalism

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How To Write An LEQ: A Step-by-Step Guide To Mastering The Art Of Historical Essay Writing

Master the art of writing an LEQ with this step-by-step guide. From understanding prompt requirements and conducting research to crafting a strong conclusion, learn the essential skills for historical essay writing.

Understanding the LEQ Prompt

Analyzing the prompt requirements.

When faced with an LEQ (Long Essay Question) prompt, it is crucial to thoroughly analyze the requirements before diving into the writing process. Take the time to carefully read and understand what the prompt is asking of you. Look for keywords and phrases that indicate the specific focus or direction of the essay. Pay attention to any specific time periods, events, or individuals mentioned in the prompt.

Identifying Key Terms and Concepts

After analyzing the prompt requirements, the next step is to identify the key terms and concepts that are central to the essay topic. These terms often provide clues about the main arguments or themes that should be addressed in your response. Make a list of these key terms and consider their significance in relation to the prompt. This will help you stay focused and ensure that you address the main points effectively.

Formulating a Clear Thesis Statement

Once you have a clear understanding of the prompt requirements and have identified the key terms and concepts, it is time to formulate a strong and concise thesis statement. The thesis statement is the central argument or main idea of your essay. It should directly respond to the prompt and provide a clear roadmap for the rest of your essay.

To create a strong thesis statement, consider the main arguments or points you want to make in your essay. These should align with the key terms and concepts you identified earlier. Use this information to craft a clear and concise statement that summarizes your main argument or position. Your thesis statement should be specific, debatable, and supported by evidence throughout your essay.

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Remember, the thesis statement sets the tone for your entire essay and serves as a guide for both you and your reader. It should be placed at the end of your introduction paragraph and serve as a roadmap for the rest of your essay.

To summarize: – Analyze the prompt requirements to understand what is being asked. – Identify key terms and concepts that are central to the essay topic. – Formulate a clear and concise thesis statement that directly responds to the prompt.

Conducting Background Research

When it comes to writing a successful LEQ (Long Essay Question), conducting thorough background research is essential. This step lays the foundation for your entire essay and ensures that you have a solid understanding of the topic at hand. In this section, we will explore three key aspects of conducting background research: gathering relevant sources, evaluating the credibility of sources, and taking effective notes.

Gathering Relevant Sources

To begin your research process, it is important to gather a variety of relevant sources. These sources can include books, scholarly articles, primary documents, and reputable websites. By utilizing a range of sources, you can ensure that you have a well-rounded understanding of the topic and can provide a comprehensive analysis in your essay.

One effective way to gather relevant sources is by using academic databases such as JSTOR or Google Scholar. These platforms provide access to a vast array of scholarly articles and publications that are peer-reviewed and reliable. Additionally, libraries and online catalogs can be valuable resources for finding books and primary sources related to your topic.

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When gathering sources, it is important to consider the perspective and bias of each author or publication. Aim to include sources that present different viewpoints and perspectives, as this will strengthen your argument and demonstrate your ability to analyze multiple sides of an issue.

Evaluating the Credibility of Sources

Once you have gathered your sources, it is crucial to evaluate their credibility. Not all sources are created equal, and it is essential to ensure that the information you are using is accurate and reliable. Here are some factors to consider when evaluating the credibility of sources:

Author Expertise : Consider the qualifications and expertise of the author. Are they an expert in the field? Do they have relevant credentials or experience?
Publication Date : Check the publication date of the source. Is it up-to-date and current? Depending on your topic, it may be necessary to include recent sources to provide the most accurate information.
Peer Review : Determine if the source has undergone a peer-review process. Peer-reviewed articles are typically more reliable and have been evaluated by other experts in the field.
Reputation of the Publisher : Research the reputation of the publisher or journal. Are they known for publishing high-quality and reputable content?
Citations and References : Examine the citations and references within the source. Are they from credible and reliable sources? This can indicate the author’s commitment to using accurate information.

By carefully evaluating the credibility of your sources, you can ensure that the information you include in your LEQ is reliable, accurate, and trustworthy.

Taking Effective Notes

As you conduct your background research, it is crucial to take effective notes. This will help you organize your thoughts, keep track of your sources, and ensure that you have a clear understanding of the information you are gathering. Here are some tips for taking effective notes:

Use a System : Develop a note-taking system that works for you. This could involve using index cards, a digital note-taking app, or a traditional notebook. Find a method that allows you to easily organize and access your notes.
Record Key Information : When taking notes, be sure to record key information such as the author, publication date, and page numbers. This will make it easier to cite your sources later on.
Summarize and Paraphrase : Instead of copying entire passages verbatim, try to summarize and paraphrase the information in your own words. This will not only help you better understand the material but also prevent plagiarism.
Highlight Important Points : Use highlighting or underlining to mark important points or quotes that you may want to include in your essay. This will make it easier to find and reference later on.
Organize Your Notes : Keep your notes organized by topic or subheading. This will make it easier to find specific information when you are writing your essay.

By taking effective notes, you can ensure that you have all the necessary information at your fingertips when it comes time to write your LEQ. Effective note-taking will save you time and effort in the long run and help you produce a well-structured and well-supported essay.

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Organizing Your LEQ

In order to write a successful LEQ (Long Essay Question), it’s crucial to have a well-organized structure. This will not only help you stay focused and on track, but it will also make your essay more coherent and easier to read. In this section, we will discuss how to create an outline, structure the introduction, develop body paragraphs, and craft a strong conclusion.

Creating an Outline

Creating an outline is an essential step in organizing your thoughts and ideas before you start writing your LEQ. It serves as a roadmap for your essay, helping you to stay organized and ensure that your arguments flow logically.

To create an outline, start by identifying the main points or arguments that you want to make in your essay. These should be the key ideas that support your thesis statement. Once you have identified these main points, you can then brainstorm supporting evidence or examples for each of them.

Here is an example of how your outline might look:

Introduction Hook : Grab the reader’s attention with an interesting fact or statistic. Background information: Provide some context or background information on the topic. Thesis statement: Clearly state your main argument or position.
Body paragraphs Topic sentence : Introduce the main point of the paragraph. Supporting evidence: Provide evidence, examples, or facts to support your main point. Analysis: Explain how the evidence supports your argument and why it is significant. Transition: Connect the paragraph to the next point or argument.
Conclusion Restate thesis : Summarize your main argument or position. Review main points: Recap the key points discussed in the body paragraphs. Final thoughts: Offer some final thoughts or reflections on the topic.

Remember, your outline is a flexible tool that can be adjusted and refined as you write your essay. It is meant to guide you and provide structure, but it’s okay to make changes or add new ideas as you go along.

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Structuring the Introduction

The introduction is the first impression your essay will make on the reader, so it’s important to grab their attention and set the tone for the rest of the essay. A well-structured introduction should include a hook, background information, and a clear thesis statement.

Start your introduction with a hook that captures the reader’s attention. This could be a provocative question, an interesting fact or statistic, or a compelling anecdote. The goal is to make the reader want to keep reading.

After the hook, provide some background information to give the reader context and help them understand the topic. This could include historical background, definitions of key terms, or an overview of the issue at hand. Be sure to keep this section concise and focused.

Finally, end your introduction with a clear and concise thesis statement. Your thesis statement should clearly state your main argument or position on the topic. It should be specific, arguable, and provide a roadmap for the rest of your essay.

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Developing Body Paragraphs

The body paragraphs of your LEQ are where you will present your main arguments and provide supporting evidence. Each body paragraph should focus on one main point or argument and include a topic sentence, supporting evidence, analysis, and a transition to the next paragraph.

Start each body paragraph with a topic sentence that introduces the main point or argument of the paragraph. This topic sentence should be clear and concise, and it should relate back to your thesis statement.

Next, provide supporting evidence to back up your main point. This could include historical examples, primary sources, or scholarly research. Be sure to cite your sources properly and provide enough evidence to support your argument.

After presenting your evidence, it’s important to analyze and interpret the information. Explain how the evidence supports your argument and why it is significant. This analysis will help the reader understand the connections between your evidence and your main argument.

Finally, end each body paragraph with a transition to the next paragraph. This could be a sentence that connects the current point to the next one, or it could be a rhetorical question that prompts the reader to think about the next topic.

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Crafting a Strong Conclusion

The conclusion is your final opportunity to leave a lasting impression on the reader. A strong conclusion should summarize your main arguments, restate your thesis statement, and provide some final thoughts or reflections on the topic.

Start your conclusion by restating your thesis statement. This will remind the reader of your main argument and help them see how your essay has addressed that argument.

Next, review the main points you discussed in the body paragraphs. Summarize the key evidence and arguments you presented and explain how they support your thesis statement.

Finally, end your conclusion with some final thoughts or reflections on the topic. This could be a call to action, a prediction for the future, or a broader implication of your argument. Leave the reader with something to think about and consider.

Writing the LEQ

Writing the Long Essay Question (LEQ) requires a clear and concise language, the incorporation of historical evidence, the analysis and interpretation of historical information, and the addressing of counterarguments. In this section, we will break down each of these elements to help you craft a compelling and well-rounded LEQ.

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Using Clear and Concise Language

When writing your LEQ, it is important to use clear and concise language to convey your ideas effectively. Avoid using overly complex or technical language that might confuse your readers. Instead, aim for simplicity and clarity. Use everyday language that is easy to understand and avoids unnecessary jargon.

To engage your readers, keep your sentences and paragraphs short. This not only makes your writing easier to read but also helps maintain the reader’s attention. Break down complex ideas into smaller, digestible pieces to ensure that your readers can follow your argument easily.

Incorporating Historical Evidence

One of the key requirements of the LEQ is the incorporation of historical evidence to support your arguments. Historical evidence can come in various forms, such as primary sources, secondary sources, statistics, quotes, and examples. Including this evidence strengthens your arguments and adds credibility to your essay.

When incorporating historical evidence, be sure to properly cite your sources. This not only gives credit to the original authors but also demonstrates your thorough research and understanding of the topic. Use proper citation formats, such as MLA or APA, depending on the guidelines provided by your instructor.

To make your historical evidence more impactful, provide context and analysis. Explain how the evidence relates to your thesis statement and supports your overall argument. Avoid simply listing facts or quotes without offering any analysis or interpretation. Your goal is to show the reader how the evidence supports your claims and contributes to the larger historical narrative.

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Analyzing and Interpreting Historical Information

In addition to incorporating historical evidence, it is crucial to analyze and interpret the information you present in your LEQ. Analysis involves breaking down the evidence into its component parts and examining the relationships between them. Interpretation, on the other hand, involves explaining the significance and meaning of the evidence in the context of the larger historical context.

To effectively analyze and interpret historical information, ask yourself questions such as: What does this evidence reveal about the time period or event being discussed? How does it contribute to our understanding of the topic? What are the implications of this evidence? How does it connect to other evidence or ideas presented in your essay?

By critically analyzing and interpreting historical information, you demonstrate your ability to think critically and engage with the complexities of the topic. This not only adds depth to your essay but also showcases your understanding of the subject matter.

Addressing Counterarguments

Addressing counterarguments is an essential aspect of writing a strong LEQ. Acknowledging and responding to opposing viewpoints shows that you have considered multiple perspectives and strengthens your overall argument.

To effectively address counterarguments, begin by identifying potential opposing viewpoints . Consider alternative interpretations, conflicting evidence, or differing historical perspectives. Once you have identified these counterarguments, explain why they are not as strong or valid as your own argument. Present evidence and logical reasoning to refute these counterarguments and reinforce your thesis statement.

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By addressing counterarguments, you demonstrate intellectual honesty and show that you have thoroughly examined the topic from various angles. This strengthens your overall argument and makes your essay more persuasive.

Revising and Editing Your LEQ

Checking for coherence and flow.

When revising and editing your LEQ (Long Essay Question), it is crucial to ensure that your essay has coherence and flow. Coherence refers to the logical and smooth progression of ideas throughout your essay, while flow ensures that your reader can easily follow your thoughts and arguments. Here are some tips to help you check for coherence and improve the flow of your LEQ:

Review your thesis statement : Start by examining your thesis statement and ensuring that it clearly presents the main argument of your essay. Your thesis should be concise and specific, providing a roadmap for the rest of your paper.
Check for logical organization : Take a step back and look at the overall structure of your essay. Does each paragraph flow logically from one to the next? Do your arguments build upon one another in a logical sequence? If not, consider reorganizing your paragraphs or adding transitional sentences to create a smoother flow.
Use effective transitions : Transitions are essential for guiding your reader through your essay. Make sure to use transitional words and phrases such as “however,” “in contrast,” or “on the other hand” to connect your ideas and create a seamless transition between paragraphs.
Eliminate repetitive or redundant information : While it is essential to provide sufficient evidence and examples to support your arguments, be cautious of repeating the same information multiple times. Eliminate any unnecessary repetition to maintain a clear and concise flow in your essay.
Consider the order of your arguments : Think about the best order in which to present your arguments. It may be helpful to start with your strongest point and gradually build up to your weaker arguments or counterarguments. This organization can help create a logical flow and increase the impact of your essay.

Eliminating Redundancies and Wordiness

To ensure that your LEQ is concise and focused, it is important to eliminate redundancies and wordiness. Here are some strategies to help you streamline your writing:

Avoid unnecessary repetition : Repeating the same information in different words can make your writing appear verbose and redundant. Instead, strive for clarity and precision by expressing your ideas concisely.
Use specific language : Replace vague or general terms with more specific and descriptive language. This will help you convey your ideas more effectively without relying on excessive words.
Trim unnecessary phrases : Review each sentence and eliminate any unnecessary phrases or clauses. Ask yourself if each word and phrase contributes directly to the meaning of the sentence. If not, remove it to make your writing more concise.
Choose strong verbs : Opt for strong verbs that convey your ideas with precision. This will allow you to express your thoughts more efficiently and avoid the need for excessive adverbs or adjectives.
Avoid filler words : Be mindful of using filler words or phrases that add no real value to your writing. Examples include “in order to,” “it is important to note that,” or “due to the fact that.” These phrases can often be eliminated without affecting the clarity or meaning of your sentences.

Proofreading for Grammar and Spelling Errors

After revising for coherence, flow, and eliminating redundancies, it is crucial to proofread your LEQ for grammar and spelling errors. Here are some steps to help you catch and correct these mistakes:

Take a break : Allow some time between writing and proofreading your LEQ. This break will help you approach your essay with fresh eyes and increase your chances of spotting errors.
Read aloud : Reading your essay aloud can help you identify awkward sentence structures, missing words, or grammatical errors. When reading aloud, pay attention to the flow and rhythm of your writing.
Use spelling and grammar tools : Utilize spelling and grammar checkers to catch any obvious errors. However, be cautious as these tools may not always detect contextual or nuanced errors.
Proofread multiple times : Proofreading is a process that requires multiple passes. After your initial proofread, go through your essay again, focusing on different aspects each time. This approach will help you catch any lingering mistakes.
Seek feedback : Ask a friend, teacher, or peer to review your LEQ. Fresh eyes can often spot errors that you may have overlooked. Consider their suggestions and make necessary revisions.

Remember, effective revision and editing are essential to producing a high-quality LEQ. By checking for coherence and flow, eliminating redundancies and wordiness, and proofreading for grammar and spelling errors, you can ensure that your essay is clear, concise, and error-free.

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Tips for Time Management

Setting a realistic writing schedule.

Creating a realistic writing schedule is essential for managing your time effectively when working on a Long Essay Question (LEQ). By setting a schedule, you can allocate dedicated time for research, writing, and revision, ensuring that you stay on track and meet your deadlines.

To begin, assess your personal schedule and identify the time slots that are most suitable for writing. Consider your energy levels and when you are most productive. Some people prefer early mornings, while others find that they are more focused in the evenings. Find a time that works best for you and commit to it.

Once you have determined your optimal writing time, block it off in your calendar or planner. Treat this time as non-negotiable, just like any other important appointment. By making writing a priority, you are more likely to stick to your schedule and make progress on your LEQ.

Additionally, it can be helpful to break down your writing sessions into smaller, manageable chunks. For example, instead of dedicating an entire day to writing, you could schedule two or three shorter sessions throughout the week. This approach can help prevent burnout and allow for regular breaks to rejuvenate your mind.

Breaking Down Your Writing Process

Breaking down your writing process into smaller steps can make the task feel more manageable and less overwhelming. By dividing your LEQ into distinct stages, you can focus on one aspect at a time, ensuring that you give each step the attention it deserves.

Start by analyzing the LEQ prompt and understanding its requirements. This will help you identify the key terms and concepts that you need to address in your essay. Once you have a clear understanding of the prompt, formulate a thesis statement that clearly states your argument.

Next, conduct background research to gather relevant sources and evaluate their credibility. Take effective notes during this research phase, ensuring that you document important information and properly attribute any quotes or paraphrases.

With your research in hand, it’s time to organize your LEQ. Create an outline that outlines your main points and the supporting evidence for each. This will serve as a roadmap for your essay and ensure that you maintain a logical flow throughout.

Allocating Time for Research, Writing, and Revision

When managing your time for an LEQ, it’s important to allocate sufficient time for each stage of the writing process – research, writing, and revision.

Begin by setting aside dedicated time for research. Depending on the complexity of your topic, this could range from a few hours to several days. During this phase, gather relevant sources, evaluate their credibility, and take thorough notes. Remember to keep track of your sources for proper citation later on.

Once your research is complete, allocate a substantial amount of time for writing. This is where you will bring together your research, analysis, and argument to craft a well-written essay. Aim to write in a clear and concise language, incorporating historical evidence and addressing counterarguments.

Finally, make sure to allocate enough time for revision. This step is crucial to ensure that your LEQ is coherent, well-structured, and free of grammar and spelling errors. Take the time to read through your essay multiple times, checking for coherence and flow. Eliminate any redundancies or wordiness, and proofread meticulously for grammar and spelling mistakes.

By allocating sufficient time for each stage of the writing process, you can ensure that you produce a high-quality LEQ that effectively addresses the prompt and showcases your historical knowledge.

In conclusion, managing your time effectively is crucial when working on an LEQ. By setting a realistic writing schedule, breaking down your writing process, and allocating time for research, writing, and revision, you can maximize your productivity and produce a well-crafted essay. Remember to be consistent with your schedule, stay organized, and give yourself breaks to maintain focus and motivation. With these time management tips in mind, you will be well-equipped to tackle any LEQ with confidence.