Exam guide
Knowing the history is only half of the exam. The essays are marked against a fixed rubric, and most lost points come from missing a requirement rather than from not knowing the content. Everything below is the scoring structure, stated plainly.
Three hours and fifteen minutes in total.
Section I, Part A
Section I, Part B
Section II, Part A
Section II, Part B
A historically defensible thesis that establishes a line of reasoning, in one or more consecutive sentences in the intro or conclusion.
Where points are lost: Restating the prompt. The thesis has to take a position someone could argue against.
Describe a broader historical context relevant to the prompt: events, developments, or processes before, during, or after the prompt's time frame.
Where points are lost: A single sentence of vague scene setting. Readers want several sentences that connect to the argument.
One point for accurately describing the content of three documents. Two points for using the content of at least four documents to support the argument.
Where points are lost: Quoting documents without saying what they prove. Description alone earns the first point only.
Use one specific, relevant piece of historical evidence that appears in none of the documents, and explain how it supports the argument.
Where points are lost: Naming an outside fact in passing. It must be developed and tied to the argument.
For at least two documents, explain how or why the point of view, purpose, historical situation, or intended audience is relevant to the argument.
Where points are lost: Identifying the author's bias without explaining why that matters for the claim.
Demonstrate a complex understanding: explain nuance, consider multiple variables, analyze both similarity and difference, or qualify the argument with evidence that cuts against it.
Where points are lost: This is the least-earned point on the exam. Plan for it rather than hoping it happens.
A historically defensible thesis that establishes a line of reasoning, in one or more consecutive sentences.
Where points are lost: Answering 'yes' without saying to what extent, or why.
Describe a broader historical context relevant to the prompt, beyond a passing reference.
Where points are lost: Starting with 'Throughout history' and never landing anywhere specific.
One point for two specific and relevant pieces of evidence. Two points for using that evidence to support the argument.
Where points are lost: Listing accurate facts that are never connected back to the claim.
One point for using a reasoning process, comparison, causation, or continuity and change, to frame the argument. Two points for a complex understanding.
Where points are lost: Naming the reasoning process instead of structuring the essay around it.
Answer the exact task verb with a specific, accurate historical example, then say how it answers the question.
Where points are lost: Answering a different task verb than the one asked. Describe is not Explain.
Answering the wrong verb is the fastest way to lose a point you knew the content for.
The document based question awards a point for explaining why any two of these matter to your argument.
Take a document based question with the rubric open beside you and mark your own essay against it before you look at anything else.