3 types of apush essays

• AP Calculus
• AP Chemistry
• AP U.S. History
• AP World History
• Free AP Practice Questions
• AP Exam Prep

How to Approach the AP U.S. History Long Essay Question

The second part of Section II of the AP US History exam contains three long essay questions—you must respond to one. The long essay question assesses your ability to apply knowledge of history in a complex, analytical manner. In other words, you are expected to treat history and historical questions as a historian would. This process is called historiography—the skills and strategies historians use to analyze and interpret historical evidence to reach a conclusion. Thus, when writing an effective essay, you must be able to write a strong, clearly developed thesis and supply a substantial amount of relevant evidence to support your thesis and develop a complex argument.

The College Board’s characteristics of a high-scoring long essay question response are listed below. Note that the requirements are very similar to those of the DBQ ; the primary difference is that any requirements related to use of the documents are removed from the scoring requirements for the long essay question.

• Thesis: Make a thesis or claim that responds to the prompt. The thesis or claim must be historically defensible and establish a line of reasoning.
• Context: Provide context relevant to the prompt by describing a broader historical development or process.
• Evidence: Use specific and relevant examples as evidence to support an argument in response to the prompt.
• Historical Skill: Use a historical reasoning skill (causation, comparison, or continuity and change) to develop an argument in response to the prompt.
• Complex Understanding: Demonstrate a complex understanding of an argument that responds to the prompt by using evidence to corroborate, qualify, or modify the argument.

AP U.S. History Long Essay Strategy

Consider the following special strategies for the long essay question. Scoring requirements are highlighted in bold.

Step 1: Analyze the Prompt

• Each long essay question will ask you to “evaluate the extent” of some factor in American history. Since you are evaluating, you will need to develop an argument that addresses the prompt. Make sure to read all three prompts carefully. Think of the evidence you could use and the argument you could develop in response to each one, then choose the question you feel most confident about.
• Begin crafting your thesis statement. You must have a thesis that makes a claim and introduces the reasoning of your argument. It is not enough to merely restate the question as your thesis; you must take a position. Don’t be afraid of making a strong claim; just be sure you can provide relevant evidence to support your assertion. Your thesis may also outline the categories of analysis, or the major points, you will use in your essay.
• Part of developing your thesis should be considering how your essay’s argument will demonstrate a complex understanding, perhaps by analyzing multiple variables, by considering both changes and continuities, or by making an insightful connection to another time period.

Step 2: Plan Your Response

• Making a careful plan can help you make sure you address all the scoring requirements.
• Paraphrase your thesis statement. Knowing your claim will make it easier for you to plan an effective argument in your essay. In light of the documents, you must make a claim and/or demonstrate a line of reasoning that responds to the prompt. Avoid statements that are vague or general (“The Vietnam War was very significant”) and make a claim that responds to the prompt, uses both the documents and your historical knowledge, and sets up the rest of your essay (“The Vietnam War impacted Americans’ perceptions of the U.S. role in international politics, the power of the federal government, and the status of young people, influencing legal and social changes in American society”).
• Be sure your thesis or overall plan incorporates a complex understanding . You need to demonstrate that you have more than just a basic understanding of the content, so your thesis or overall essay should address complexity in the historical development—perhaps by including multiple variables, by considering both causes and effects, or by making an insightful connection to another time period. See below for a complete list of ways to demonstrate complex understanding.
• Make a note about how you will provide context for the topic of the prompt. This may fit well in the introduction or first body paragraph.
• List the documents you will use as evidence —remember that you must use six or seven to earn the maximum number of points for using the documents.
• Consider whether the paragraph is a good place to provide additional evidence —you must include one additional historical example.
• Think about when it would be beneficial to explain sourcing , or how a document’s context or situation is relevant to the argument—you must do so for three documents.
• Finally, review your plan and check off each requirement in your test booklet to ensure you addressed all six.

Step 3: Action! Write Your Response

• Nothing is more important in the first paragraph than the clear statement of an analytical thesis. The reader is most interested in seeing a strong thesis as soon as possible.
• Your thesis can be more than just one sentence. With the compound questions often asked by the DBQ, two sentences might be needed to complete the idea.
• Refer to the authors of the documents, not just the document numbers.
• A good idea is to write a concluding paragraph that might extend your original thesis. Think of a way to restate your thesis, adding information from your analysis of the documents.

Step 4: Proofread

• Skim for any glaring errors and, if you have time, check again to make sure your response meets each of the DBQ requirements.

AP Expert Note

Be prepared to demonstrate complex understanding The AP exam asks you to analyze sources and develop arguments in a sophisticated way. Demonstrating your complex understanding of the topic at hand is crucial to your success, and here are some ways you can do so.

• Analyze multiple variables
• Employ a complex historical reasoning skill by explaining both similarities and differences, both continuity and change, both causes and effects, or multiple causes
• Explain relevant connections to other regions or other time periods
• Corroborate perspectives across multiple course themes (such as environment, cultural developments, governance, economic systems, social organization, and technology)
• Qualify an argument using other evidence or views

You might also like

Call 1-800-KAP-TEST or email [email protected]

Prep for an Exam

MCAT Test Prep

LSAT Test Prep

GRE Test Prep

GMAT Test Prep

SAT Test Prep

ACT Test Prep

DAT Test Prep

NCLEX Test Prep

USMLE Test Prep

Courses by Location

NCLEX Locations

GRE Locations

SAT Locations

LSAT Locations

MCAT Locations

GMAT Locations

Useful Links

Kaplan Test Prep Contact Us Partner Solutions Work for Kaplan Terms and Conditions Privacy Policy CA Privacy Policy Trademark Directory

Question Types on the AP U.S. History Exam

April 8, 2024.

The AP U.S. History exam, also called the APUSH exam, tests your ability to use historical thinking skills and reasoning processes and your understanding of historical themes. There are several different question types on the AP U.S. History exam you should practice before taking the exam in May. The APUSH exam has two sections, and each section has two parts. Section I consists of multiple-choice and short-answer questions. Section II consists of the document-based question and long essay question. Familiarizing yourself with the question types on the exam will help you feel more confident on test day.

What are the Four Question Types on the AP U.S. History Exam?

There are four types of questions on the AP U.S. history exam. This includes 55 multiple-choice questions, three short-answer questions, one document-based question (DBQ), and one long essay question (LEQ). You will have 95 minutes for the first section, which includes the multiple-choice questions and short-answer questions, and 100 minutes for the essay section. It is important to pace yourself to have sufficient time to answer all the questions.

AP U.S. History Question Types: Multiple-Choice Questions

The first part of the APUSH exam includes 55 multiple-choice questions, which you must answer in 55 minutes. 40% of your total exam grade is based on this section. 

The multiple-choice questions on the APUSH exam test your ability to reason about different types of historical evidence. You will be required to show proficiency in one or more of the themes and apply one or more of the historical thinking skills or processes. The multiple-choice questions require you to reason about specific stimulus material provided with each set of questions. The types of stimulus material can be anything from political cartoons to speeches –  virtually any primary or secondary source. These questions will ask you to draw on the stimulus material as well as your knowledge of the concepts and historical developments in the College Board’s course framework. 

Expert tip: Bring a watch when you take the APUSH exam and try to work at a steady pace. In the multiple-choice section, you only have a minute for each question. If the answer doesn’t immediately come to you, make a notation in the test booklet and come back to it.

[ LISTEN: Barron’s AP U.S. History Podcast Episode 9: “Multiple-Choice Questions” on Apple and Spotify ]

Sample Multiple-Choice Question

The following is an example of a multiple-choice question you would find on the AP U.S. History exam. In this case, you are presented with a political cartoon that you must use to answer the question below.

Question 1 refers to the following image:

• The political cartoon shown above makes the point that a. northern capitalists benefit as much from the institution of slavery as southern plantation owners do. b. Reconstruction was brought to an unfortunate end by a coalition of forces in the North and South. c. African Americans were incapable of effectively participating in the political process. d. nativist politicians were unfairly presenting Irish Americans as ignorant and brutish.

Check your answer.

Answer: (B) This evocative political cartoon requires you to read a whole host of clues before you can understand its meaning. The man on the left is an Irish immigrant; the “5 Points” on his hat refers to the Irish neighborhood in New York City. Note his almost ape-like face. This was typical of representations of Irish immigrants as drawn by nativist cartoonists. The man in the middle has “C.S.A.” on his belt buckle: Confederate States of America. His knife says “Lost Cause,” an allusion to the southern nostalgia for the noble fight the South put up in the Civil War. The man on the right has “Capital” written on the object he is holding; he is a northern capitalist, ready to use money to purchase votes. 

These three sinister forces are working together in the Democratic Party to deny African Americans the right to vote. Note the ballot box contents strewn on the ground in the lower right-hand corner of the cartoon. Thomas Nast intended the cartoon as a warning about the dangers of a Democratic victory in the upcoming presidential election. The cartoon does not allude to the slave system or cotton production (A). The cartoon is drawn sympathetically toward African Americans; there is no allusion that the man on the ground is ignorant or debased (C). It is true that Irish immigrants were presented as ignorant, but the cartoonist is not critiquing that. In fact, he himself is presenting an Irish immigrant in an unflattering manner (D).

AP U.S. History Question Types: Short-Answer Questions

Section I, Part B of the APUSH exam consists of four short-answer questions, of which you will answer three. The first two questions are required, then you will choose whether to respond to the third or fourth question. Each short-answer question has three parts, with each part given a grade of 0 or 1. The maximum grade for each short-answer question is a score of 3. You will have 40 minutes to complete the short-answer questions, and 20% of your total exam grade is based on this section.

• Short-answer question #1: The first short-answer question on the AP U.S. History exam will assess your ability to analyze secondary sources. You will be presented with one or two secondary sources – generally excerpts from the work of one or more historians. The question will ask you to describe a historical interpretation or to describe differences in historical interpretation. Then it will ask you to explain how evidence from the period under discussion could be used to support the interpretation(s). This first question will draw on material from Periods 3 to 8 (1754-1980).
• Short-answer question #2: The second short-answer question on the exam will include primary source material, such as newspaper articles. The question will use one of two reasoning practices – causation or comparison. You will be asked to describe the document’s significance and use historical evidence to explain a historical development related to the image. This question will also draw on material from Periods 3 to 8.
• Short-answer question #3: Last, you will be provided with a choice of two questions to answer for your third question on the APUSH exam. Neither of these questions will have stimulus material. They will both use the same reasoning skill—either causation or comparison (whichever of the two skills that was not used in the second question). A causation question will ask you to describe a historical development and explain its causes and/or effects. A comparison question will present you with two historical developments and ask you to describe how they are similar and how they are different. In addition, it may ask you to explain the reasons for differences or the impact of one or the other historical development. Again, you will be asked to provide relevant historical evidence. The first of these two questions (Question 3) will draw from material in Periods 1 through 5 (1491-1877); the second of the two questions (Question 4) will draw from material in Periods 6 through 9 (1865-Present). Be sure to choose the short-answer question you feel most confident in answering. 

[ LISTEN: Barron’s AP U.S. History Podcast Episode 10: “Short-Answer Questions” on Apple and Spotify ]

Sample Short-Answer Question

Below is one example of a short-answer question you might encounter on the AP U.S. history exam. In this example, you are required to use the excerpts below to answer the three-part question. 

Question 1 refers to following excerpts:

“Out of this frontier democratic society where the freedom and abundance of land in the great

Valley opened a refuge to the oppressed in all regions, came the Jacksonian democracy. . . . It was because Andrew Jackson personified these essential Western traits that in his presidency he became the idol and mouthpiece of the popular will. . . . [H]e went directly to his object with the ruthless energy of a frontiersman. . . . The triumph of Andrew Jackson marked the end of the old era of trained statesmen for the Presidency. With him began the era of the popular hero.”

Frederick Jackson Turner, historian, The Frontier in American History, 1920

“Not only was [Andrew] Jackson not a consistent politician, he was not even a real leader of democracy. He had no part whatever in the promotion of the liberal movement which was progressing in his own state. . . . [H]e always believed in making the public serve the ends of the politician. Democracy was good talk with which to win the favor of the people and thereby accomplish ulterior objectives. Jackson never championed the cause of the people; he only

invited them to champion his.”

Thomas P. Abernathy, historian, From Frontier to Plantation in Tennessee, 1932

• Using the excerpts above, answer (a), (b), and (c). a. Briefly describe ONE major difference between Turner’s and Abernathy’s historical interpretations of President Andrew Jackson. b. Briefly explain how ONE specific historical event or development during the period 1820 to 1850 that is not explicitly mentioned in the excerpts could be used to support Turner’s interpretation. c. Briefly explain how ONE specific historical event or development during the period 1820 to 1850 that is not explicitly mentioned in the excerpts could be used to support Abernathy’s interpretation.

(a) A good response would explain differences between Turner’s and Abernathy’s historical interpretations of President Andrew Jackson, such as: Both Turner and Abernathy address the issue of whether President Andrew Jackson was a “man of the people,” an upholder and proponent of democratic values. Turner argues that Jackson does live up to his reputation as a true democrat. He traces Jackson’s democratic spirit back to his upbringing in the frontier region, along the border of the colonies of North and South Carolina. Turner asserts that the region fostered an independent and egalitarian spirit that was reflected in Jackson’s actions. Abernathy, however, argues that Jackson’s talk of democracy was hollow. He asserts that Jackson was typical of most politicians in that he was self-serving. He talked about the interests of the common man, but his policies did not advance a democratic agenda.

(b) Good responses would cite evidence that would support Turner’s interpretation of Jackson, such as: Jackson supported the rotation of office in government, also known as the “spoils system.” Jackson brought new individuals into government positions rather than allowing the old established officeholders to continue to exercise power. (c) Good responses would cite evidence that would support Abernathy’s interpretation of Jackson, such as:

Jackson did not attempt to promote the right to vote for people other than white males. As a slaveholder, he did not want to extend democratic rights to African Americans or to challenge the institution of slavery. Nor did he support extending democratic rights to women.

AP U.S. History Question Types: Document-Based Question

The second section of the AP U.S. history exam begins after a short break. In Section II, Part A, you will answer a document-based question, or DBQ. You will have 60 minutes to complete this part of the exam, and it is worth 25% of your total exam grade.

The DBQ evaluates your ability to assess, analyze, and synthesize various types of historical evidence and construct a coherent essay. Your written response is judged on your ability to formulate a thesis and support it with relevant evidence. The documents can include written materials, charts, graphs, cartoons, and pictures. Each DBQ on the APUSH exam will focus on one of the historical reasoning processes: comparison, causation, or continuity. It will also assess all six historical thinking skills – skills—developments and processes, sourcing and situation, claims and evidence in sources, contextualization, making connections, and argumentation.

Expert tip: When writing your response to the document-based question, be sure to maintain historical neutrality. Avoid using words like “us” or “our” when discussing the United States. Strong essays should be intellectually engaged but not emotionally invested in a particular outcome or position. Such personal investment tends to undermine one’s argument. 

[ LISTEN: Barron’s AP U.S. History Podcast Episode 11: “The Document-Based Question” on Apple and Spotify ]

Sample Document-Based Question

The following is an example of a document-based question. We suggest you spend 15 minutes reading the documents and 45 minutes writing your response. This sample DBQ is based on the documents below.

In your response, you should do the following:

• Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.
• Describe a broader historical context relevant to the prompt.
• Use at least six documents in order to support an argument in response to the prompt.
• Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.
• For at least three documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.
• Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Prompt: Compare the mobilization efforts by local, state, and federal authorities in the United States during World War I with mobilization efforts during World War II.

This document-based question asks you to compare the mobilization efforts of World War I with those of World War II. As you look at the documents, several themes should emerge. One theme that quickly emerges is that in both World War I and World War II, the role of the federal government grew. We can see this in the conservation efforts in both wars. In World War I, we see this in Document 2, a poster from the Food Administration urging a change in diet to prevent shortages of certain commodities (meat, sugar, and fat) for the war effort. In World War II, we see a similar effort at conservation in Document 5; commuters are urged to carpool so as to save fuel for the war effort.

In addition to conservation, we can see that in both wars authorities put a good deal of effort into filling defense-industry plants with workers. For World War I, we see this implied in Document 1—the efforts of the War Industries Board. For World War II, we see this effort in Document 6, urging women to take industrial jobs, assuring them that they could handle such jobs. The World War II efforts to find employees are alluded to in Document 7 as well. This document describes one of the “zoot-suit riots” that occurred in Los Angeles and elsewhere during the war. These anti-Mexican riots occurred after the federal government instituted the Bracero program, allowing thousands of Mexicans to enter the United States legally as temporary guest workers.

Another theme that emerges in the comparison is the treatment of different ethnicities. In World War I, we see violence against German Americans in Document 3. This document should remind you of the rise in xenophobia and anti-German violence during World War I. In World War II, in addition to the violence against Mexicans in the “zoot-suit riots” (Document 7), we can go beyond the documents and cite discrimination against Japanese Americans with their forced relocation to the interior of the United States. In both wars, ugly expressions of ethnic hatred were unleashed by the war.

The final area of comparison to examine is the limits placed on civil liberties in both conflicts. In World War I, the government passed the Espionage and Sedition Acts, limiting free-speech rights. These acts are referenced in Document 4, an excerpt from the Espionage Act. During World War II, the government limited the civil liberties of the entire population of West Coast Japanese Americans by issuing Executive Order 9066, calling for the internment of people of Japanese descent in a series of camps. In both wars, the government expanded its power to limit civil liberties. You can judge the merits of each action, noting similarities and differences.

A successful essay would earn a point for developing a strong thesis that addresses the prompt—one that makes a claim in regard to comparisons between government mobilization efforts during World War I with those of World War II. The thesis should reflect a complex understanding of the topic, an understanding that would then be developed in the body of the essay (see below for a discussion of historical complexity). The second possible point in the essay would be for contextualization . You must put the government mobilization efforts into a wider context. For instance, this essay could note that the efforts to expand the role of government during wartime occurred in the context of broader efforts to expand the role of government in society. In the case of World War I, this would involve discussing the efforts of the Progressive movement; in the case of World War II, this would involve invoking the ideology of the New Deal. The next three points would be for using evidence —both within and outside of the documents. For the first of these points, the essay must successfully use the content of at least three of the documents to address the topic of the prompt. The next point can be earned for using the content of at least six of the documents in a way that supports an argument in response to the prompt. The third evidence point would be for using evidence outside the documents—the circumstances of the arrest of Eugene Victor Debs during World War I, the role of Herbert Hoover as administrator of the Food Administration during World War II, or the Bracero program during World War II. To earn this point, the essay must explain how the outside evidence is relevant to the argument. It is not enough to simply mention or describe this information.

The last two points are for analysis and reasoning . The first of these two points is for sourcing —for at least three of the documents, explaining how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to the argument. For example, the essay could discuss the historical situation of Document 6—the “We Can Do It!” poster. Before the war, very few women worked in heavy industry. Women worked in lighter industry—notably the garment industry—but not in the shipbuilding industry. The poster played a role in changing this gender norm. This point could be connected to a broader argument about changing conceptions of gender during times of war. Or, the essay could discuss the purpose of the Espionage Act (Document 4) during World War I. This point could note that the act was designed to blunt objections to a war that was widely criticized by Americans. This could be connected with a broader point about the role of government in organizing and producing enthusiasm for American participation in military ventures. The last point is for demonstrating a complex understanding of the historical development that is the focus of the essay. This point could be earned by extending the argument to another time period—such as the Civil War or the Vietnam War—and drawing conclusions about the growth of federal power during times of crisis. Or, the argument could be modified by considering diverse or alternative views or evidence, such as how the impact of World War II mobilization on African Americans differed from the impact on white Americans. This point could focus on discrimination in war-related industries and the moves by A. Philip Randolph and other civil-rights leaders to organize a major civil-rights demonstration during the war. This point could also note that the demonstration was called off when President Franklin D. Roosevelt issued an executive order banning segregation in war-related industries.

How is the Document-Based Question Scored?

The document-based question on the APUSH exam is scored on the four elements described below. Understanding how the document-based question’s grading system can help you achieve a top score of 7. 

• Thesis: 0-1 points Earn 1 point by responding to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. 
• Contextualization: 0-1 points Earn 1 point by describing a broader historical context relevant to the prompt 
• Evidence: 0-3 points  Earn 1 point by using the content of at least three documents to address the prompt’s topic, or earn 2 points by supporting an argument in response to the prompt using at least six documents. Earn an extra point by using at least one additional piece of specific historical evidence beyond that found in the documents relevant to an argument about the prompt.
• Analysis & Reasoning: 0-2 points Earn 1 point by using at least three documents to explain how or why the documents’ point of view, purpose, historical situation, and/or audience is relevant to an argument. Earn a second point by demonstrating a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. 

AP U.S. History Question Types: Long Essay Question

The last part of the AP U.S. History exam is the long essay question, or LEQ. In Section II, Part B, you will choose between three similar long essay questions. You will have 40 minutes to complete this part on the exam. 15% of your grade is based on your response to the LEQ.

The long essay requires you to develop a thoughtful historical thesis or argument and support your thesis with an analysis of specific and relevant historical evidence. Each of the three questions you’ll choose from will focus on the same historical reasoning process—comparison, causation, or continuity and change. The LEQ also assesses four historical thinking skills—developments and processes, contextualization, making connections, and argumentation. Where the three questions differ is in the time periods they cover. The first question will draw on material from Periods 1 through 3, the second from Periods 4 through 6, and the third from Periods 7 through 9. Be sure to pick the essay question you feel most prepared and confident to answer. 

[ LISTEN: Barron’s AP U.S. History Podcast Episode 12: “The Long Essay” on Apple and Spotify ]

Sample Long Essay Prompt

Below are three sample long essay questions. The three questions are all built around the same

theme and the same historical reasoning skill. The theme for each question is “Culture and Society.” These questions ask you to analyze patterns of continuity and change regarding the roles and conditions for women during three different periods in American history. 

Directions: Answer Question 1 or Question 2 or Question 3.

• Support an argument in response to the prompt using specific and relevant examples of evidence.
• Use historical reasoning (e.g., comparison, causation, continuity or change over time) to frame or structure an argument that addresses the prompt.
• Evaluate the extent to which roles and conditions for women changed in the United States in the period 1750 to 1800.
• Evaluate the extent to which roles and conditions for women changed in the United States in the period 1800 to 1850.
• Evaluate the extent to which roles and conditions for women changed in the United States in the period 1940 to 1980.

Check your answer to Question #1.

Question 1, on changes and continuities in regard to women’s roles and conditions, covers the time period of the crisis of empire, from the end of the French and Indian War through the ratification of the Declaration of Independence, the American Revolutionary War (1765–1783), and the development of an independent United States, up to 1800. In addition, Enlightenment thinking—much of which explicitly challenged traditional gender roles—became important in the Revolution and in the early republic. These political and intellectual developments could be used in this essay to establish the context of the essay.

A key change to note in terms of roles and conditions for women in this period is the increasingly public role women played in these major events. This was the era of the Daughters of Liberty, boycotts, spinning bees, and homespun cloth. In North Carolina in 1774, fifty-one women signed a declaration vowing to give up tea and other British products, in what is known as the Edenton Tea Party. Abigail Adams reflected Enlightenment ideals when she encouraged her husband, John, to “remember the ladies” as the structure of a new nation was being debated in 1776. Some women participated in the fighting of the American Revolution, including Deborah Sampson of Massachusetts, who dressed as a man and served in several theaters of war. Many women participated in supplying the soldiers and working as nurses. In the early republic, the ideas of republican motherhood developed. These are all pieces of evidence that could be used to support an argument in this essay.

As you develop an argument to respond to this prompt, think about the final point for demonstrating a complex understanding of the topic. For instance, if an essay discusses changes for women in this period, it might acknowledge continuities as well ( explaining both continuity and change ). By 1800 women still did not have the right to run for office or vote. Many of the legal strictures on married women, under the doctrine of feme covert , were in place. And though republican motherhood asserted that women had an important role to play in the new republic, it was still as mothers. Further, some of the changes that impacted white women had no impact on enslaved African-American women ( qualifying or modifying an argument by considering diverse or alternative views or evidence ).

A strong thesis to this question could attempt to acknowledge change, while stressing its limited nature. “During the period of 1750 to the 1800s, conflicts between the colonists and the British opened new avenues for women to participate in public life. By 1800, however, the laws and constitutions that were created in the new republic relegated women to second-class status just as they had been under British rule.” A different tack in developing a thesis might acknowledge different perspectives: “For many white women, the crisis of empire and the birth of a new country offered new opportunities and possibilities to participate in the public realm. However, for enslaved African-American women, the rhetoric of the American Revolution changed little.”

A successful essay would bring all the elements of the essay together—relevant contextualization, a strong thesis, evidence in support of the argument of the essay, and a complex understanding of the topic.

How is the Long Essay Question Scored?

The long essay question on the AP U.S. History exam is scored on a scale from 0 to 6, with 6 being the highest score you can receive. Below is a description of the specific scoring criteria for each element of the long essay. 

• Thesis: 0-1 points Earn 1 point by responding to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.
• Contextualization: 0-1 points Earn 1 point by describing a broader historical context relevant to the prompt. 
• Evidence: 0-2 points  Earn 1 point by providing specific examples of evidence relevant to the prompt’s topic, or earn 2 points by supporting an argument in response to the prompt using specific and relevant examples of evidence.
• Analysis & Reasoning: 0-2 points Earn 1 point by using historical reasoning (comparison, causation, or continuity and change over time) to frame and structure an argument that addresses the prompt. Earn 2 points by demonstrating a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. 

AP Biology Resources

• About the AP Biology Exam
• Top AP Biology Exam Strategies
• Top 5 Study Topics and Tips for the AP Biology Exam
• AP Biology Short Free-Response Questions
• AP Biology Long Free-Response Questions

AP Psychology Resources

• What’s Tested on the AP Psychology Exam?
• Top 5 Study Tips for the AP Psychology Exam
• AP Psychology Key Terms
• Top AP Psychology Exam Multiple-Choice Question Tips
• Top AP Psychology Exam Free Response Questions Tips
• AP Psychology Sample Free Response Question

AP English Language and Composition Resources

• What’s Tested on the AP English Language and Composition Exam?
• Top 5 Tips for the AP English Language and Composition Exam
• Top Reading Techniques for the AP English Language and Composition Exam
• How to Answer the AP English Language and Composition Essay Questions 
• AP English Language and Composition Exam Sample Essay Questions
• AP English Language and Composition Exam Multiple-Choice Questions

AP Human Geography Resources

• What’s Tested On the AP Human Geography Exam?
• AP Human Geography FAQs
• AP Human Geography Question Types and Strategies
• Top 5 Study Tips for the AP Human Geography Exam

FOLLOW ALONG ON SOCIAL

AP English Language and Composition

Review the free-response questions from the 2024 ap exam, new for 2024-25: mcqs will have four answer choices.

Starting in the 2024-25 school year, AP English Language and Composition multiple-choice questions (MCQs) will have four answer choices instead of five. This change will take effect with the 2025 exam. All resources have been updated to reflect this change.

Exam Overview

Exam questions assess the course concepts and skills outlined in the course framework. For more information, download the  AP English Language and Composition Course and Exam Description (.pdf)  (CED).

Encourage your students to visit the  AP English Language and Composition student page  for exam information.

Wed, May 14, 2025

AP English Language and Composition Exam

Exam format.

The AP English Language and Composition Exam has question types and point values that stay consistent from year to year, so you and your students know what to expect on exam day.

Section I: Multiple Choice

45 Questions | 1 hour | 45% of Exam Score

• 23–25 Reading questions that ask students to read and analyze nonfiction texts.
• 20–22 Writing questions that ask students to “read like a writer” and consider revisions to stimulus texts.

Section II: Free Response

3 Questions | 2 hours 15 minutes (includes a 15-minute reading period | 55% of Exam Score

• Synthesis Question:  After reading 6 texts about a topic (including visual and quantitative sources), students will compose an argument that combines and cites at least 3 of the sources to support their thesis.
• Rhetorical Analysis:  Students will read a nonfiction text and analyze how the writer’s language choices contribute to the intended meaning and purpose of the text.
• Argument:  Students will create an evidence-based argument that responds to a given topic.

Exam Questions and Scoring Information

Ap english language and composition exam questions and scoring information.

View free-response questions and scoring information from past exams.

Score Reporting

Ap score reports for educators.

Access your score reports.

AP United States History Exam Tips

The following strategies for answering the free-response questions were developed by faculty consultants to help you on exam day.

• Answering essay questions generally requires a good deal of training and practice. Students too often begin to write immediately, creating a string of disconnected, poorly planned thoughts. You need to learn to attack questions methodically and to plan your answers before putting pencil to paper.
• Carefully analyze the question, thinking through what is being asked, and identify the elements that must be addressed in the response. Each AP Exam asks different types of questions about each subject. For example, some questions may require you to consider the similarities between people or events, and then to think of the ways they are different. Others may ask you to develop an argument with examples in support of or opposing a particular movement or policy. You may even be asked to construct a graph or visual representation explaining relationships in a given scenario. Be sure to carefully craft your answer in response to what is actually being asked in the question prompt.
• After you have determined what is involved in answering the question, consider what evidence you can incorporate into your response. Review the evidence you learned during the year that relates to the question and then decide how it fits into the analysis. Does it demonstrate a similarity or a difference? Does it argue for or against a generalization that is being addressed?
• Whenever you offer evidence to illustrate contrast or similarity, clearly state your intent. Then, with additional information or analysis, elaborate on the ways in which these pieces of evidence are similar or different. If there is evidence that refutes a statement, explain why it argues against the statement. Your answer should reflect an understanding of the subtleties of the questions.
• Begin writing only after you have thought through the evidence you plan to use, and have determined what your thesis statement will be. Once you have done this, you will be in a position to answer the question analytically instead of in a rambling narrative.
• Learn how to present your thesis statement: make your overarching statement or argument and then position your supporting evidence so that it is obviously directed to answering the question, as opposed to being a string of abstract generalizations. State your points as clearly as possible and explicitly connect them to the larger thesis. Do not leave it to the reader to infer what is meant or how something illustrates a point.
• If you have done the analytical work required prior to writing, you should be able to demonstrate an understanding of the complexity of the question. You should state your thesis, introduce the elements that support the thesis, and demonstrate the logic that led you to link the elements in support of the thesis. By applying these ideas you will construct an excellent essay.
• While essay writing in general is a valuable exercise, you may wish to work specifically on free-response questions from previous AP Examinations. This will allow you to compare your own responses with those that have already been scored and evaluated. Free-response questions are available through the Advanced Placement Program ® in numerous formats. One of the easiest ways to find sample essays is to go to the Exam Preparation section of the U.S. History About the Exam page.

Pay close attention to the task verbs used in the free-response questions. Each one directs you to complete a specific type of response. Here are the task verbs you'll see on the exam:

• Compare: Provide a description or explanation of similarities and/or differences.
• Describe: Provide the relevant characteristics of a specified topic.
• Evaluate: Judge or determine the significance or importance of information, or the quality or accuracy of a claim.
• Explain: Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning. Explain "how" typically requires analyzing the relationship, process, pattern, position, situation, or outcome; whereas, explain "why" typically requires analysis of motivations or reasons for the relationship, process, pattern, position, situation, or outcome.
• Identify: Indicate or provide information about a specified topic, without elaboration or explanation.
• Support an argument: Provide specific examples and explain how they support a claim.

AP Short-Answer Response Booklets

Important reminders for completing short-answer responses.

Write each response only on the page designated for that question.

• 1 lined page is provided for each short-answer question.
• The question number is printed as a large watermark on each page, and also appears at the top and bottom of the response area.

Keep responses brief–don't write essays.

• The booklet is designed to provide sufficient space for each response.
• Longer responses will not necessarily receive higher scores than shorter ones that accomplish all the tasks set by the question.

See a diagram that shows you where to find the question number on pages in the response booklet.

This site uses various technologies, as described in our Privacy Policy, for personalization, measuring website use/performance, and targeted advertising, which may include storing and sharing information about your site visit with third parties. By continuing to use this website you consent to our Privacy Policy and Terms of Use .

   COVID-19 Update: To help students through this crisis, The Princeton Review will continue our "Enroll with Confidence" refund policies. For full details, please click here.

We are experiencing sporadically slow performance in our online tools, which you may notice when working in your dashboard. Our team is fully engaged and actively working to improve your online experience. If you are experiencing a connectivity issue, we recommend you try again in 10-15 minutes. We will update this space when the issue is resolved.

Enter your email to unlock an extra $25 off an SAT or ACT program!

By submitting my email address. i certify that i am 13 years of age or older, agree to recieve marketing email messages from the princeton review, and agree to terms of use., guide to the ap english language and composition exam.

Can you apply the rhetorical triangle to a piece of writing? Are you able to argue a position? The AP ® English Language and Composition exam tests topics and skills discussed in your Advanced Placement English Language course. If you score high enough, your AP English Language score could earn you college credit!

Check out our AP English Language Guide for what you need to know about the exam:

• Exam Overview
• Sections and Question Types
• How to Prepare

What’s on the AP English Language & Composition Exam?

The College Board is very detailed in what they require your AP teacher to cover in his or her AP English Language & Composition course. The exam tests your abilities to understand how authors use rhetoric and language to convey their purpose. Students are also expected to apply these techniques to their own writing and research projects. Some of the major skills tested include the ability to:

• Identify an author’s purpose and intended audience
• Recognize rhetorical devices and strategies in an author’s work
• Demonstrate understanding of citations in research papers
• Apply these skills and techniques to their own writing
• Create and organize an argument defended with evidence and reasoning
• Plan, write, and revise cogent, well-written essays

Check out our line of AP guides  for a comprehensive content review.

AP English Language Sections & Question Types

The AP English Language & Composition exam is 3 hours and 15 minutes long and consists of two sections: a multiple-choice section and a free response section.

Read More: Review for the exam with our  AP English Language Crash Course 

Multiple-Choice

For AP English Language multiple-choice questions, you are presented with two Reading Passages and three Writing passages. The two Reading passages are nonfiction passages taken from all sorts of works. The idea is to get you to focus on rhetorical devices, figures of speech and intended purposes, under rigid time constraints and with material you haven’t seen before. The three Writing passages are student-produced essays. The idea is to get you to revise the essay that help the writer accomplish his or her goal.

Free Response

The AP English Language section contains three essay prompts: a synthesis essay, a rhetorical analysis essay, and an argument essay.

• Synthesis essay: You’ll be given a scenario and tasked with writing a response using at least three of six or seven short accompanying sources for support.
• Rhetorical analysis essay: Asks you to analyze the techniques an author uses, and discuss how they contribute to the author’s purpose.
• Argument essay: Presents a claim or assertion in the prompt and then asks you to argue a position based on your own knowledge, experience, or reading.

How to Interpret AP English Language Scores

AP scores are reported from 1 to 5. Colleges are generally looking for a 4 or 5 on the AP English Language exam, but some may grant AP credit for a 3. Each test is curved so scores vary from year to year. Here’s how AP English Lang students scored on the May 2022 test:

Source: College Board

How can I prepare?

AP classes are great, but for many students they’re not enough! For a thorough review of AP English Language content and strategy, pick the AP prep option that works best for your goals and learning style.

• AP Exams  

Explore Colleges For You

Connect with our featured colleges to find schools that both match your interests and are looking for students like you.

Career Quiz

Take our short quiz to learn which is the right career for you.

Get Started on Athletic Scholarships & Recruiting!

Join athletes who were discovered, recruited & often received scholarships after connecting with NCSA's 42,000 strong network of coaches.

Best 389 Colleges

165,000 students rate everything from their professors to their campus social scene.

SAT Prep Courses

1400+ course, act prep courses, free sat practice test & events,  1-800-2review, free digital sat prep try our self-paced plus program - for free, get a 14 day trial.

Free MCAT Practice Test

I already know my score.

MCAT Self-Paced 14-Day Free Trial

Enrollment Advisor

1-800-2REVIEW (800-273-8439) ext. 1

1-877-LEARN-30

Mon-Fri 9AM-10PM ET

Sat-Sun 9AM-8PM ET

Student Support

1-800-2REVIEW (800-273-8439) ext. 2

Mon-Fri 9AM-9PM ET

Sat-Sun 8:30AM-5PM ET

Partnerships

• Teach or Tutor for Us

College Readiness

International

Advertising

Affiliate/Other

• Enrollment Terms & Conditions
• Accessibility
• Cigna Medical Transparency in Coverage

Register Book

Local Offices: Mon-Fri 9AM-6PM

• SAT Subject Tests

Academic Subjects

• Social Studies

Find the Right College

• College Rankings
• College Advice
• Applying to College
• Financial Aid

School & District Partnerships

• Professional Development
• Advice Articles
• Private Tutoring
• Mobile Apps
• International Offices
• Work for Us
• Affiliate Program
• Partner with Us
• Advertise with Us
• International Partnerships
• Our Guarantees
• Accessibility – Canada

Privacy Policy | CA Privacy Notice | Do Not Sell or Share My Personal Information | Your Opt-Out Rights | Terms of Use | Site Map

©2024 TPR Education IP Holdings, LLC. All Rights Reserved. The Princeton Review is not affiliated with Princeton University

TPR Education, LLC (doing business as “The Princeton Review”) is controlled by Primavera Holdings Limited, a firm owned by Chinese nationals with a principal place of business in Hong Kong, China.

AP US History DBQ & FRQ

Ap us history dbq & frq.

There are some great online resources available for AP US History Document Based Questions and Free Response Questions. Review the list below to see all the best options.

Prior Year Free Response

Long essay video, short answer video, writing in apush, apush thesis statements, us history writing, writing guide.

AP US History | Practice Exams | FRQ & DBQ | Notes | Videos |  Study Guides

Breaking Down Different AP Essays

Most AP exams involve a multiple choice section, so being able to answer these questions quickly and accurately is key to success! In most AP classes, your teacher will administer practice multiple choice questions to you in class to get you prepared for the test, and there are always plethoras of practice questions that can be found online.

However, there is more to an AP exam than the Multiple Choice section: AP exams have a free-response component. This can include short-answer questions, document-based questions, long-essay questions, and more.

This can be daunting to some people, but once you take the time to understand what types of questions are asked, you are bound to feel much more confident! This Simple Studies article is here to detail some of the different types of essays you may see on your exams!

The essay types included in this article are the Document-Based Question, the Long-Essay Question, the Synthesis essay, the Rhetorical Analysis, the Argumentative essay, Poetry essays, Prose Passage essays, and Thematic Analysis essays.

1. Document-Based Question

If you talk to someone that has taken a History AP class (APUSH, World History, European History) they most likely will mention the DBQ as part of their experience in that class. That is because the history DBQ is a crucial part of the exams, and it definitely takes time to master.

You are asked to analyze a certain historical issue with the assistance of some historical documents. Usually, there are 9 documents, but in 2020, the altered exams yielded only 5 documents.

Nonetheless, you must quickly analyze the documents to form a coherent argument that can be proven given the information in the documents. This essay is quite difficult because some of the documents can be difficult to decipher, but it also helps to have sources to base your arguments on! In normal years, you are given a 15 minute reading period for the documents and 45 minutes to create your essay.

2. Long-Essay Question

The LEQ is another one of the essays found on AP History exams. In comparison to the DBQ, the LEQ does not provide you with any documents or resources. Therefore, it tests your ability to recall information learned throughout the year, and your ability to mold those events into a strong essay .

You traditionally are given a prompt and must come up with a thesis with specific examples that you’ll be arguing in your essay. Also, for AP History exams, you are given different prompts to choose from, in comparison to the DBQ, where you must write a response to the given prompt and use the given documents. You have 35 minutes to complete the essay.

3. The Synthesis Essay

This is one of the essays you will be writing if you take the AP Language and Composition exam. You are given a variety of sources that relate to a given topic, and you must create an argument that synthesizes at least three of the sources to support your thesis . You are allotted a 15-minute reading period, and a 40-minute writing period.

4. The Rhetorical Analysis

This is another one of the essays written during the AP Language and Composition exam. You will read one non-fiction text and you must analyze how that author’s rhetorical strategies and language choices impact the purpose of the text and the intended meaning .

Just to throw out some examples of rhetorical devices: alliterations, allusions, and metaphors are some common ones. You may have been studying these in all of your English classes, and this essay gives you the opportunity to showcase what you’ve learned and to apply them to a non-fiction work. It is recommended to spend about 25 minutes writing the essay.

5. The Argumentative Essay

For this AP Lang essay, you will be expected to read and understand a quote or a passage in order to form an evidence-based response. An example may be reading a quote from a historical person, and writing an essay that argues the “extent to which” that person’s ideas are valid. Being able to write a very convincing response is key. The suggested time is 40 minutes.

6. The Poetry Essay

This is one of the essays that are part of the AP Literature and Composition exam. For this assignment, you are given a poem and must analyze it on the spot. This can be difficult at first as you don’t have a very long time to dissect the poem and think for an extended period of time as to what the meaning is. In your response to the poem, you must incorporate references to themes, literary devices, persona, and diction. The suggested time is 40 minutes.

7. The Prose Passage Essay

This is the second AP Lit essay. It is somewhat similar to the poetry essay, but instead of a poem, you are given a prose passage to analyze . Some things that can make your argument very strong is paying attention to themes, literary devices, characters/persona, and diction. The suggested time is also 40 minutes.

8. The Thematic Analysis Essay

This is the third and final AP Literature essay type. This essay gives the student a bit more freedom in comparison to the prose and poetry essays because what you write about is more so your choice! For this essay, you will analyze a specific concept, issue, or element in a “work of literary merit”. The suggested writing time is 40 minutes as well.

5 Self-Development Books to Read As A High Schooler

Three Ways to Calm Your Nerves Before Your SAT Exams

Maximizing Your School Vacations

A Guide to Choosing the Right Professors

Best Majors for Medical School

Best Foods to Eat for Studying

Staying Healthy at School

How to Combat Test Anxiety

How to Pay Better Attention in School

Digital Detoxes

Benefits of Being a Musician

Ivy News: Columbia Drops out of Undergrad Rankings

Ivy news: brown university student protests, ivy news: harvard university president resigns.

Learning New Languages (Scientifically)

How to Study for the MCAT

How to Combat Procrastination With Science

Psychology of Color in Study Spaces

5 Ways to Level Up Academically This Winter

The Importance of Proper Nutrition: Perform at Your Best

Is Music Useful for Studying?

Blog articles.

GET THE LATEST FROM SIMPLE STUDIES + FRANK ADVICE

Get updates on resources, scholarships, & more 👇.

What are your chances of acceptance?

Calculate for all schools, your chance of acceptance.

Your chancing factors

Extracurriculars.

How to Write the AP Lang Argument Essay + Examples

What’s covered:, what is the ap language argument essay, tips for writing the ap language argument essay, ap english language argument essay examples, how will ap scores impact my college chances.

In 2023, over 550,148 students across the U.S. took the AP English Language and Composition Exam, and 65.2% scored higher than a 3. The AP English Language Exam tests your ability to analyze a piece of writing, synthesize information, write a rhetorical essay, and create a cohesive argument. In this post, we’ll be discussing the best way to approach the argumentative essay section of the test, and we’ll give you tips and tricks so you can write a great essay.

The AP English Language Exam as of 2023 is structured as follows:

Section 1: 45 multiple choice questions to be completed in an hour. This portion counts for 45% of your score. This section requires students to analyze a piece of literature. The questions ask about its content and/or what could be edited within the passage.

Section 2: Three free response questions to be completed in the remaining two hours and 15 minutes. This section counts for 55% of your score. These essay questions include the synthesis essay, the rhetorical essay, and the argumentative essay.

• Synthesis essay: Read 6-7 sources and create an argument using at least three of the sources.
• Rhetorical analysis essay: Describe how a piece of writing evokes meaning and symbolism.
• Argumentative essay: Pick a side of a debate and create an argument based on evidence. In this essay, you should develop a logical argument in support of or against the given statement and provide ample evidence that supports your conclusion. Typically, a five paragraph format is great for this type of writing. This essay is scored holistically from 1 to 9 points.

Do you want more information on the structure of the full exam? Take a look at our in-depth overview of the AP Language and Composition Exam .

Although the AP Language Argument may seem daunting at first, once you understand how the essay should be structured, it will be a lot easier to create cohesive arguments.

Below are some tips to help you as you write the essay.

1. Organize your essay before writing

Instead of jumping right into your essay, plan out what you will say beforehand. It’s easiest to make a list of your arguments and write out what facts or evidence you will use to support each argument. In your outline, you can determine the best order for your arguments, especially if they build on each other or are chronological. Having a well-organized essay is crucial for success.

2. Pick one side of the argument, but acknowledge the other side

When you write the essay, it’s best if you pick one side of the debate and stick with it for the entire essay. All your evidence should be in support of that one side. However, in your introductory paragraph, as you introduce the debate, be sure to mention any merit the arguments of the other side has. This can make the essay a bit more nuanced and show that you did consider both sides before determining which one was better. Often, acknowledging another viewpoint then refuting it can make your essay stronger.

3. Provide evidence to support your claims

The AP readers will be looking for examples and evidence to support your argument. This doesn’t mean that you need to memorize a bunch of random facts before the exam. This just means that you should be able to provide concrete examples in support of your argument.

For example, if the essay topic is about whether the role of the media in society has been detrimental or not, and you argue that it has been, you may talk about the phenomenon of “fake news” during the 2016 presidential election.

AP readers are not looking for perfect examples, but they are looking to see if you can provide enough evidence to back your claim and make it easily understood.

4. Create a strong thesis statement

The thesis statement will set up your entire essay, so it’s important that it is focused and specific, and that it allows for the reader to understand your body paragraphs. Make sure your thesis statement is the very last sentence of your introductory paragraph. In this sentence, list out the key points you will be making in the essay in the same order that you will be writing them. Each new point you mention in your thesis should start a paragraph in your essay.

Below is a prompt and sample student essay from the May 2019 exam . We’ll look at what the student did well in their writing and where they could improve.

Prompt: “The term “overrated” is often used to diminish concepts, places, roles, etc. that the speaker believes do not deserve the prestige they commonly enjoy; for example, many writers have argued that success is overrated, a character in a novel by Anthony Burgess famously describes Rome as a “vastly overrated city,” and Queen Rania of Jordan herself has asserted that “[b]eing queen is overrated.”

Select a concept, place, role, etc. to which you believe that the term “overrated” should be applied. Then, write a well-developed essay in which you explain your judgment. Use appropriate evidence from your reading, experience, or observations to support your argument.

Sample Student Essay #1:

[1] Competition is “overrated.” The notion of motivation between peers has evolved into a source of unnecessary stress and even lack of morals. Whether it be in an academic environment or in the industry, this new idea of competition is harmful to those competing and those around them.

[2] Back in elementary school, competition was rather friendly. It could have been who could do the most pushups or who could get the most imaginary points in a classroom for a prize. If you couldn’t do the most pushups or win that smelly sticker, you would go home and improve yourself – there would be no strong feelings towards anyone, you would just focus on making yourself a better version of yourself. Then as high school rolled around, suddenly applying for college doesn’t seem so far away –GPA seems to be that one stat that defines you – extracurriculars seem to shape you – test scores seem to categorize you. Sleepless nights, studying for the next day’s exam, seem to become more and more frequent. Floating duck syndrome seems to surround you (FDS is where a competitive student pretends to not work hard but is furiously studying beneath the surface just like how a duck furiously kicks to stay afloat). All of your competitors appear to hope you fail – but in the end what do you and your competitor’s gain? Getting one extra point on the test? Does that self-satisfaction compensate for the tremendous amounts of acquired stress? This new type of “competition” is overrated – it serves nothing except a never-ending source of anxiety and seeks to weaken friendships and solidarity as a whole in the school setting.

[3] A similar idea of “competition” can be applied to business. On the most fundamental level, competition serves to be a beneficial regulator of prices and business models for both the business themselves and consumers. However, as businesses grew increasingly greedy and desperate, companies resorted to immoral tactics that only hurt their reputations and consumers as a whole. Whether it be McDonald’s coupons that force you to buy more food or tech companies like Apple intentionally slowing down your iPhone after 3 years to force you to upgrade to the newest device, consumers suffer and in turn speak down upon these companies. Similar to the evolved form of competition in school, this overrated form causes pain for all parties and has since diverged from the encouraging nature that the principle of competition was “founded” on.

The AP score for this essay was a 4/6, meaning that it captured the main purpose of the essay but there were still substantial parts missing. In this essay, the writer did a good job organizing the sections and making sure that their writing was in order according to the thesis statement. The essay first discusses how competition is harmful in elementary school and then discusses this topic in the context of business. This follows the chronological order of somebody’s life and flows nicely.

The arguments in this essay are problematic, as they do not provide enough examples of how exactly competition is overrated. The essay discusses the context in which competition is overrated but does not go far enough in explaining how this connects to the prompt.

In the first example, school stress is used to explain how competition manifests. This is a good starting point, but it does not talk about why competition is overrated; it simply mentions that competition can be unhealthy. The last sentence of that paragraph is the main point of the argument and should be expanded to discuss how the anxiety of school is overrated later on in life. 

In the second example, the writer discusses how competition can lead to harmful business practices, but again, this doesn’t reflect the reason this would be overrated. Is competition really overrated because Apple and McDonald’s force you to buy new products? This example could’ve been taken one step farther. Instead of explaining why business structures—such as monopolies—harm competition, the author should discuss how those particular structures are overrated.

Additionally, the examples the writer used lack detail. A stronger essay would’ve provided more in-depth examples. This essay seemed to mention examples only in passing without using them to defend the argument.

It should also be noted that the structure of the essay is incomplete. The introduction only has a thesis statement and no additional context. Also, there is no conclusion paragraph that sums up the essay. These missing components result in a 4/6.

Now let’s go through the prompt for a sample essay from the May 2022 exam . The prompt is as follows:

Colin Powell, a four-star general and former United States Secretary of State, wrote in his 1995 autobiography: “[W]e do not have the luxury of collecting information indefinitely. At some point, before we can have every possible fact in hand, we have to decide. The key is not to make quick decisions, but to make timely decisions.”

Write an essay that argues your position on the extent to which Powell’s claim about making decisions is valid. 

In your response you should do the following:

• Respond to the prompt with a thesis that presents a defensible position. 
• Provide evidence to support your line of reasoning. 
• Explain how the evidence supports your line of reasoning. 
• Use appropriate grammar and punctuation in communicating your argument.

Sample Student Essay #2:

Colin Powell, who was a four star general and a former United States Secretary of State. He wrote an autobiography and had made a claim about making decisions. In my personal opinion, Powell’s claim is true to full extent and shows an extremely valuable piece of advice that we do not consider when we make decisions.

Powell stated, “before we can have every possible fact in hand we have to decide…. but to make it a timely decision” (1995). With this statement Powell is telling the audience of his autobiography that it does not necessarily matter how many facts you have, and how many things you know. Being able to have access to everything possible takes a great amount of time and we don’t always have all of the time in the world. A decision has to be made with what you know, waiting for something else to come in while trying to make a decision whether that other fact is good or bad you already have a good amount of things that you know. Everyone’s time is valuable, including yours. At the end of the day the decision will have to be made and that is why it should be made in a “timely” manner.

This response was graded for a score of 2/6. Let’s break down the score to smaller points that signify where the student fell short.

The thesis in this essay is clearly outlined at the end of the first paragraph. The student states their agreement with Powell’s claim and frames the rest of their essay around this stance. The success in scoring here lies in the clear communication of the thesis and the direction the argument will take. It’s important to make the thesis statement concise, specific, and arguable, which the student has successfully done.

While the student did attempt to provide evidence to support their thesis, it’s clear that their explanation lacks specific detail and substance. They referenced Powell’s statement, but did not delve into how this statement has proven true in specific instances, and did not provide examples that could bring the argument to life.

Commentary is an essential part of this section’s score. It means explaining the significance of the evidence and connecting it back to the thesis. Unfortunately, the student’s commentary here is too vague and does not effectively elaborate on how the evidence supports their argument.

To improve, the student could use more concrete examples to demonstrate their point and discuss how each piece of evidence supports their thesis. For instance, they could discuss specific moments in Powell’s career where making a timely decision was more valuable than waiting for all possible facts. This would help illustrate the argument in a more engaging, understandable way.

A high score in the “sophistication” category of the grading rubric is given for demonstrating a complex understanding of the rhetorical situation (purpose, audience, context, etc.), making effective rhetorical choices, or establishing a line of reasoning. Here, the student’s response lacks complexity and sophistication. They’ve simply agreed with Powell’s claim and made a few general statements without providing a deeper analysis or effectively considering the rhetorical situation.

To increase sophistication, the student could explore possible counterarguments or complexities within Powell’s claim. They could discuss potential drawbacks of making decisions without all possible facts, or examine situations where timely decisions might not yield the best results. By acknowledging and refuting these potential counterarguments, they could add more depth to their analysis and showcase their understanding of the complexities involved in decision-making.

The student could also analyze why Powell, given his background and experiences, might have come to such a conclusion, thus providing more context and showing an understanding of the rhetorical situation.

Remember, sophistication in argumentation isn’t about using fancy words or complicated sentences. It’s about showing that you understand the complexity of the issue at hand and that you’re able to make thoughtful, nuanced arguments. Sophistication shows that you can think critically about the topic and make connections that aren’t immediately obvious.

Now that you’ve looked at an example essay and some tips for the argumentative essay, you know how to better prepare for the AP English Language and Composition Exam.

While your AP scores don’t usually impact your admissions chances , colleges do care a lot about your course rigor. So, taking as many APs as you can will certainly boost your chances! AP scores can be a way for high-performing students to set themselves apart, particularly when applying to prestigious universities. Through the process of self-reporting scores , you can show your hard work and intelligence to admissions counselors.

That said, the main benefit of scoring high on AP exams comes once you land at your dream school, as high scores can allow you to “test out” of entry-level requirements, often called GE requirements or distribution requirements. This will save you time and money.

To understand how your course rigor stacks up, check out CollegeVine’s free chancing engine . This resource takes your course rigor, test scores, extracurriculars, and more, to determine your chances of getting into over 1600 colleges across the country!

Related CollegeVine Blog Posts

Choose Your Test

• Search Blogs By Category
• College Admissions
• AP and IB Exams
• GPA and Coursework

Expert's Guide to the AP Literature Exam

Advanced Placement (AP)

If you're planning to take the AP English Literature and Composition exam, you'll need to get familiar with what to expect on the test. Whether the 2023 test date of Wednesday, May 3, is near or far, I'm here to help you get serious about preparing for the exam.

In this guide, I'll go over the test's format and question types, how it's graded, best practices for preparation, and test-day tips. You'll be on your way to AP English Lit success in no time!

AP English Literature: Exam Format and Question Types

The AP Literature Exam is a three-hour exam that contains two sections in this order:

• An hour-long, 55-question multiple-choice section
• A two-hour, three-question free-response section

The exam tests your ability to analyze works and excerpts of literature and cogently communicate that analysis in essay form.

Read on for a breakdown of the two different sections and their question types.

Section I: Multiple Choice

The multiple-choice section, or Section I of the AP Literature exam, is 60 minutes long and has 55 questions. It counts for 45% of your overall exam grade .

You can expect to see five excerpts of prose and poetry. You will always get at least two prose passages (fiction or drama) and two poetry passages. In general, you will not be given the author, date, or title for these works, though occasionally the title of a poem will be given. Unusual words are also sometimes defined for you.

The date ranges of these works could fall from the 16th to the 21st century. Most works will be originally written in English, but you might occasionally see a passage in translation.

There are, generally speaking, eight kinds of questions you can expect to see on the AP English Literature and Composition exam. I'll break each of them down here and give you tips on how to identify and approach them.

"Pretty flowers carried by ladies" is not one of the question types.

The 8 Multiple-Choice Question Types on the AP Literature Exam

Without further delay, here are the eight question types you can expect to see on the AP Lit exam. All questions are taken from the sample questions on the AP Course and Exam Description .

#1: Reading Comprehension

These questions test your ability to understand what the passage is saying on a pretty basic level . They don't require you to do a lot of interpretation—you just need to know what's going on.

You can identify this question type from words and phrases such as "according to," "mentioned," "asserting," and so on. You'll succeed on these questions as long as you carefully read the text . Note that you might have to go back and reread parts to make sure you understand what the passage is saying.

#2: Inference

These questions ask you to infer something—a character or narrator's opinion, an author's intention, etc.—based on what is said in the passage . It will be something that isn't stated directly or concretely but that you can assume based on what's clearly written in the passage. You can identify these questions from words such as "infer" and "imply."

The key to these questions is to not get tripped up by the fact that you are making an inference—there will be a best answer, and it will be the choice that is best supported by what is actually found in the passage .

In many ways, inference questions are like second-level reading comprehension questions: you need to know not just what a passage says, but also what it means.

#3: Identifying and Interpreting Figurative Language

These are questions for which you have to either identify what word or phrase is figurative language or provide the meaning of a figurative phrase . You can identify these as they will either explicitly mention figurative language (or a figurative device, such as a simile or metaphor ) or include a figurative phrase in the question itself.

The meaning of figurative phrases can normally be determined by that phrase's context in the passage—what is said around it? What is the phrase referring to?

Example 1: Identifying

Example 2: Interpreting

#4: Literary Technique

These questions involve identifying why an author does what they do , from using a particular phrase to repeating certain words. Basically, what techniques is the author using to construct the passage/poem, and to what effect?

You can identify these questions by words/phrases such as "serves chiefly to," "effect," "evoke," and "in order to." A good way to approach these questions is to ask yourself: so what? Why did the author use these particular words or this particular structure?

#5: Character Analysis

These questions ask you to describe something about a character . You can spot them because they will refer directly to characters' attitudes, opinions, beliefs, or relationships with other characters .

This is, in many ways, a special kind of inference question , since you are inferring the broader personality of the character based on the evidence in a passage. Also, these crop up much more commonly for prose passages than they do for poetry ones.

#6: Overall Passage Questions

Some questions ask you to identify or describe something about the passage or poem as a whole : its purpose, tone, genre, etc. You can identify these by phrases such as "in the passage" and "as a whole."

To answer these questions, you need to think about the excerpt with a bird's-eye view . What is the overall picture created by all the tiny details?

#7: Structure

Some AP Lit questions will ask you about specific structural elements of the passage: a shift in tone, a digression, the specific form of a poem, etc . Often these questions will specify a part of the passage/poem and ask you to identify what that part is accomplishing.

Being able to identify and understand the significance of any shifts —structural, tonal, in genre, and so on—will be of key importance for these questions.

#8: Grammar/Nuts & Bolts

Very occasionally you will be asked a specific grammar question , such as what word an adjective is modifying. I'd also include in this category super-specific questions such as those that ask about the meter of a poem (e.g., iambic pentameter).

These questions are less about literary artistry and more about the fairly dry technique involved in having a fluent command of the English language .

That covers the eight question types on the multiple-choice section. Now, let's take a look at the free-response section of the AP Literature exam.

Keep track of the nuts and bolts of grammar.

Section II: Free Response

The AP Literature Free Response section is two hours long and involves three free-response essay questions , so you'll have about 40 minutes per essay. That's not a lot of time considering this section of the test counts for 55% of your overall exam grade !

Note, though, that no one will prompt you to move from essay to essay, so you can theoretically divide up the time however you want. Just be sure to leave enough time for each essay! Skipping an essay, or running out of time so you have to rush through one, can really impact your final test score.

The first two essays are literary analysis essays of specific passages, with one poem and one prose excerpt. The final essay is an analysis of a given theme in a work selected by you , the student.

Essays 1 & 2: Literary Passage Analysis

For the first two essays, you'll be presented with an excerpt and directed to analyze the excerpt for a given theme, device, or development . One of the passages will be poetry, and one will be prose. You will be provided with the author of the work, the approximate date, and some orienting information (i.e., the plot context of an excerpt from a novel).

Below are some sample questions from the 2022 Free Response Questions .

Essay 3: Thematic Analysis

For the third and final essay, you'll be asked to discuss a particular theme in a work that you select . You will be provided with a list of notable works that address the given theme below the prompt, but you can also choose to discuss any "work of literary merit."

So while you do have the power to choose which work you wish to write an essay about , the key words here are "literary merit." That means no genre fiction! Stick to safe bets like authors in the list on pages 10-11 of the old 2014 AP Lit Course Description .

(I know, I know—lots of genre fiction works do have literary merit and Shakespeare actually began as low culture, and so on and so forth. Indeed, you might find academic designations of "literary merit" elitist and problematic, but the time to rage against the literary establishment is not your AP Lit test! Save it for a really, really good college admissions essay instead .)

Here's a sample question from 2022:

As you can see, the list of works provided spans many time periods and countries : there are ancient Greek plays ( Antigone ), modern literary works (such as Margaret Atwood's The Handmaid's Tale ), Shakespeare plays ( The Tempest ), 19th-century English plays ( The Importance of Being Earnest ), etc. So you have a lot to work with!

Also note that you can choose a work of "comparable literary merit." That means you can select a work not on this list as long as it's as difficult and meaningful as the example titles you've been given. So for example, Jane Eyre or East of Eden would be great choices, but Twilight or The Hunger Games would not.

Our advice? If you're not sure what a work of "comparable literary merit" is, stick to the titles on the provided list .

You might even see something by this guy.

How Is the AP Literature Test Graded?

The multiple-choice section of the exam comprises 45% of your total exam score; the three essays, or free-response section, comprise the other 55%. Each essay, then, is worth about 18% of your grade.

As on other AP exams, your raw score will be converted to a score from 1-5 . You don't have to get every point possible to get a 5 by any means. In 2022, 16.9% of students received 5s on the AP English Literature test, the 14th highest 5 score out of the 38 different AP exams.

So, how do you calculate your raw scores?

Multiple-Choice Scoring

For the multiple-choice section, you receive 1 point for each question you answer correctly . There's no guessing penalty, so you should answer every question—but guess only after you're able to eliminate any answer you know is wrong to up your chances of choosing the right one.

Free-Response Scoring

Scoring for multiple choice is pretty straightforward; however, essay scoring is a little more complicated.

Each of your essays will receive a score from 0 to 6 based on the College Board rubric , which also includes question-specific rubrics. All the rubrics are very similar, with only minor differences between them.

Each essay rubric has three elements you'll be graded on:

• Thesis (0-1 points)
• Evidence and Commentary (0-4 points)
• Sophistication (0-1 points)

We'll be looking at the current rubric for the AP Lit exam , which was released in September 2019, and what every score means for each of the three elements above:

To get a high-scoring essay in the 5-6 point range, you'll need to not only come up with an original and intriguing argument that you thoroughly support with textual evidence, but you’ll also need to stay focused, organized, and clear. And all in just 40 minutes per essay!

If getting a high score on this section sounds like a tall order, that's because it is.

Practice makes perfect!

Skill-Building for Success on the AP Literature Exam

There are several things you can do to hone your skills and best prepare for the AP Lit exam.

Read Some Books, Maybe More Than Once

One of the most important steps you can take to prepare for the AP Literature and Composition exam is to read a lot and read well . You'll be reading a wide variety of notable literary works in your AP English Literature course, but additional reading will help you further develop your analytical reading skills .

I suggest checking out this list of notable authors in the 2014 AP Lit Course Description (pages 10-11).

In addition to reading broadly, you'll want to become especially familiar with the details of four to five books with different themes so you'll be prepared to write a strong student-choice essay. You should know the plot, themes, characters, and structural details of these books inside and out.

See my AP English Literature Reading List for more guidance.

Read (and Interpret) Poetry

One thing students might not do very much on their own time but that will help a lot with AP Lit exam prep is to read poetry. Try to read poems from a lot of eras and authors to get familiar with the language.

We know that poetry can be intimidating. That's why we've put together a bunch of guides to help you crack the poetry code (so to speak). You can learn more about poetic devices —like imagery and i ambic pentameter —in our comprehensive guide. Then you can see those analytical skills in action in our expert analysis of " Do not go gentle into that good night " by Dylan Thomas.

When you think you have a grip on basic comprehension, you can then move on to close reading (see below).

Hone Your Close Reading and Analysis Skills

Your AP class will likely focus heavily on close reading and analysis of prose and poetry, but extra practice won't hurt you. Close reading is the ability to identify which techniques the author is using and why. You'll need to be able to do this both to gather evidence for original arguments on the free-response questions and to answer analytical multiple-choice questions.

Here are some helpful close reading resources for prose :

• University of Wisconsin-Madison Writing Center's guide to close reading
• Harvard College Writing Center's close reading guide
• Purdue OWL's article on steering clear of close reading "pitfalls"

And here are some for poetry :

• University of Wisconsin-Madison's poetry-reading guide
• This guide to reading poetry at Poets.org (complete with two poetry close readings)
• Our own expert analyses of famous poems, such as " Ozymandias ", and the 10 famous sonnets you should know

Learn Literary and Poetic Devices

You'll want to be familiar with literary terms so that any test questions that ask about them will make sense to you. Again, you'll probably learn most of these in class, but it doesn't hurt to brush up on them.

Here are some comprehensive lists of literary terms with definitions :

• The 31 Literary Devices You Must Know
• The 20 Poetic Devices You Must Know
• The 9 Literary Elements You'll Find In Every Story
• What Is Imagery?
• Understanding Assonance
• What Is Iambic Pentameter in Poetry?
• Simile vs Metaphor: The 1 Big Difference
• 10 Personification Examples in Poetry, Literature, and More

Practice Writing Essays

The majority of your grade on the AP English Lit exam comes from essays, so it's critical that you practice your timed essay-writing skills . You of course should use the College Board's released free-response questions to practice writing complete timed essays of each type, but you can also practice quickly outlining thorough essays that are well supported with textual evidence.

Take Practice Tests

Taking practice tests is a great way to prepare for the exam. It will help you get familiar with the exam format and overall experience . You can get sample questions from the Course and Exam Description , the College Board website , and our guide to AP English Lit practice test resources .

Be aware that the released exams don't have complete slates of free-response questions, so you might need to supplement these with released free-response questions .

Since there are three complete released exams, you can take one toward the beginning of your prep time to get familiar with the exam and set a benchmark, and one toward the end to make sure the experience is fresh in your mind and to check your progress.

Don't wander like a lonely cloud through your AP Lit prep.

AP Literature: 6 Critical Test-Day Tips

Before we wrap up, here are my six top tips for AP Lit test day:

• #1: On the multiple-choice section, it's to your advantage to answer every question. If you eliminate all the answers you know are wrong before guessing, you'll raise your chances of guessing the correct one.
• #2: Don't rely on your memory of the passage when answering multiple-choice questions (or when writing essays, for that matter). Look back at the passage!
• #3: Interact with the text : circle, mark, underline, make notes—whatever floats your boat. This will help you retain information and actively engage with the passage.
• #4: This was mentioned above, but it's critical that you know four to five books well for the student-choice essay . You'll want to know all the characters, the plot, the themes, and any major devices or motifs the author uses throughout.
• #5: Be sure to plan out your essays! Organization and focus are critical for high-scoring AP Literature essays. An outline will take you a few minutes, but it will help your writing process go much faster.
• #6: Manage your time on essays closely. One strategy is to start with the essay you think will be the easiest to write. This way you'll be able to get through it while thinking about the other two essays.

And don't forget to eat breakfast! Apron optional.

AP Literature Exam: Key Takeaways

The AP Literature exam is a three-hour test that includes an hour-long multiple-choice section based on five prose and poetry passages and with 55 questions, and a two-hour free-response section with three essays : one analyzing a poetry passage, one analyzing a prose passage, and one analyzing a work chosen by you, the student.

The multiple-choice section is worth 45% of your total score , and the free-response section is worth 55% . The three essays are each scored on a rubric of 0-6, and raw scores are converted to a final scaled score from 1 to 5.

Here are some things you can do to prepare for the exam:

• Read books and be particularly familiar with four to five works for the student-choice essays
• Read poetry
• Work on your close reading and analysis skills
• Learn common literary devices
• Practice writing essays
• Take practice tests!

On test day, be sure to really look closely at all the passages and really interact with them by marking the text in a way that makes sense to you. This will help on both multiple-choice questions and the free-response essays. You should also outline your essays before you write them.

With all this in mind, you're well on your way to AP Lit success!

What's Next?

If you're taking other AP exams this year, you might be interested in our other AP resources: from the Ultimate Guide to the US History Exam , to the Ultimate AP Chemistry Study Guide , to the Best AP Psychology Study Guide , we have tons of articles on AP courses and exams for you !

Looking for practice exams? Here are some tips on how to find the best AP practice tests . We've also got comprehensive lists of practice tests for AP Psychology , AP Biology , AP Chemistry , and AP US History .

Deciding which APs to take? Take a look through the complete list of AP courses and tests , read our analysis of which AP classes are the hardest and easiest , and learn how many AP classes you should take .

Trending Now

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

ACT vs. SAT: Which Test Should You Take?

When should you take the SAT or ACT?

Get Your Free

Find Your Target SAT Score

Free Complete Official SAT Practice Tests

How to Get a Perfect SAT Score, by an Expert Full Scorer

Score 800 on SAT Math

Score 800 on SAT Reading and Writing

How to Improve Your Low SAT Score

Score 600 on SAT Math

Score 600 on SAT Reading and Writing

Find Your Target ACT Score

Complete Official Free ACT Practice Tests

How to Get a Perfect ACT Score, by a 36 Full Scorer

Get a 36 on ACT English

Get a 36 on ACT Math

Get a 36 on ACT Reading

Get a 36 on ACT Science

How to Improve Your Low ACT Score

Get a 24 on ACT English

Get a 24 on ACT Math

Get a 24 on ACT Reading

Get a 24 on ACT Science

Stay Informed

Get the latest articles and test prep tips!

Ellen has extensive education mentorship experience and is deeply committed to helping students succeed in all areas of life. She received a BA from Harvard in Folklore and Mythology and is currently pursuing graduate studies at Columbia University.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

How to cite ChatGPT

Use discount code STYLEBLOG15 for 15% off APA Style print products with free shipping in the United States.

We, the APA Style team, are not robots. We can all pass a CAPTCHA test , and we know our roles in a Turing test . And, like so many nonrobot human beings this year, we’ve spent a fair amount of time reading, learning, and thinking about issues related to large language models, artificial intelligence (AI), AI-generated text, and specifically ChatGPT . We’ve also been gathering opinions and feedback about the use and citation of ChatGPT. Thank you to everyone who has contributed and shared ideas, opinions, research, and feedback.

In this post, I discuss situations where students and researchers use ChatGPT to create text and to facilitate their research, not to write the full text of their paper or manuscript. We know instructors have differing opinions about how or even whether students should use ChatGPT, and we’ll be continuing to collect feedback about instructor and student questions. As always, defer to instructor guidelines when writing student papers. For more about guidelines and policies about student and author use of ChatGPT, see the last section of this post.

Quoting or reproducing the text created by ChatGPT in your paper

If you’ve used ChatGPT or other AI tools in your research, describe how you used the tool in your Method section or in a comparable section of your paper. For literature reviews or other types of essays or response or reaction papers, you might describe how you used the tool in your introduction. In your text, provide the prompt you used and then any portion of the relevant text that was generated in response.

Unfortunately, the results of a ChatGPT “chat” are not retrievable by other readers, and although nonretrievable data or quotations in APA Style papers are usually cited as personal communications , with ChatGPT-generated text there is no person communicating. Quoting ChatGPT’s text from a chat session is therefore more like sharing an algorithm’s output; thus, credit the author of the algorithm with a reference list entry and the corresponding in-text citation.

When prompted with “Is the left brain right brain divide real or a metaphor?” the ChatGPT-generated text indicated that although the two brain hemispheres are somewhat specialized, “the notation that people can be characterized as ‘left-brained’ or ‘right-brained’ is considered to be an oversimplification and a popular myth” (OpenAI, 2023).

OpenAI. (2023). ChatGPT (Mar 14 version) [Large language model]. https://chat.openai.com/chat

You may also put the full text of long responses from ChatGPT in an appendix of your paper or in online supplemental materials, so readers have access to the exact text that was generated. It is particularly important to document the exact text created because ChatGPT will generate a unique response in each chat session, even if given the same prompt. If you create appendices or supplemental materials, remember that each should be called out at least once in the body of your APA Style paper.

When given a follow-up prompt of “What is a more accurate representation?” the ChatGPT-generated text indicated that “different brain regions work together to support various cognitive processes” and “the functional specialization of different regions can change in response to experience and environmental factors” (OpenAI, 2023; see Appendix A for the full transcript).

Creating a reference to ChatGPT or other AI models and software

The in-text citations and references above are adapted from the reference template for software in Section 10.10 of the Publication Manual (American Psychological Association, 2020, Chapter 10). Although here we focus on ChatGPT, because these guidelines are based on the software template, they can be adapted to note the use of other large language models (e.g., Bard), algorithms, and similar software.

The reference and in-text citations for ChatGPT are formatted as follows:

• Parenthetical citation: (OpenAI, 2023)
• Narrative citation: OpenAI (2023)

Let’s break that reference down and look at the four elements (author, date, title, and source):

Author: The author of the model is OpenAI.

Date: The date is the year of the version you used. Following the template in Section 10.10, you need to include only the year, not the exact date. The version number provides the specific date information a reader might need.

Title: The name of the model is “ChatGPT,” so that serves as the title and is italicized in your reference, as shown in the template. Although OpenAI labels unique iterations (i.e., ChatGPT-3, ChatGPT-4), they are using “ChatGPT” as the general name of the model, with updates identified with version numbers.

The version number is included after the title in parentheses. The format for the version number in ChatGPT references includes the date because that is how OpenAI is labeling the versions. Different large language models or software might use different version numbering; use the version number in the format the author or publisher provides, which may be a numbering system (e.g., Version 2.0) or other methods.

Bracketed text is used in references for additional descriptions when they are needed to help a reader understand what’s being cited. References for a number of common sources, such as journal articles and books, do not include bracketed descriptions, but things outside of the typical peer-reviewed system often do. In the case of a reference for ChatGPT, provide the descriptor “Large language model” in square brackets. OpenAI describes ChatGPT-4 as a “large multimodal model,” so that description may be provided instead if you are using ChatGPT-4. Later versions and software or models from other companies may need different descriptions, based on how the publishers describe the model. The goal of the bracketed text is to briefly describe the kind of model to your reader.

Source: When the publisher name and the author name are the same, do not repeat the publisher name in the source element of the reference, and move directly to the URL. This is the case for ChatGPT. The URL for ChatGPT is https://chat.openai.com/chat . For other models or products for which you may create a reference, use the URL that links as directly as possible to the source (i.e., the page where you can access the model, not the publisher’s homepage).

Other questions about citing ChatGPT

You may have noticed the confidence with which ChatGPT described the ideas of brain lateralization and how the brain operates, without citing any sources. I asked for a list of sources to support those claims and ChatGPT provided five references—four of which I was able to find online. The fifth does not seem to be a real article; the digital object identifier given for that reference belongs to a different article, and I was not able to find any article with the authors, date, title, and source details that ChatGPT provided. Authors using ChatGPT or similar AI tools for research should consider making this scrutiny of the primary sources a standard process. If the sources are real, accurate, and relevant, it may be better to read those original sources to learn from that research and paraphrase or quote from those articles, as applicable, than to use the model’s interpretation of them.

We’ve also received a number of other questions about ChatGPT. Should students be allowed to use it? What guidelines should instructors create for students using AI? Does using AI-generated text constitute plagiarism? Should authors who use ChatGPT credit ChatGPT or OpenAI in their byline? What are the copyright implications ?

On these questions, researchers, editors, instructors, and others are actively debating and creating parameters and guidelines. Many of you have sent us feedback, and we encourage you to continue to do so in the comments below. We will also study the policies and procedures being established by instructors, publishers, and academic institutions, with a goal of creating guidelines that reflect the many real-world applications of AI-generated text.

For questions about manuscript byline credit, plagiarism, and related ChatGPT and AI topics, the APA Style team is seeking the recommendations of APA Journals editors. APA Style guidelines based on those recommendations will be posted on this blog and on the APA Style site later this year.

Update: APA Journals has published policies on the use of generative AI in scholarly materials .

We, the APA Style team humans, appreciate your patience as we navigate these unique challenges and new ways of thinking about how authors, researchers, and students learn, write, and work with new technologies.

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Related and recent

Comments are disabled due to your privacy settings. To re-enable, please adjust your cookie preferences.

APA Style Monthly

Subscribe to the APA Style Monthly newsletter to get tips, updates, and resources delivered directly to your inbox.

Welcome! Thank you for subscribing.

APA Style Guidelines

Browse APA Style writing guidelines by category

• Abbreviations
• Bias-Free Language
• Capitalization
• In-Text Citations
• Italics and Quotation Marks
• Paper Format
• Punctuation
• Research and Publication
• Spelling and Hyphenation
• Tables and Figures

Full index of topics

3 APUSH Short Answer Question Examples

The APUSH Short Answer is one of the newer components of the APUSH exam. The purpose of the short answer question is to combine the content knowledge you will display in the Multiple Choice section, while asking you to demonstrate key historical thinking skills. The short answers make up 20% of your total score , making them the third most important component of your overall APUSH exam score. Keep reading for some practice APUSH short answer questions – and the scoring guidelines to match!

What’s the format for the short answers?

For the short answers, you will be asked a series of short questions related to some historical topic. Some questions may include historical documents, charts, or tables. Regardless of the content you receive to answer the question, the goal is the same: you are to demonstrate what you know best . You will receive a point for every complete and correct response you give. You could receive partial credit (see Official Scoring Guide ), but you want to receive maximize points: answer all parts of the question.

What will short answers ask me to do?

There is no specific format a short answer question will take: some may have sources for you to draw upon, others may not. But the overarching point of a short answer is for you to show what you know . Generally speaking, the short answers will ask you to demonstrate one of the following types of thinking:

• Compare and contrast

Explaining will require you to describe as many relevant pieces of information as you can to answer the question. Comparing and contrasting will require you to look for similarities (comparing) and differences (contrasting) between two different viewpoints or events (this will likely be asked if you are looking at two different documents from two opposing points of view). Finally, extending will require you to use the information given to you in the prompt and draw on knowledge outside of the prompt to answer the question.

You can now imagine several different questions that would ask you to compare and contrast the information presented in the graph, as well as extend the themes in the two sources to events beyond those directly mentioned. From the table below, you can see how the types of thinking overlap.

Below, I will give three short answer examples for you to practice; check your responses against the scoring guide provided at the end of the blog post. Remember that your goal is to demonstrate what you know through a combination of explaining, comparing and contrasting, and extending

Happy studying!

APUSH Short Answer Question Examples

Example short answer question 1.

Excerpted from The DBQ Project : How Democratic Was Andrew Jackson?

“The present Bank of the United States…enjoys an exclusive privilege of banking…almost a monopoly of the foreign and domestic exchange. It appears that more than a fourth part of the stock is held by foreigners and the (rest) is held by a few hundred of our own citizens, chiefly of the richest class. Of the twenty-five directors of this bank five are chosen by the government and twenty by citizen stockholders…It is easy to conceive that great evils to our country…might flow from such a concentration of power in the hands of a few men irresponsible to the people…” Andrew Jackson’s Bank Veto Message to Congress July 10, 1832

“(President Jackson’s message) extends the grasp of (the chief executive) over every power of the government….It sows…the seeds of jealousy and ill-will against the government of which its author is the official head. It raises a cry that liberty is in danger, at the very moment when it puts forth claims to powers heretofore unknown and unheard of… It manifestly seeks to inflame the poor against the rich, it wantonly attacks whole classes of people, for the purposes of turning against them the prejudices and resentments of the other classes.” Daniel Webster’s Reply to Andrew Jackson’s Bank Veto Message July 11, 1832

Answer (a), (b), and (c)

(a) Briefly describe ONE significant difference between Jackson’s interpretation of government powers as expressed in his message to Congress and Webster’s. (b) Briefly explain how ONE specific historical event or development from the period 1790-1840 could be used to support the sentiment expressed in Jackson’s message. (c) Briefly explain how ONE specific historical event or development from the period 1790-1840 could be used to support the sentiment expressed in Webster’s message.

Example Short Answer Question 2

(a) Briefly explain ONE important goal of the Missouri Compromise of 1820. (b) Briefly explain ONE reason why this compromise was successful in achieving the goal you outlined in part (a). (c) Briefly explain ONE reason why this compromise was unsuccessful in achieving the goal you outlined in part (a).

Example Short Answer Question 3

Answer questions (a), (b), and (c)

(a) Briefly explain how ONE major historical factor contributed to creation of the image. (b) Briefly explain ONE historical response to the image. (c) Briefly explain ONE historical response to the image that diverges from what you wrote in part (b).

Brief Answer Key

Short answer question 1.

Examples of responses to (a) that would earn the point:

• Jackson believed that the Bank of the United States (BUS) was an institution that was appointed and was therefore not accountable to citizens
• Webster believed that Jackson was acting inappropriately as President in discrediting another government institution, as the President of the United States is the leader of the government

What’s most important is that you connect your response about the two different interpretations to views about the role and power of the government.

Examples of responses to (b) that would earn the point:

• The BUS charter of 1791 was opposed by states’ rights advocates such as Thomas Jefferson who did not think the federal government had the power to establish a bank
• The Panic of 1819 was the result of the more conservative lending practices of the BUS, such as a sharp decrease in lending to western banks

Historical events that show how centralized power (i.e. the BUS) was harmful to Westerners, agrarians, and other “common men” would support Jackson’s point of view.

Examples of responses to (c) that would earn the point:

• Establishment of the Whig Party where Webster would oppose unfettered populism
• The various economic panics that were the result of a weak central bank practices, such as liberal lending policies and support of land speculation

Historical events that show how unified, centralized power was beneficial to the United States, as a whole – and Northerners like Webster in particular – would support Webster’s point of view.

Short Answer Question 2

• Create balanced representation of politicians from slave and free states in the federal government Appease southern slaveholders in Congress

Big idea for the Missouri Compromise: have a clear idea of what new territories would be admitted as slave and free states.

• List of states that were admitted in pairs under this compromise (Maine as free, Missouri as slave; Arkansas as slave, Michigan as free)

For a short period of time, the Missouri Compromise did what it intended to do.

• Another compromise was required in 1850 that addressed the shortcomings of the compromise of 1820

The most important idea is that the Missouri Compromise did not deal with the issue at hand: the expansion of slaveholding power in the United States government.

Short Answer Question 3

• The 13th-15th Amendments
• The Reconstruction Acts

These black legislators in Louisiana were the result of Radical Reconstruction.

Examples of responses to (b/c) that would earn the point:

• Radical Republican proposed legislation (i.e. militarization proposed by Thaddeus Stevens, Reconstruction Act of 1867)
• The development of the Ku Klux Klan
• The Compromise of 1877

A discussion of the political and/or social support and backlash for black voting rights and legislative rights would be appropriate.

Allena Berry loves history; that should be known upfront. She loves it so much that she not only taught high school history and psychology after receiving her Master’s degree at Stanford University, she is now studying how students learn history at Northwestern. That being said, she does not have a favorite historical time period (so don’t bother asking). In addition to history, she enjoys writing, practicing yoga, and scouring Craigslist for her next DIY project or midcentury modern piece of furniture.

View all posts

More from Magoosh

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Advertisement

Supported by

Passenger Plane Crashes in Brazil, Killing 61 Onboard

The Brazilian authorities said no one survived the crash, outside São Paulo on Friday afternoon. The airline, VoePass, said the cause was unknown.

• Share full article

By Jack Nicas Paulo Motoryn and Niraj Chokshi

Jack Nicas reported from Rio de Janeiro, Paulo Motoryn from Brasília and Niraj Chokshi from New York.

Above the small city of Vinhedo, Brazil, on Friday, a passenger plane was falling from the sky. Residents began filming.

Those videos show the horrifying moment when an 89-foot-long plane, carrying 61 people and slowly spinning in circles, plummeted to earth. A moment after the plane disappears from view near a gated community, an enormous black plume of smoke rises from the spot.

One video then shows a house on fire, a swimming pool full of debris and a group of men peering over a scene of carnage in a yard: a shredded fuselage, twisted metal and, several yards in front of the cockpit, a body.

VoePass Flight 2283 crashed Friday toward the end of a scheduled two-hour flight from Cascavel, Brazil, to São Paulo. VoePass, a small Brazilian airline, said all 57 passengers and four crew members died in the accident.

The airline and Brazilian officials said they did not know why the plane had crashed.

The plane, an ATR 72, had all systems operating correctly when it took off, the airline said. The pilots did not signal any emergency, officials said. The aircraft, a twin-engine turboprop plane, was built in 2010 and was in compliance with Brazilian regulations, they added.

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

• Election 2024
• Entertainment
• Newsletters
• Photography
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Delegate Tracker
• AP & Elections
• 2024 Paris Olympic Games
• Auto Racing
• Movie reviews
• Book reviews
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

How to watch the 2024 Olympics closing ceremony

The Olympic rings are seen on the Eiffel Tower during the 2024 Summer Olympics, Tuesday, Aug. 6, 2024, in Paris, France. (AP Photo/Charlie Riedel)

The balloon carrying the Olympic cauldron rises above Tuileries Garden as the Eiffel Tower stands in the distance during the 2024 Summer Olympics, Tuesday, Aug. 6, 2024, in Paris, France. (AP Photo/Charlie Riedel)

France’s Jules Bouyer competes in the men’s 3m springboard diving preliminary at the 2024 Summer Olympics, Tuesday, Aug. 6, 2024, in Saint-Denis, France. (AP Photo/Lee Jin-man)

Simone Biles, of the United States, competes during the women’s artistic gymnastics individual balance beam finals at Bercy Arena at the 2024 Summer Olympics, Monday, Aug. 5, 2024, in Paris, France. (AP Photo/Francisco Seco)

Leon Marchand from France competes in a men’s 4x100-meter medley relay heat at the Summer Olympics in Nanterre, France, Saturday, Aug. 3, 2024. (AP Photo/Natacha Pisarenko)

United States’ LeBron James flexes after scoring during a men’s basketball game against Brazil at the 2024 Summer Olympics, Tuesday, Aug. 6, 2024, in Paris, France. (AP Photo/Michael Conroy)

A’ja Wilson (9), of the United States, grabs a rebound over Marie Guelich (11), of Germany, in a women’s basketball game at the 2024 Summer Olympics, Sunday, Aug. 4, 2024, in Villeneuve-d’Ascq, France. (AP Photo/Mark J. Terrill)

Noah Lyles, of the United States, reacts following the men’s 200-meters final at the 2024 Summer Olympics, Thursday, Aug. 8, 2024, in Saint-Denis, France.(AP Photo/Petr David Josek)

• Copy Link copied

PARIS (AP) — The Paris Olympics are coming to a close on Sunday.

U.S. gymnastics star Simone Biles made a triumphant return, taking her Olympic gold tally to seven. French swimmer Léon Marchand won five medals — four of them gold — fulfilling comparisons to Michael Phelps. Armand “Mondo” Duplantis won another gold medal, but the real show for the 80,000 at the Stade de France — which will be the site of Sunday’s closing ceremony — was when he broke the world record for the ninth time.

Sha’Carri Richardson rallied in the anchor leg to lead the U.S. to a win in the 4x100 meter relay and claim her first Olympic gold medal.

Boxer Imane Khelif of Algeria won a gold medal after being in the spotlight because of misconceptions about her gender , and breaking made its Olympic debut with Japan’s b-girl Ami taking the gold.

Organizers of the Paris Games have, for the most part, successfully showcased the beauty of the French capital. Beach volleyball has taken place next to the Eiffel Tower . Holding events in the polluted Seine River , however, has proven more difficult.

Who is winning the 2024 Olympics?

The United States leads the medal standings overall, with China next in line. Australia, Japan, Britain and France are vying for the third spot. Here is Saturday’s Olympic schedule of events , as well as the overall list of medal winners .

What’s the last event of the 2024 Olympics?

The women’s basketball gold medal game between the United States and France is the last event before the closing ceremony. It’s scheduled to tip off at 3:30 p.m. CEST (9:30 a.m. EDT) at Bercy Arena.

When is the 2024 Olympics closing ceremony?

The closing ceremony is scheduled to begin at 9 p.m. CEST (3 p.m. EDT) on Sunday at Stade de France just north of Paris. It’s expected to last until 11:15 p.m. CEST (5:15 p.m. EDT).

What will happen during the closing ceremony?

It will feature traditional highlights, including the athletes’ parade and the handover of the Olympic flag to the organizers of the 2028 Los Angeles Games . H.E.R., the five-time Grammy winner , is expected to sing the U.S. national anthem live at the Stade de France as part of the handover. There will be a medal presentation ceremony — for the women’s marathon from earlier in the day.

2024 Paris Olympics:

• What to know about the closing ceremony : A skydiving Tom Cruise and performances from Billie Eilish, the Red Hot Chili Peppers and Paris Olympics mainstay Snoop Dogg highlighted the French capital’s au revoir to the Olympics.
• Indelible images : AP photographers pick their favorite images from the Paris Olympics .
• Who won the 2024 Olympics?: See which countries tied for the most gold medals in Paris, and who exceeded expectations.
• When are the next Summer Games? The Olympics will always have Paris . But next up for the Summer Games: Los Angeles 2028 . See how the City of Angels is preparing to follow the City of Light.

It’s a more traditional setting after the Seine River was used for the audacious opening ceremony , but don’t expect it to be dull. It features the same artistic director — Thomas Jolly. Organizers said in a recent statement that it will include “over a hundred performers, acrobats, dancers and circus artists.” There will be musical performances and “the participation of world-renowned singers will complete the picture. ... Part of the show will take place in the air, while the giant sets, costumes and spectacular lighting effects will take spectators on a journey through time, both past and future.”

Jolly added: “It’s a very visual, very choreographic, very acrobatic show with an operatic dimension to give a great visual fresco and say goodbye to athletes from all over the world.”

How can I watch the closing ceremony?

It will air on NBC and Peacock.

AP Summer Olympics: https://apnews.com/hub/2024-paris-olympic-games