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FRQ STRUCTURE
THESIS AND INTRODUCTION Begin with a well-developed thesis statement that does three things: 1. Directly answers the question 2. Takes a position (interpretation) 3. Establishes organizational categories

Some teachers prefer essays in which students state their thesis in the first sentence, whereas others prefer that they funnel down to a thesis at the end of an introductory paragraph. As long as the thesis statement does the above three things, the placement doesn’t matter.

SUPPORTING PARAGRAPHS Begin each paragraph with a topic sentence that does three things: 1. Directly addresses the question 2. Introduces a particular category 3. Takes a position on that category

The topic sentence should always give the student something to prove in the paragraph. When students do not have a position to argue, they tend to merely list or describe factual information, losing focus on the specific question they are asked.

Each paragraph should contain four components: 1. Topic sentence (components listed above) 2. Relevant specific factual information (as much as the student can bring to bear) 3. Interpretative commentary (analysis) that states how and/or why the factual information supports the thesis (this should occur throughout the paragraph) 4. Clincher sentence (ties the entire paragraph directly back to the thesis) or a transition statement (creates a logical link between paragraphs)

The number of paragraphs should be dictated by the question and the organizational categories. Essays do not always have to be five paragraphs long.

CONCLUSION End with a conclusion that does two things: 1. Synthesizes the topic sentences of each paragraph 2. Directly answers the question (a reiteration of the thesis statement in different words)

Schick, Nancy. //AP® United States History Teacher’s Guide//. Princeton: The College Board. 2007.