how to write ap world thesis

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AP World History: Sample DBQ Thesis Statements

Using the following documents, analyze how the Ottoman government viewed ethnic and religious groups within its empire for the period 1876–1908. Identify an additional document and explain how it would help you analyze the views of the Ottoman Empire.

Crafting a Solid Thesis Statement

Kaplan Pro Tip Your thesis can be in the first or last paragraph of your essay, but it cannot be split between the two. Many times, your original thesis is too simple to gain the point. 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.

Thesis Statements that Do NOT Work

There were many ways in which the Ottoman government viewed ethnic and religious groups.

The next statement paraphrases the historical background and does not address the question. It would not receive credit for being a thesis.

The Ottoman government brought reforms in the Constitution of 1876. The empire had a number of different groups of people living in it, including Christians and Muslims who did not practice the official form of Islam. By 1908 a new government was created by the Young Turks and the sultan was soon out of his job.

This next sentence gets the question backward: you are being asked for the government’s view of religious and ethnic groups, not the groups’ view of the government. Though the point-of-view issue is very important, this statement would not receive POV credit.

People of different nationalities reacted differently to the Ottoman government depending on their religion.

The following paragraph says a great deal about history, but it does not address the substance of the question. It would not receive credit because of its irrelevancy.

Throughout history, people around the world have struggled with the issue of political power and freedom. From the harbor of Boston during the first stages of the American Revolution to the plantations of Haiti during the struggle to end slavery, people have battled for power. Even in places like China with the Boxer Rebellion, people were responding against the issue of Westernization. Imperialism made the demand for change even more important, as European powers circled the globe and stretched their influences to the far reaches of the known world. In the Ottoman Empire too, people demanded change.

Thesis Statements that DO Work

Now we turn to thesis statements that do work. These two sentences address both the religious and ethnic aspects of the question. They describe how these groups were viewed.

The Ottoman government took the same position on religious diversity as it did on ethnic diversity. Minorities were servants of the Ottoman Turks, and religious diversity was allowed as long as Islam remained supreme.

This statement answers the question in a different way but is equally successful.

Government officials in the Ottoman Empire sent out the message that all people in the empire were equal regardless of religion or ethnicity, yet the reality was that the Turks and their version of Islam were superior.

Going Beyond the Basic Requirements

• have a highly sophisticated thesis
• show deep analysis of the documents
• use documents persuasively in broad conceptual ways
• analyze point of view thoughtfully and consistently
• identify multiple additional documents with sophisticated explanations of their usefulness
• bring in relevant outside information beyond the historical background provided

Final Notes on How to Write the DBQ

• Take notes in the margins during the reading period relating to the background of the speaker and his/her possible point of view.
• Assume that each document provides only a snapshot of the topic—just one perspective.
• Look for connections between documents for grouping.
• In the documents booklet, mark off documents that you use so that you do not forget to mention them.
• As you are writing, refer to the authorship of the documents, not just the document numbers.
• Mention additional documents and the reasons why they would help further analyze the question.
• Mark off each part of the instructions for the essay as you accomplish them.
• Use visual and graphic information in documents that are not text-based.

Don’t

• Repeat information from the historical background in your essay.
• Assume that the documents are universally valid rather than presenting a single perspective.
• Spend too much time on the DBQ rather than moving on to the other essay.
• Write the first paragraph before you have a clear idea of what your thesis will be.
• Ignore part of the question.
• Structure the essay with just one paragraph.
• Underline or highlight the thesis. (This may be done as an exercise for class, but it looks juvenile on the exam.)

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AP World History: Modern

Review the free-response questions from the 2024 ap exam., exam overview.

Exam questions assess the course concepts and skills outlined in the course framework. For more information, download the  AP World History: Modern Course and Exam Description  (CED).

Encourage your students to visit the  AP World History: Modern student page  for exam information.

Rubrics Updated for 2023-24

We’ve updated the AP World History: Modern document-based question (DBQ) and long essay question (LEQ) rubrics for the 2023-24 school year.

This change only affects the DBQ and LEQ scoring, with no change to the course or the exam: the exam format, course framework, and skills assessed on the exam all remain unchanged.

The course and exam description (CED) has been updated to include: 

• Revised rubrics (general scoring criteria) for the DBQ and LEQ.
• Revised scoring guidelines for the sample DBQ and LEQ within the CED.

Wed, May 15, 2024

AP World History: Modern Exam

Exam format.

The AP World History: Modern Exam has consistent question types, weighting, and scoring guidelines, so you and your students know what to expect on exam day.

Section I, Part A: Multiple Choice

55 Questions | 55 Minutes | 40% of Exam Score

• Questions usually appear in sets of 3–4 questions.
• Students analyze historical texts, interpretations, and evidence.
• Primary and secondary sources, images, graphs, and maps are included.

Section I, Part B: Short Answer

3 Questions | 40 Minutes | 20% of Exam Score

• Students analyze historians’ interpretations, historical sources, and propositions about history.
• Questions provide opportunities for students to demonstrate what they know best.
• Some questions include texts, images, graphs, or maps.
• Question 1 is required, includes 1 secondary source, and focuses on historical developments or processes between the years 1200 and 2001.
• Question 2 is required, includes 1 primary source, and focuses on historical developments or processes between the years 1200 and 2001.
• Students choose between Question 3 (which focuses on historical developments or between the years 1200 and 1750) and Question 4 (which focuses on historical developments or processes between the years 1750 and 2001) for the last question. No sources are included for either Question 3 or Question 4.

Section II: Document-Based Question and Long Essay

2 questions | 1 Hour, 40 minutes | 40% of Exam Score

Document-Based Question (DBQ) Recommended time: 1 Hour (includes 15-minute reading period) | 25% of Exam Score

• Students are presented with 7 documents offering various perspectives on a historical development or process.
• Students assess these written, quantitative, or visual materials as historical evidence.
• Students develop an argument supported by an analysis of historical evidence.
• The document-based question focuses on topics from 1450 to 2001.

Long Essay Recommended time: 40 Minutes | 15% of Exam Score

• Students explain and analyze significant issues in world history.
• The question choices focus on the same skills and the same reasoning process (e.g., comparison, causation, or continuity and change), but students choose from 3 options, each focusing primarily on historical developments and processes in different time periods—either 1200–1750 (option 1), 1450–1900 (option 2), or 1750–2001 (option 3).

Exam Questions and Scoring Information

Ap world history: modern exam questions and scoring information.

View free-response questions and scoring information from this year's exam and past exams.

Score Reporting

Ap score reports for educators.

Access your score reports.

AP World History: Modern Exam Tips

Keep an eye on your time..

Monitor your time carefully. Make sure not to spend too much time on any one question so that you have enough time to answer all of them. If you reach the end of the test with time to spare, go back and review your essays. And don’t waste time restating the question in your answers: that won’t earn points.

Plan your answers.

Don’t start to write immediately: that can lead to a string of disconnected, poorly planned thoughts. Carefully analyze the question, thinking through what is being asked and evaluating the points of view of the sources and authors. Identify the elements that must be addressed in the response. 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 to support it. Be sure to answer exactly what is being asked in the question prompt!

Integrate evidence.

After you have determined how to answer 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?

Decide your thesis statement.

Begin writing only after you have thought through your evidence 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.

Support your thesis statement.

Make your overarching statement or argument, then position your supporting evidence so that it is obviously directed to answering the question. State your points clearly and explicitly connect them to the larger thesis, rather than making generalizations.

Elaborate on the evidence.

Don’t just paraphrase or summarize your evidence. Clearly state your intent, then use additional information or analysis to elaborate on how these pieces of evidence are similar or different. If there is evidence that refutes a statement, explain why. Your answer should show that you understand the subtleties of the questions.

Answering free-response questions from previous AP Exams is a great way to practice: it allows you to compare your own responses with those that have already been evaluated and scored. Go to the Exam Questions and Scoring Information section of the  AP World History: Modern Exam page on AP Central  to review the latest released free-response questions and scoring guidelines. Older questions and scoring information are available on the  Past Exam Questions 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.

Choose Your Test

Sat / act prep online guides and tips, the best ap world history study guide: 6 key tips.

Advanced Placement (AP)

Are you taking AP World History this year? Or considering taking it at some point in high school? Then you need to read this AP World History study guide. Instead of cramming every single name, date, and place into your head, learn how to study for the AP World History exam so that you can learn the major ideas and feel ready for test day. We'll also go over some key strategies you can use to help you prepare effectively.

The AP World History test is challenging — just 13.2% of test takers got a 5 in 2021 . But if you study correctly throughout the year, you could be one of the few students who aces this test. Below are six tips to follow in order to be well prepared for the AP World History exam. Read through each one, apply them to your test prep, and you'll be well on your way to maximizing your score!

Why You Should Study for the AP World History Test

Is it really that important to study for the AP World History test? Absolutely! But why?

Let's start by taking a look at the kinds of scores students usually get on the exam. The following chart shows what percentage of test takers received each possible AP score (1-5) on the AP World History test in 2022:

Source: The College Board

As you can see, roughly 49% of test takers scored a 2 or 3, about 35% scored a 4 or 5, and only 14% scored a 1. Since most test takers scored a 3 or lower on this test , it's safe to say that a lot of AP World History students are not scoring as well as they could be. (That said, the test underwent some big changes beginning in the 2019-2020 school year , so we can't make too many direct comparisons between this new version of the test and the old one. We will talk more about these changes in the next section.)

While a 3 is not a bad AP score by any means, some colleges such as Western Michigan University require at least a 4 in order to get credit for some exams. If the schools you're applying to want a 4 or higher, putting in ample study time for the test is a definite must.

In addition, if you're applying to highly selective schools , a 5 on the AP World History test (or any AP test, really) could act as a tipping point in your favor during the admissions process.

Finally, getting a low score on this test—i.e., a 1 or 2—might make colleges doubt your test-taking abilities or question your potential to succeed at their school. You don't want this to happen!

What's on the AP World History Exam?

Before we give you our six expert study tips for AP World History, let's briefly go over the structure and content of the test.

The AP World History exam consists of two sections: Section 1 and Section 2 . Each section also consists of two parts: Part A and Part B . Here's what you'll encounter on each part of each World History section:

And here is an overview of the types of tasks you'll be asked to perform:

• Analyze historical texts as well as historians' opinions and interpretations of history
• Assess historical documents and make an argument to support your assessment
• Write an essay concerning an issue in world history

Note that as of the 2019-2020 school year, AP World History is now much smaller in scope and is called AP World History: Modern (another course and exam called AP World History: Ancient is in the process of being made by the College Board).

These changes have been put in place mainly as a response to ongoing complaints that the original World History course was way too broad in scope, having previously covered thousands of years of human development. Hopefully, this will make the test somewhat easier!

Now that you understand exactly how the AP World History test is set up, let's take a look at our six expert study tips for it.

How to Study for AP World History: 6 Key Tips

Below are our top tips to help you get a great score on the AP World History test.

Tip 1: Don't Try to Memorize Everything

If you start your AP World History class with the expectation of memorizing the entirety of human history, think again .

Although AP World History tests a wide span of time, you aren't expected to learn every tiny detail along the way; rather, this course focuses on teaching major patterns, key cultural and political developments, and significant technological developments throughout history .

Starting in 2019-2020, the AP World History course and exam will be arranged in nine units , which cover a range of periods starting around 1200 CE and ending with the present:

For each period, you should know the major world powers and forces driving politics, economic development, and social/technological change; however, you don't have to have every detail memorized in order to do well on the test . Instead, focus on understanding big patterns and developments, and be able to explain them with a few key examples.

For instance, you don't necessarily need to know that in 1492 Columbus sailed the ocean blue; you also don't need to know the details of his voyages or the particulars of his brutality . Nevertheless, you should be able to explain why the European colonization of the Americas happened , as well as the economic effects it had on Europe, Africa, and the Americas, and how colonization impacted the lives of people on these three continents.

Knowing a few concrete examples is essential to succeeding on the short-answer section. Short-answer questions 1 and 2 will present you with a secondary source and a primary source, respectively, and then ask you to provide several examples or reasons for a broader theme or historical movement that relates to the information provided.

You'll have flexibility in what specific examples you choose , just so long as they are relevant. The short-answer section is three questions long and worth 20% of your total test score. You will have 40 minutes to complete it.

Concrete examples can also bolster your essays and improve your ability to break down multiple-choice questions on the topic; however, focus first on understanding the big picture before you try to memorize the nitty-gritty.

If you're coming from AP US History, this advice might seem odd. But unlike US History, which is more fine-grained, the AP World History exam writers do not expect you to know everything, as they test a much larger topic . AP US History is essentially a test of 400 years of history in one location, so it's fair to expect students to know many proper names and dates.

But for World History, that same level of detail isn't expected; this test takes place across 800 years all around the world. Instead, you should focus on understanding the general patterns of important topics through history . This won't only save you time but will also keep you sane as your textbook hurls literally hundreds of names, places, and dates at you throughout the year.

Speaking of your textbook ...

Tip 2: Keep Up With Your Reading!

When it comes to AP World History, you can't sleep through the class all year, skim a prep book in April, and then expect to get a perfect 5 on the test. You're learning a huge chunk of human history, after all! Trying to cram for this test late in the game is both stressful and inefficient because of the sheer volume of material you have to cover.

And all that reading would hurt your eyes.

Instead, keep up with your reading and do well in your World History class to ensure you're building a strong foundation of knowledge throughout the year. This way, when spring comes, you can focus on preparing for the exam itself and the topics it's likely to test, as opposed to frantically trying to learn almost a thousand years of human history in just two months.

If your teacher isn't already requiring you to do something like this, be sure to keep notes of your readings throughout the school year. This could be in the form of outlines, summaries, or anything else that's useful to you. Taking notes will help you process the readings and remember them better. Your notes will also be an invaluable study tool in the spring.

Finally, check the website of whatever textbook your class uses. Many textbook websites have extra features, such as chapter outlines and summaries , which can be excellent study resources for you throughout the year.

Tip 3: Read a Prep Book (or Two) in the Spring

Even if you keep up with AP World History throughout the year, you're probably going to be a bit hazy on topics you learned in September when you start studying for the test in March or April. This is why we recommend getting a prep book , which will provide a much broader overview of world history, focusing especially on topics tested on the exam. (Make sure it's an updated book for the new Modern focus of the AP World History course and exam!)

If you've been learning well throughout the school year, reading a prep book will trigger your background knowledge and help you review . Think of your prep book as your second, much quicker pass through world history.

And in case you're wondering—no, the prep book alone will not fill you in on the necessary depth of knowledge for the entire test. You can't replace reading your textbook throughout the year with reading a prep book in the spring. The AP World History multiple-choice section especially can ask some pretty specific questions, and you'd definitely have blind spots if all you did is read a prep book and not an actual textbook.

Furthermore, you wouldn't be able to explain examples in your essay in as much detail if you've only read a few paragraphs about major historical events.

Tip 4: Get Ready to Move at 1 MPQ (Minute per Question)

To prepare for the AP World History exam, knowing the material is just half the battle. You also need to know how to use your time effectively , especially on the multiple-choice section.

The multiple-choice section (Section 1, Part A) asks 55 questions in 55 minutes and is worth 40% of your total score. This gives you just one minute per question , so you'll have to move fast. And to be ready for this quick pace, practice is key.

Taking the AP World History exam without practicing first would be like jumping into a NASCAR race without a driver's license.

To practice pacing yourself, it's crucial that you get a prep book containing practice tests . Even if you've read your textbook diligently, taken notes, and reviewed the material, it's really important to practice actual multiple-choice sections so you can get used to the timing of the test.

Although there are a handful of stand-alone questions, most come in sets of three to four and ask you to look at a specific source, such as a graph, image, secondary source, or map. It's a good idea to skip and return to tough questions (as long as you keep an eye on the time!).

Your teacher should be giving you multiple-choice quizzes or tests throughout the year to help you prepare for the test. If your teacher isn't doing this, it will, unfortunately, be up to you to find multiple-choice practice questions from prep books and online resources. See our complete list of AP World History practice tests here (and remember to find updated materials for the new 2020 Modern exam).

You need to create your own multiple-choice strategy as you study , such as using the process of elimination, being ready to read and analyze pictures and charts, and being constantly aware of your time. I recommend wearing a watch when you practice so you can keep an eye on how long you spend on each question.  Just make sure it's not a smart watch—unfortunately, those aren’t allowed!

Finally, make sure to answer every question on the exam . There are no penalties for incorrect answers, so you might as well guess on any questions you're not sure about or have no time for.

In short, make sure you practice AP World History multiple-choice questions so that when you sit down to take the exam, you'll feel confident and ready to move fast.

Tip 5: Practice Speed-Writing for the Free-Response Section

The AP World History exam has two essay questions that together account for 40% of your AP World History score . You'll get 60 minutes for the Document-Based Question, or DBQ, including a 15-minute reading period; the DBQ is worth 25% of your final grade. After, you will get 40 minutes for the Long Essay, which is worth 15% of your score.

For each essay, you need to be able to brainstorm quickly and write an essay that answers the prompt, is well organized, and has a cogent thesis . A thesis is a one-sentence summary of your main argument. For the sake of AP essays, it's best to put your thesis at the end of the introductory paragraph so the grader can find it quickly.

When organizing your essay, have each paragraph explain one part of the argument , with a topic sentence (basically, a mini-thesis) at the beginning of each paragraph that explains exactly what you're going to say.

For the DBQ, you'll need to bring most of the provided documents into your argument in addition to your background knowledge of the period being tested. For example, in a DBQ about the effects of Spanish Influenza during World War I, you'd need to demonstrate your knowledge of WWI as well as your ability to use the documents effectively in your argument. See our complete guide to writing a DBQ here .

For the Long Essay, it's up to you to provide specific historical examples and show your broad understanding of historical trends . (Again, this is why doing your reading is so important, since you'll have to provide and explain your own historical examples!)

Throughout the year, your teacher should be having you do writing assignments, including in-class essays, to teach you how to write good essays quickly. Since you'll be writing your essays by hand for the test, you should ideally be writing your practice essays by hand as well. If you struggle with writing by hand quickly, you can build up your writing fluency (that is, your ability to quickly translate thoughts to words) by writing additional practice essays on your own .

If you need to work on writing fluency, it's best to practice with easier writing topics . First, find a journal prompt to write about ( this website has hundreds ). Next, set a timer; between 10 and 15 minutes is best. Finally, write as much (and as fast!) as you can about the prompt, without making any big mistakes in spelling or grammar.

When time's up, count how many words you wrote . If you do this a few times a week, you'll build up your writing speed, and your word counts will continue to grow. Once you've built up this skill, it will be much easier to tackle the AP World History free-response section.

You can also practice on your own using old AP World History free-response questions . However, note that the test was revised for 2019-20 (now its focus is only on 1200-present) and 2016-17, so old questions will have old content and instructions .

In fact, there actually used to be three essays on the AP World History test—in addition to the DBQ, there was a "Change Over Time" essay and a "Comparison" essay. Now, there's just one long essay. Be sure to compare older questions with the most up-to-date examples from the most current AP Course and Exam Description .

Tip 6: Take Practice Exams and Set a Target Score

In the spring, aim to take at least one full practice exam —ideally in late March or early April—once you've learned most of the World History material. By a full practice exam, we mean the entire AP World History test. Time yourself and take it in one sitting, following official time restrictions.

Why should you do this? It will give you a chance to experience what it's like to take a full AP World History exam before you sit for the real thing. This helps you build stamina and perfect your timing. All the practice in the world won't help you if you run out of steam on your last essay question and can barely think.

Also, set a target score for each section. Good news: you don't need to be aiming for 100% on Section 1 and perfect scores on every essay in Section 2 in order to secure a 5 — the highest possible score . Far from it, actually!

The truth is that a high multiple-choice score (50/55) with average short-answer and free-response scores (say, 6/9 on short answer, 5/7 on the DBQ, and 4/6 on the long essay) can net you a score of 5 . Likewise, an average multiple-choice score (35/55) with high short-answer and free-response scores (say, 8/9 on short answer, 6/7 on the DBQ, and 5/6 on the long essay) can also net you a 5 .

Set realistic score targets based on your personal strengths. For example, a really good writing student might go the average multiple choice/strong essay route, while a stronger test taker might go the other way around. You could also be somewhere in-between.

In addition, don't be intimidated if your target score is a lot higher than your current scores . The whole point of practicing is to eventually meet your target!

Once you have a target score, practice, practice, practice ! Use old exams, the practice exams in (high-quality) prep books, and the free-response questions linked above. You can even ask your teacher for old AP World History tests and essay questions. (Just be aware of the key changes to the AP World History exam in recent years so that you can tweak practice questions as needed.)

The more you practice before the test, the more likely you are to meet—or even exceed!—your AP score goal.

Bottom Line: How to Prep for the AP World History Test

Although AP World History is a challenging test, if you follow all our advice in this AP World History study guide and prepare correctly throughout the school year, you can definitely pass the exam and might even be one of the few students who gets a 5 !

Just make sure to keep up with your reading, use an updated prep book in the spring, and practice a lot for the multiple-choice and free-response sections. With clear target scores for each section and plenty of practice under your belt, you will have the strongest chance of getting a 5 on test day !

What's Next?

How many AP classes should you take in total? Find out here in our expert guide .

How hard is AP World History compared with other AP tests? We've come up with a list of the hardest and easiest AP tests , as well as the average scores for every exam .

For more tips on doing well in all your classes, from AP to IB to honors, read this expert guide to getting a perfect 4.0 , written by PrepScholar founder Allen Cheng . Even if you're not going for perfection, you'll learn all the skills you need to work hard, act smart, and get better grades.

Also studying for the SAT/ACT? In a hurry? Learn how to cram for the ACT or SAT .

Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process.

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How to write a Document-Based Question (DBQ)

Document-Based Questions (DBQ)

You have 45 minutes to read documents and a 5 minute window for you to submit your answer


What you need to do:

Step 1. Read and understand the question 


Stop yourself and read it carefully


What is the historical thinking skill embedded in the question?


Is it asking you to compare two things?


Is it asking you to talk about change over time?


Write it down, highlight it, underline it


2. What kind of categories?


Ex. “Political change”


3. What is the time period given?


Make sure your essays deal with issues within that time period


Step 2. Read through the documents quickly


Try to spend at least 10 minutes (no more) reading and analyzing the document 


When reading each document quickly, you need to look for:


What is the source of this document?


Who is speaking to who?


2. Summarize the main idea


Referencing to the prompt


The documents are used as evidence and supposed to help you answer the question


“If I only had this document, how would it answer the question?”


3. Group your documents into two groups


Ex. If documents are giving economic reasons and others are giving religious reasons, group them like that


Grouping your documents by category is  higher level and shows that you’ve made connections between the documents 


10-point skip


Thesis: 0-1 Point


Important because it organizes your argument


Rubric -- You need to write one or two sentences which are historically defensible and establishes a line of reasoning 


Specific historical evidence


Thesis should be packed, should be your argument in miniature 


Thesis Formula -- Although X, because A and B, therefore Y.


X: Counterargument


A and B: Specific Evidence


Y: Your argument


Ex. DBQ Prompt: “Evaluate the extent to which the Portuguese transformed maritime trade in the Indian Ocean in the sixteenth century.”


Thesis: “Although the arrival of the Portuguese was a very important change in indian ocean maritime trade in the sixteenth century (X), because the Portugese never extended their control beyond a few ports (A) and had to compete with Indian merchants and regional states such as the Ottoman Empire (B), it did not completely transform the trade (Y) .”


Contextualization: 0-1 Point


Your argument in a larger historical context


Rubric -- Explain the historical context before during or after the time period of your prompt 


The most intuitive way is explaining the events that occured before the given time period 


Good idea to talk about specific maritime technology during that period 


Your contextualization (3-4 sentences) needs to relate to the prompt


Content -- 2-3 Vocabulary Words


Specific things that occurred during the periods


Explain the terms 


Connect them to your arguments


Evidence: 0-5 Points


1 Point: Successfully describing the contents of 2 documents 


2 Points: Successfully supporting your argument with 2 documents


3 Points: Supporting your argument with at least 4 documents


Recommend using all 5 documents because if you get an interpretation wrong, you could still get 3 points


2 Points: Writing about evidence related to your prompt that is not mentioned in the documents (One point each time)


Don’t quote from the documents


Difference in describing and arguing the documents 


Argue with your evidence


Evidence from the documents: 3 points 


Grouping documents


Topic sentences for body paragraphs


Ex. Grouping documents by “economics”


Start by writing a topic sentence for the paragraph that explained why economics was the cause of ----- 


In the paragraph, use documents to demonstrate why that is true 


Evidence beyond the documents: 0-2 Points


Connect specific evidence to arguments


Must not be mentioned in documents


Name a piece of evidence, explain it, and connect it 


Analysis and Reasoning: 0-3 Points


Sourcing documents (2 points) 


To source a document means to show how that documents historical situation audience purpose or point of view is relevant 


Historical Situation: 


Place document in larger historical context


Audience: 


To whom was this written? 


What was this document intended to do?


Point of View:


Why do they say what they say, in the way that they say it? 


You don’t have to do “H.A.P.P.” on all the documents


Choose one that makes the most sense out of that document


You just have to successfully source 2 documents


Try to source at least 3, in case you get one wrong


Analysis & Reasoning Complexity: 0-1 Point


Very Rare*


Is your essay nuanced? Does it analyze multiple variables? DOes it explain the complexity of the topic at hand with skill and with beauty? 
 How to Write a DBQ - Heimler’s History

AP® World History

The ultimate list of ap® world history tips.

• The Albert Team
• Last Updated On: March 1, 2022

Acing the AP® World History exam is undeniably a difficult task. Only 8.6% of students who took the 2019 exam scored a 5, and only 18.8% of students scored a 4. The test’s difficulty ultimately lies in how it forces you to analyze the overall patterns of history in addition to the small details.

By familiarizing yourself with trends in history as opposed to just memorizing facts, you can get a 5 on the AP® World History exam. The test can be cracked by understanding how history operates, how the world changes through cause and effect. Admittedly, it can be difficult to learn how to study for the AP® World History exam.

However, we’re here to help you score a 5 and formulate the perfect AP® World History study plan. Through practice and preparation, scoring a five is possible! By taking AP® World History practice tests, creating a thorough study plan, and maintaining a daily study routine, you will be able to ace this exam.

What We Review

Overall How To Study for AP® World History: 9 Tips for 4s and 5s

1. answer all of the questions.

Make sure your thesis addresses every single part of the question being asked for the AP® World History free-response section . Many times, AP® World History prompts are multifaceted and complex, asking you to engage with multiple aspects of a certain concept or historical era. Missing a single part can cost you significantly in the grading of your essay.

2. Lean one way in your argument

While it is possible to write essays that take two sides of an argument, it is always easier to choose a side and defend it. Trying to appease both sides during a timed essay often leads to an argument that’s not nearly as strong when you take a stance.

Here is an example of a weak thesis:

The recovery of Russia and China after the Mongols had many similarities and differences .

Here is a better one:

While both Russia and China built strong centralized governments after breaking free from the Mongols, Russia imitated the culture and technology of Europe while China became isolated and built upon its own foundations.

3. Lead your reader

Help your reader understand where you are going as you answer the prompt to the essay. Provide them with a map of a few of the key areas you are going to talk about in your essay. This should be done in your opening thesis paragraph. An easy way to achieve this is by outlining what is going to be discussed in your body paragraphs during the introduction paragraph.

4. Organize your essay with 2-3-1 in mind

When outlining the respective topics you will be discussing, start from the topic you know second best, then the topic you know least, before ending with your strongest topic area. In other words, make your roadmap 2-3-1 so that you leave your reader with the feeling that you have a strong understanding of the question being asked. This will help scaffold your argument, and it will make the essay much more readable.

5. Analyze rather than merely summarize

When the AP® exam asks you to analyze, you want to think about the respective parts of what is being asked and look at the way they interact with one another. This means that when you are performing your analysis on the AP® World History test , you want to make it very clear to your reader of what you are breaking down into its component parts.

For example, what evidence do you have to support a point of view? Who are the important historical figures or institutions involved? How are these structures organized? How does this relate back to the overall change or continuity observed in the world?

6. Use SPICER to organize and chunk your history reading

SPICER is a useful acronym that can be used to chunk and break down history into six different categories:

• S – Social
• P – Political
• I – Intellectual
• C – Culture
• E – Economic
• R – Religious

These six categories encompass the major areas of history that you will see in your reading and on your exam. Write an S next to material that deals with social issues, an E near economic, so on and so forth. This will break up your reading into more digestible chunks.

7. Familiarize yourself with the time limits

Part of the reason why we suggest practicing essays early on is so that you get so good at writing them that you understand exactly how much time you have left when you begin writing your second to the last paragraph. You’ll be so accustomed to writing under timed circumstances that you will have no worries in terms of finishing on time.

The multiple-choice section is 55 questions and 55 minutes long, so you have one minute per question. The short answer section is 3 questions and 40 minutes long; the document-based question is 1 question and timed at 1 hour. The long essay is 1 question and timed at 40 minutes.

8. Learn the rubric

If you have never looked at an AP® World History grading rubric before you enter the test, you are going in blind. You must know the rubric like the back of your hand so that you can ensure you tackle all the points the grader is looking for. Here are the 2019 Scoring Guidelines .

While all the rubrics for the DBSs vary a bit, they mostly follow a 0-3 scale where each number represents a certain task you must fulfill within your response. The DBQ section is graded on a four-scale basis:

• A) Thesis/Claim
• B) Contextualization
• C) Evidence
• D) Analysis and Reasoning

The thesis component evaluates the strength of your thesis statement, while the contextualization section evaluates your ability to describe a broader historical context relevant to the prompt. The evidence part of the rubric evaluates your analysis and use of the texts, and the analysis and reasoning section evaluates your argument overall.

9. Familiarize yourself with analyses of art

This one is optional, but a great way to really get used to analyzing art is to visit an art museum and to listen to the way that art is described. Oftentimes the test will make you either interpret the artist’s intent and perspective or force you to expound on history through interpretation of the painting.

Here’s an example.

Notice how the painting is being used to assess an entire historical era. The painting is being used here as much more than a painting.

Return to the Table of Contents

AP® World History Multiple Choice Review: 11 Tips

1. identify key patterns of history.

You know that saying, history repeats itself? There’s a reason why people say that, and that is because there are fundamental patterns in history that can be understood and identified. This is especially true with AP® World History .

Think about patterns like cause and effect, action and reaction, dissemination and reception, oppressor vs. oppressed, etc. History can be best comprehended when you recognize patterns.

2. Use common sense

The beauty of AP® World History is when you understand the core concept being tested and the patterns in history; you can deduce the answer to the question. Identify what exactly is being asked and then go through the process of elimination to figure out the correct answer.

Now, this does not mean you do not study at all. This means, rather than study 500 random facts about world history, really hone in on understanding the way history interacts with different parts of the world.

Think about how minorities have changed over the course of history, their roles in society, etc. You want to look at things at the big picture so that you can have a strong grasp of each time period tested.

3. Familiarize yourself with AP® World History multiple-choice questions

If AP® World History is the first AP® test you’ve ever taken, or even if it isn’t, you need to get used to the way the College Board introduces and asks you questions. Find a review source to practice AP® World History questions.

Albert has hundreds of AP® World History practice questions and detailed explanations to work through. These questions are designed to encompass tons of years of World History, so you must become acquainted with how that history is presented to you.

4. Make a note of pain points

As you practice, you’ll quickly realize what you know really well, and what you know not so well. Figure out what you do not know so well and re-read that chapter of your textbook. Keep a chart or log of what you do not do quite so well, so when it comes time to review, you can quickly discern which area you need to study. Then, create flashcards of the key concepts of that chapter along with key events from that time period.

5. Supplement practice with video lectures

A fast way to learn is to do practice problems, identify where you are struggling, learn that concept more intently, and then practice again. Crash Course has created an incredibly insightful series of World History videos you can watch on YouTube here . And Useful Charts offers tons of great timeline-oriented videos on plenty of subjects including world history.

Afterward, go back and practice again. Practice makes perfect, especially when it comes to AP® World History. And a lot of these videos are actually pretty interesting.

6. Strikeout wrong answer choices

The second you can eliminate an answer choice, strike out the letter of that answer choice and circle the word or phrase behind why that answer choice is incorrect. This way, when you review your answers at the very end, you can quickly check through all of your answers.

One of the hardest things is managing time when you’re doing your second run-through to check your answers—this method alleviates that problem by reducing the amount of time it takes for you to remember why you thought a certain answer choice was wrong.

7. Answer every question

If you’re crunched on time and still have several AP® World History multiple-choice questions to answer, the best thing to do is to make sure that you answer each and every one of them. There is no guessing penalty for doing so, so take full advantage of this!

8. Skip questions holding you up and return to them later

If you find yourself spending more than a minute or so on a question, don’t let yourself get stuck. Instead, circle the number of the question, skip it, and return to it later if you have time. Since this is a timed component of the exam (55 minutes), the pacing is essential to scoring high. If you find yourself getting stuck, don’t fixate. Circle then move on and return.

9. Don’t be afraid to make educated guesses

This one dovetails nicely with the preceding tip. If you find yourself totally at a loss choosing an answer on the AP® World History multiple-choice section, make an educated guess. You are not penalized for answers you miss; your scores are counted by how many you get right. So it’s in your benefit to answer every question and leave none blank. So, when confronted with impossibly difficult questions, try and narrow the choices down a bit and then just make an educated guess.

10. Keep your eyes peeled for corresponding questions that provide answers

Sometimes, in multiple-choice exams, questions can actually sort of answer each other. For example, say question 12 depicts a painting of the 1789 Storming of the Bastille, and question 30 asks you to describe the mood of the late-eighteenth century France, you can use question 12 to help you answer question 30. Since many of the events in AP® World History correspond, you will likely see instances of this. Use it to your advantage.

11. Form a study group

Developing a strong memory of historical dates, events, figures, and all the stuff essential to AP® World History is crucial to acing the multiple-choice component of the exam. One way to build your memory is to form a study group with your classmates and meet weekly or bi-weekly. Before you meet, plan out which parts of world history you want to cover, and stick to it. Choose your group wisely because sometimes, study groups can quickly turn into hang-out sessions.

AP® World History FRQ: 17 Tips

1. Group the documents by intent

One skill tested on the AP® exam is your ability to relate documents to one another–this is called grouping. The idea of grouping is to essentially create a nice mixture of supporting materials to bolster a thesis that addresses the DBQ question being asked. In order to group effectively, create at least three different groupings with two subgroups each.

When you group, group to respond to the prompt. Do not group just to bundle certain documents together. The best analogy would be you have a few different colored buckets, and you want to put a label over each bucket. Then you have a variety of different colored balls in which each color represents a document, and you want to put these balls into buckets. You can have documents that fall into more than one group, but the big picture tip to remember is to group in response to the prompt.

This is an absolute must. 33% of your DBQ grade comes from assessing your ability to group.

2. Assess POV with SOAPSTONE

SOAPSTONE helps you answer the question of why the person in the document made the piece of information at that time. Remember that SOAPSTONE is an acronym:

• S – Speaker
• O – Occasion
• A – Audience
• P – Purpose
• Tone – Tone

It answers the question of the motive behind the document and can help you engage with the documents more effectively.

3. S represents Speaker or Source

You want to begin by asking yourself who is the source of the document. Think about the background of this source. Where do they come from? What do they do? Are they male or female? What are their respective views on religion or philosophy? How old are they? Are they wealthy? Poor? Etc. Understanding the source of the text will help unlock its nature, and it will allow you to approach the reading with a specific angle in mind.

4. O stands for occasion

You want to ask yourself when the document was said, where was it said, and why it may have been created. You can also think of O as representative of origin. Analyzing the occasion or origin of a historical text will provide you with much-needed context, which is essential to decoding history. When you confront a text, immediately ask yourself what the occasion of the text is.

5. A represents audience

Think about who this person wanted to share this document with. What medium was the document originally delivered in? Is it delivered through an official document, or is it an artistic piece like a painting? The intention behind a piece is crucial to understanding its meaning. If you can figure out who the text was intended for, then you can begin to unpack what it is all about. The audience is crucial.

6. P stands for the purpose

After you’ve asked who the audience of the text is, begin asking, “why?” Think, “why did this person create this document?” or “why did they say this or that?” What is the main motive behind the document? Obviously, unpacking the purpose of a text is essential to understanding it as a whole, and, again, it serves as an essential step in the process of breaking down the text.

7. S is for the subject of the document.

Next is the subject. Every text addresses a broader or larger subject either implicitly or directly, and understanding this will help chunk your reading and make your writing more sophisticated. For instance, the Silk Road is a trading route, sure, but it is also more broadly about the rise of globalism and international relationships. WWI is, of course, a catastrophic war, but it’s also about the rise of technology, international discord, humanitarianism, and even masculinity. When you read a historical text, think, “what is this really about?”

8. TONE poses the question of what the tone of the document is.

This relates closely to the speaker. The tone is a general character or attitude of a place, piece of writing, or a situation. Writers create tone through a variety of ways but pay special attention to strong vocabulary words, key phrases, literary or rhetorical devices, mood words, and more elements of writing that generate the tone. Highlight or underline them. Think about how the creator of the document says certain things. Think about the connotations of certain words.

9. Explicitly state your analysis of POV

Your reader is not psychic. He or she cannot simply read your mind and understand exactly why you are rewriting a quotation by a person from a document. Be sure to explicitly state something along the lines of, “In document X, author states, “[quotation]”; the author may use this [x] tone because he wants to signify [y].” Another example would be, “The speaker’s belief that [speaker’s opinion] is made clear from his usage of particularly negative words such as [xyz].”

10. Be conscious of how you use data from charts and tables

Sometimes you’ll come across charts of statistics. If you do, ask yourself questions like where the data is coming from, how the data was collected, who released the data, etc. You essentially want to take a similar approach to SOAPSTONE with charts and tables. Data should be analyzed rather than merely summarized.

Notice how the prompt asks you to either “identify” or “explain.” If you choose to answer one of the questions with “identify,” you must go much further than simply identifying. You must move into the realm of “explain” and “analyze.”

11. Assess maps with a strategy in mind

When you come across maps, look at the corners and center of the map. Think about why the map may be oriented in a certain way. Think about if the title of the map or the legend reveals anything about the culture the map originates from. Think about how the map was created–where did the information for the map come from. Think about who the map was intended for.

12. Assess cultural pieces with SOAPSTONE in mind

If you come across more artistic documents such as literature, songs, editorials, or advertisements, you want to really think about the motive of why the piece of art or creative writing was made and who the document was intended for. What does that specific piece tell you about the time in which it was created?

13. Be careful using blanket statements

Just because a certain point of view is expressed in a document does not mean that POV applies to everyone from that historical area. One common problem students make is expressing one sentiment for a large group of people, events, or historical eras. Be aware that history can rarely be reduced to X = Y. A grey area persists. One easy way to avoid this pitfall is to be as specific as possible. Take a look at these examples from the 2019 exam:

Blanket statement: “During 1450 to 1750 the creation of the Mongol Empire changed the role of nomads in cultural exchange. Before the Mongols, nomads acted as traders who spread trade and culture along routes, but this changed during the Mongol Empire, nomads became the protectors who patrolled the trade routes to keep them safe.”

Notice how the writer paints nomadic tribes with too wide of a wide brush and does not discuss their trade with enough specificity.

Now here’s a more specific example:

“One development that changed the role that Central Asian Nomads played in cross-regional exchanges from the period 1450– 1750 C.E., as described in the passage, was the development of maritime technology because new modes of transportation across the ocean using boats and knowledge of monsoon winds allowed countries to trade and exchange ideas and goods across regions with less overland use, which diminished the importance of central Asian nomads in exchanging goods and ideas and cultures overland. An example of this includes European maritime empires such as Britain and Portugal, who navigated to Asia on sea in order to trade at trading posts. This sufficiently decreased central Asian nomads’ need to exchange goods along the Silk Road from Europe to Asia.”

Source: Chief Reader Report

Notice how specific the writer is when discussing the nomads’ trading.

14. Understand that bias will always exist

Even if you’re given data in the form of a table, there is bias in the data. Do not fall into the trap of thinking just because there are numbers it means the numbers are foolproof. Bias can and should be withdrawn from any and all sources.

Here’s an example of a bias historical statement: The Russian Revolution was initiated by an angry lower-class looking for revenge against a greedy ruling class.

While this may be somewhat true, notice how the words “angry” and “greedy” indicate particular moods toward these subjects from the author.

Instead, the statement should be written as “The Russian Revolution was initiated by Russia’s lower class against the ruling monarchy.

15. Be creative with introducing bias

Many students understand that they need to show their understanding that documents can be biased, but they go about it the wrong way. Rather than outright stating, “The document is biased because [x],” try, “In document A, the author is clearly influenced by [y] as he states, “[quotation].” See the difference? It’s subtle but makes a clear difference in how you demonstrate your understanding of bias.

16. Don’t forget to B.S. in your DBQ

No, no. It’s not what you’re thinking. By B.S., we mean to be specific. When you are discussing a certain revolutionary leader, an economic policy, a governmental act, or some other different aspect of AP® World History, be sure to specifically name your topics. Do not just generalize, but B.S.!

Here’s an example of a general statement: “ While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.”

And here’s one that’s more specific: “While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.”

17. Leave yourself out of it

Do not refer to yourself when writing your DBQ essays! “I” has no place in these AP® essays. Academic essays need to remain professional and focused, and the introduction of “I” detracts from that tone. And the reader already knows that your essay is written from your perspective, so an “I” is just redundant.

Tips Submitted by AP® World History Teachers

Overall ap® world history tips, 1. use high polymer erasers.

When answering the multiple-choice scantron portion of the AP® World History test, use a high polymer eraser. It is the only eraser that will fully erase on a scantron. Amazon carries plenty for cheap. Thanks for the tip from Ms. J. at Boulder High School.

2. Stay ahead of your reading and when in doubt, read again

You are responsible for a huge amount of information when it comes to tackling AP® World History, so make sure you are responsible for some of it. Create a daily reading habit where you spend at least an hour per day digesting your AP® World History material. There is simply too much for you to try and cram. And you can’t leave all the work up to your instructor. It’s a team effort. Thanks for the tip from Mr. E at Tri-Central High.

3. Integrate video learning

A great way to really solidify your understanding of a concept is to watch supplementary videos on the topic. Crash Course offers a lot of great video content on World History, and Heimler’s History does as well. Then, after watching a video, read the topic again to truly master it. Thanks for the tip from Mr. D at Royal High School.

4. Practice with transparencies or a whiteboard

Use transparencies or a whiteboard to create overlay maps for each of the six periods of AP® World History at the start of each period so that you can see a visual of the regions of the world being focused on. History is perfect for big whiteboards because they allow you to draw out large maps, event chains, and more. Thanks for the tip from Ms. W at Riverbend High.

AP® World History Multiple-Choice Tips

1. read every word.

Oftentimes in AP® World History , many questions can be answered without specific historical knowledge. Many questions require critical thinking and attention to detail; the difference between a correct answer and an incorrect answer lies in just one or two words in the question or the answer. Be aware of answer choices like “none of the above” or “all of the above,” as either none or all of the questions must be correct or incorrect. Keep that totality in mind. Thanks for the tip from Mr. R. at Mandarin High.

2. Look at every answer option

Don’t go for the first “correct” answer; find the most “bulletproof” answer. The one you’d best be able to defend in a debate. Think of the “bulletproof” answer as an answer which can be tested and tested and tested but still holds up. Run this through your head while choosing an answer, and constantly reevaluate. 

3. Annotate the text

Textbook reading is essential for success in AP® World History, but learn to annotate smarter, not harder. Be efficient in your reading and note-taking. Read, reduce, and reflect. To read – use sticky notes. Using post-its is a lifesaver – use different color stickies for different tasks (pink – summary, blue – questions, green – reflection, etc.) Reduce – go back and look at your sticky notes and see what you can reduce – decide what is truly essential material to know or question. Then reflect – why are the remaining sticky notes important?  How will they help you not just understand the content, but also understand contextualization or causality or change over time?  What does this information show you? Thanks for the tip from Ms. J at Legacy High.

AP® World History FRQ Tips

1. master writing a good thesis.

In order to write a good thesis, you want to make sure it properly addresses the whole question or prompt, effectively takes a position on the main topic, includes relevant historical context, and organize key standpoints. Heimler’s History has a good how-to guide on AP® World History thesis statements that’s certainly worth checking out. Thanks for the tip from Mr. G at Loganville High.

2. Tackle DBQs with SAD and BAD

With the DBQ, think about the S ummary, A uthor, and D ate & Context. Also, consider the B ias and A dditional D ocuments to verify the bias. Thanks for the tip from Mr. G at WHS.

Go through this prompt from the 2019 exam and notice how SAD and BAD work well. It is about totalitarian governments by Rudolph Rummel, a US political scientist, from 1994. Does it present any bias? Additional documents? SAD and BAD can.

3. Create a refined thesis in your conclusion

Do not simply blow off your conclusion paragraph. Think of the conclusion as the decorative bow that nicely holds the box together. By the time you finish your essay, you have a much more clear idea of how to answer the question. Take a minute and revisit the prompt and try to provide a much more explicit and comprehensive thesis than the one you provided in the beginning as your conclusion. This thesis statement is much more likely to give you the point for the thesis than the rushed thesis in the beginning. Thanks for the tip from Mr. R at Mission Hills High.

4. Relate back to the themes

Understanding 10,000 years of world history is hard.  Knowing all the facts is darn near impossible.  If you can use your facts/material and explain it within the context of one of the APWH themes, it makes it easier to process, understand, and apply.  The themes are your friends. Thanks for the tip from Ms. J at Legacy High.

5. Look for the missing voice in DBQs

First, look for the missing voice. Who haven’t you heard from in the DBQ?  Who’s voice would really help you answer the question more completely?  Next, if there isn’t really a missing voice, what evidence do you have access to, that you would like to clarify?  For example, if you have a document that says excessive taxation led to the fall of the Roman Empire, what other pieces of information would you like to have access to that would help you prove or disprove this statement? Maybe a chart that shows tax amounts from prior to the 3rd Century Crisis to the mid of the 3rd-century crisis? Thanks for the tip from Ms. J at Legacy High.

Wrapping Things Up: The Ultimate List of AP® World History Tips

Doing well in AP® World History comes down to recognizing patterns and trends in history, and familiarizing yourself with the nature of the test. Students often think the key to AP® history tests is memorizing every single fact of history, and the truth is you may be able to do that and get a 5, but the smart way of doing well on the test comes from understanding the reason why we study history in the first place.

By learning the underlying patterns that are tested on the exam, for example, how opinions towards women may have influenced the social or political landscape of the world during a certain time period, you can create more compelling theses and demonstrate to AP® readers a clear understanding of the bigger picture.

The bottom line is this: in order to ace this exam, you have to prepare. We offer tons of AP® World History practice questions , practice exams , AP® World History DBQs , and more. We recommend that you take a look at our extensive catalog, and develop a daily study routine. With this proper preparation, you will ace the exam!

Interested in a school license?​

12 thoughts on “the ultimate list of ap® world history tips”.

When writing the DBQ, do not waste time quoting the documents; paraphrase and show the grader you understand what it’s saying.

Excellent tip, Rebecca!

Good tips for AP® World History.

Glad you enjoyed!

Thanks to AP® World History Teachers for these great tips.. keep it up.

Yes, they’re great!

An additional tip is to bring your own watch to the exam so that you can easily keep track of time.

Thanks for the addition!

My teacher submitted the first tip from teachers on high polymer erasers, and she is right. I only ever use these eraser for erasing anything in school and they work much better and last much longer than the stubby pink things on the end of pencils that people like to call “erasers.”

Thanks for sharing!

An extra tip is to convey your own particular watch to the exam so you can without much of a stretch monitor time.

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AP World Long Essay Question (LEQ) Overview

15 min read • may 10, 2022

Zaina Siddiqi

Exam simulation mode

Prep for the AP exam with questions that mimic the test!

Overview of the Long Essay Question (LEQ)

Section II of the AP Exam includes three Long Essay Question (LEQ) prompts. You will choose to write about just one of these. 

The formatting of prompts varies somewhat between the AP Histories, though the rubric does not. In AP World History, the prompt includes a sentence that orients the writer to the time, place, and theme of the prompt topic, while prompts in AP US History and AP European History typically do not. However, the rubrics and scoring guidelines are the same for all Histories.

Your answer should include the following:

A valid thesis

A discussion of relevant historical context

Use of evidence supports your thesis

Use of a reasoning skill to organize and structure the argument

Complex understanding of the topic of the prompt

We will break down each of these aspects in the next section. For now, the gist is that you need to write an essay that answers the prompt, using evidence. You will need to structure and develop your essay using one of the course reasoning skills.

Many of the skills you need to write a successful LEQ essay are the same skills you will use on the DBQ. In fact, some of the rubric points are identical, so you can use a lot of the same strategies on both writing tasks!

You will have three choices of prompts for your LEQ. All three prompts will focus on the same reasoning skills, but the time periods will differ in each prompt. Prompt topics may span across time periods specified in the course outline, and the time period breakdowns for each prompt are as follows:

Writing time on the AP Exam includes both the Document Based Question (DBQ) and the (LEQ), but it is suggested that you spend 40 minutes completing the LEQ. You will need to plan and write your essay in that time.

A good breakdown would be 5 min. (planning) + 35 min. (writing) = 40 min.

The LEQ is scored on a rubric out of six points, and is weighted at 15% of your overall exam score. We’ll break down the rubric next.

How to Rock the LEQ: The Rubric

The LEQ is scored on a six point rubric, and each point can be earned independently. That means you can miss a point on something and still earn other points with the great parts of your essay.

Note: all of the examples in this section will be for this prompt from AP World History: Modern. You could use similar language, structure, or skills to write samples for prompts in AP US History or AP European History.

Let’s break down each rubric component...

What is it?

The thesis is a brief statement that introduces your argument or claim, and can be supported with evidence and analysis. This is where you answer the prompt.

Where do I write it?

This is the only element in the essay that has a required location. The thesis needs to be in your introduction or conclusion of your essay. It can be more than one sentence, but all of the sentences that make up your thesis must be consecutive in order to count.

How do I know if mine is good?

The most important part of your thesis is the claim , which is your answer to the prompt. The description the College-Board gives is that it should be “historically defensible,” which really means that your evidence must be plausible. On the LEQ, your thesis needs to be related topic of the prompt.

Your thesis should also establish your line of reasoning. Translation: address why or how something happened - think of this as the “because” to the implied “how/why” of the prompt. This sets up the framework for the body of your essay, since you can use the reasoning from your thesis to structure your body paragraph topics later.

The claim and reasoning are the required elements of the thesis. And if that’s all you can do, you’re in good shape to earn the point. 

Going above-and-beyond to create a more complex thesis can help you in the long run, so it’s worth your time to try. One way to build in complexity to your thesis is to think about a counter-claim or alternate viewpoint that is relevant to your response. If you are using one of the course reasoning process to structure your essay (and you should!) think about using that framework for your thesis too.

In a causation essay, a complex argument addresses causes and effects.

In a comparison essay, a complex argument addresses similarities and differences.

In a continuity and change over time essay, a complex argument addresses change and continuity .

This counter-claim or alternate viewpoint can look like an “although” or “however” phrase in your thesis.

Powers in both land-based and maritime empires had to adapt their rule to accommodate diverse populations. However, in this era land-based empires were more focused on direct political control, while the maritime empires were more based on trade and economic development.

This thesis works because it clearly addresses the prompt (comparing land and maritime empires). It starts by addressing a similarity, and then specifies a clear difference with a line of reasoning to clarify the actions of the land vs. maritime empires.

Contextualization

Contextualization is a brief statement that lays out the broader historical background relevant to the prompt.

There are a lot of good metaphors out there for contextualization, including the “previously on…” at the beginning of some TV shows, or the famous text crawl at the beginning of the Star Wars movies.

Both of these examples serve the same function: they give important information about what has happened off-screen that the audience needs to know to understand what is about to happen on-screen.

In your essay, contextualization is the same. You give your reader information about what else has happened, or is happening, in history that will help them understand the specific topic and argument you are about to make.

There is no specific requirement for where contextualization must appear in your essay. The easiest place to include it, however, is in your introduction . Use context to get your reader acquainted with the time, place, and theme of your essay, then transition into your thesis.

Good contextualization doesn’t have to be long, and it doesn’t have to go into a ton of detail, but it does need to do a few very specific things.

Your contextualization needs to refer to events, developments and/or processes outside the time and place of the prompt. It could address something that occurred in an earlier era in the same region as the topic of the prompt, or it could address something happening at the same time as the prompt, but in a different place. Briefly describe this outside information.

Then, connect it to your thesis/argument. The language from the College Board is that contextualization must be “relevant to the prompt,” and in practical terms this means you have to show the connection. A transition sentence or phrase is useful here (plus, this is why contextualization makes the most sense in the introduction!)

Also, contextualization needs to be multiple consecutive sentences, so it’s all one argument (not sprinkled around in a paragraph). The introduction is the best place for contextualization, but not the only place. 

Basically, choose a connected topic that “sets the stage” for your thesis, and briefly describe it in a couple sentences. Then, make a clear connection to the argument of your thesis from that outside information.

In the period 1450-1750, both European and Asian powers expanded their reach and created large empires across the world. In Asia, the trend was toward large, land-based empires which were controlled from a central capital city. Europeans built empires that stretched across oceans included territories in the Americas, Africa, and Asia.

This contextualization works by addressing the time period of the prompt and establishing basic definitions for empire-building and the types of empires (land and maritimes.) These definitions will be valuable context for seeing the comparisons developed in the thesis and body paragraphs of this essay.

Evidence: Provide Specific Examples

For this point, the focus is simply about having evidence. Evidence is the historical detail you include in your writing. The specific facts and examples that prove your argument. In the LEQ, your evidence comes your knowledge of history. 

Evidence goes in your body paragraphs. In fact, the bulk of your body paragraphs will be made up of evidence and supporting analysis or commentary that connects that evidence to other evidence and/or to the argument you are making.

Good evidence is specific, accurate, and relevant to the prompt. For this point, simply including multiple pieces of quality evidence is enough. If you’re a numbers person, a good starting point is to aim for two pieces of quality evidence in each body paragraph and go up from there.

In order for your evidence to count for this point, it needs to be really specific. Using course-specific vocabulary is a great strategy here to know that you are writing specific evidence. If you can’t remember a specific vocabulary term, describe what you mean in plain language with as much detail as possible.

Though the Ottoman Sultans were Muslims, they ruled over a population that included fellow Muslims, Christians, and Jews.

This evidence works because it includes specific and relevant details, namely the religions of both the Ottoman rulers and the diverse population they ruled over.

Evidence: Supports an Argument with Evidence

In addition to having evidence, this point is about using that evidence to support an argument in response to the prompt. Basically, connect your evidence back to your topic sentence and/or thesis.

Supporting statements go with your evidence in your body paragraph. Ideally, a connecting statement comes right before or after a piece of evidence. 

This point is harder to earn than the previous evidence point, because it’s a little more difficult to explain fully. 

One way to know if you are doing this at all is to look at the topic sentences of your body paragraphs. First of all, do you have one? You should. The first sentence of your body paragraph should make it clear what you are talking about in that paragraph. It should relate to some aspect of your thesis, and it should be connected to the reasoning skill you have chosen to organize your argument.

One characteristic shared by both kinds of empires was the need to adapt to diverse populations. As the Ottoman empire expanded its influence, it took over territory previously controlled by the Byzantines. Though the Ottoman Sultans were Muslims, they now ruled over a population that included fellow Muslims, Christians, and Jews. In order to keep peace within their empire, the Ottomans allowed people to continue practicing their traditional faiths. Ottoman cities such as Istanbul had areas of the cities set aside where different groups could live and worship without interference from others .

This section works because it defines the adaptation made by Ottoman rulers to effectively rule a diverse population, and elaborates on both how and why that adaptation was made.

Following your topic sentence, your body paragraph should elaborate on the idea in that topic sentence, using the evidence to prove your point. At first, you may rely on phrases like “this shows…” or “this means…,” which can get repetitive, but may also help you know when you are making the connections between evidence and argument explicit.

Analysis and Reasoning: Historical Reasoning

A good argument needs structure, and yours needs to use one of the course reasoning skills to create that structure. You can choose whichever skill works best for a particular prompt: causation , comparison , or continuity and change over time .

Strong reasoning goes throughout an essay, so this will be the overarching structure of your writing from the thesis through your body paragraphs.

The reasoning doesn’t necessarily have to be completely balanced or even in order to count, which gives you room to write about what you know best. For example, in an essay structured around continuity and change, you might spend most of your time addressing changes and relatively little time addressing continuity. And that’s ok.

The best essays do address both “sides” of the historical reasoning, and yours should too. If you created a complex thesis in your introduction, you can extend those ideas into your body paragraphs. Even if you don’t have equal sentences or paragraphs for each topic, as long as you address the reasoning process in your essay, you’re on the right track.

Analysis and Reasoning: Complexity

The second part of the Analysis and Reasoning scoring category is complexity. This is by far the most challenging part of the LEQ, and the point earned by the fewest students. It isn’t impossible, just difficult. Part of the difficulty is that it is the least concrete skill to teach and practice.

If you’re already feeling overwhelmed by the time limits of the LEQ, don’t stress about complexity. Focus on writing the best essay you can that answers the prompt. Plenty of students earn 5’s without the complexity point.

If you are ready to tackle this challenge, keep reading!

The College Board awards this point for essays that “demonstrate a complex understanding” of the topic of the prompt.

Complexity cannot be earned with a single sentence or phrase. It must show up throughout the essay. 

A complex argument starts with a complex thesis. A complex thesis must address the topic of the prompt in more than one way. Including a counter-claim or alternate viewpoint in the thesis is a good way to set up a complex argument, because it builds in room within the structure of your essay to address more than one idea (provided your body paragraphs follow the structure of your thesis!)

A complex argument may include corroboration - evidence that supports or confirms the premise of the argument. Clear explanation that connects each piece of evidence to the thesis will help do this. In the LEQ, your evidence is all from your knowledge of history, so it’s up to you to fully explain how that evidence backs up your thesis. Consistent, thoughtful explanation can go a long way toward the complexity point.

A complex argument may also include qualification - evidence that limits or counters an initial claim. This isn’t the same as undoing or undermining your claim. Qualifying a claim shows that it isn’t universal. An example of this might be including continuity in an essay that is primarily about change.

A final way to introduce complexity to your argument is through modification - using evidence to change your claim or argument as it develops. Modification isn’t quite as extreme as qualification, but it shows that the initial claim may be too simple to encompass the reality of history.

Since no single sentence can demonstrate complexity on its own, it’s difficult to show examples of complex arguments. Fully discussing your claim and its line of reasoning, and fairly addressing your counter-claim or alternate view is the strongest structure to aim for a complexity point. Explain everything as you go and aim for success!

How to Rock the LEQ: The Process

Before you start writing....

It is tempting to just start writing at the beginning of your LEQ time, especially if you took extra time to write your DBQ and you’re feeling some pressure. It’s actually better to take a few minutes to analyze the prompt and plan your essay before you start writing to give yourself the best shot at success. You might surprise yourself with how quickly an essay comes together after you create a solid plan.

The very first thing you should do with any prompt is to be sure you understand the question . Misunderstanding the time period, topic, or geographic region of a prompt can kill a thoughtful and well-argued essay. When you’re practicing early in the year, go ahead and re-write the prompt as a question. Later on you can re-phrase it mentally without all the work.

As you think about the question, start thinking about which reasoning skill might apply best for this prompt: causation, comparison, or continuity and change over time. 

Original prompt - Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE. 

Revised - What were the key similarities and differences in the ways that land-based (Asian) and maritime (European) empires built their governments and power between 1450-1750?

Now that you know what you’re writing about, take a few minutes to brainstorm what you know about that topic. You can make a simple graphic organizer to help you see relationships between information (i.e. a Venn diagram, T-chart, timeline, etc.), or just jot down ideas as they come to mind.

Go back over you list and mark which ideas work best as context (generally broader and less related to the prompt) and which ideas work best as evidence (more specific.)

If you have time, brainstorm a sample thesis and/or outline for how you want to structure your ideas. This may seem like an extravagance with limited time, but it can be a great cheat sheet for you if you lose your way in the middle of a body paragraph.

When you have a plan you like, start writing!

Writing the essay

Your introduction should include your contextualization and thesis. Start with a statement that establishes your time and place in history, and follow that with a brief description of the historical situation. Connect that broader context to the theme and topic of the prompt. Then, make a claim that answers the prompt, with an overview of your reasoning and any counter-claim you plan to address.

Body paragraphs will vary in length, depending on how many documents or other pieces of evidence you include, but should follow a consistent structure. Start with a topic sentence that introduces the specific aspect of the prompt that paragraph will address. There aren’t specific points for topic sentences, but they will help you stay focused.

Follow your topic sentence with a piece of evidence and connect it back to your topic sentence and/or thesis. Continue with 1-2 pieces of evidence and more explanation until you have completed the argument of your topic sentence. Then start a new paragraph with a new topic sentence.

Each body paragraph will follow this general format, and there is no set number of paragraphs for the LEQ (minimum or maximum.) Write as many paragraphs as you need to fully answer the prompt by developing the argument (and counter-argument if applicable) from your thesis.

If you have time, you may choose to write a conclusion . It isn’t necessary, so you can drop it if you’re rushed. BUT, the conclusion is the only place where you can earn the thesis point outside the introduction, so it’s not a bad idea. You could re-state your thesis in new wording, or give any final thoughts in terms of analysis about your topic. You might solidify your complexity point in the conclusion if written well.

Since most people write the DBQ first, when you finish the LEQ you’re done with your AP Exam. Congratulations!

Sample Prompts

AP World History: Modern

In the period 1450-1750 CE, empires achieved increased scope and influence around the world, shaping and being shaped by the diverse populations they incorporated.

Develop an argument that compares the process of empire building in land-based and maritime empires in the period 1450-1750 CE.

AP US History

Evaluate the extent to which Massachusetts and Virginia differed in the ways that economic development affected their politics between 1607 and 1750.

AP European History

Evaluate the effectiveness of challenges to royal authority in Eastern Europe in the seventeenth and eighteenth centuries.

The LEQ Rubric (Quick Reference)

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Essays That Worked

The essays are a place to show us who you are and who you’ll be in our community.

It’s a chance to add depth to something that is important to you and tell the admissions committee more about your background or goals. Below you’ll find selected examples of essays that “worked,” as nominated by our admissions committee. In each of these essays, students were able to share stories from their everyday lives to reveal something about their character, values, and life that aligned with the culture and values at Hopkins.

Read essays that worked from Transfer applicants .

Hear from the class of 2027.

These selections represent just a few examples of essays we found impressive and helpful during the past admissions cycle. We hope these essays inspire you as you prepare to compose your own personal statements. The most important thing to remember is to be original as you share your own story, thoughts, and ideas with us.

Ordering the Disorderly

Ellie’s essay skillfully uses the topic of entropy as an extended metaphor. Through it, we see reflections about who they are and who they aspire to be.

Pack Light, But Be Prepared

In Pablo’s essay, the act of packing for a pilgrimage becomes a metaphor for the way humans accumulate experiences in their life’s journey and what we can learn from them. As we join Pablo through the diverse phases of their life, we gain insights into their character and values.

Tikkun Olam

Julieta illustrates how the concept of Tikkun Olam, “a desire to help repair the world,” has shaped their passions and drives them to pursue experiences at Hopkins.

Kashvi’s essay encapsulates a heartfelt journey of self-discovery and the invaluable teachings of Rock, their 10-year-old dog. Through the lens of their companionship, Kashvi walked us through valuable lessons on responsibility, friendship, patience, and unconditional love.

Classical Reflections in Herstory

Maddie’s essay details their intellectual journey using their love of Greek classics. They incorporate details that reveal the roots of their academic interests: storytelling, literary devices, and translation. As their essay progresses, so do Maddie’s intellectual curiosities.

My Spotify Playlist

Alyssa’s essay reflects on special memories through the creative lens of Spotify playlists. They use three examples to highlight their experiences with their tennis team, finding a virtual community during the pandemic, and co-founding a nonprofit to help younger students learn about STEM.

More essays that worked

We share essays from previously admitted students—along with feedback from our admissions committee—so you can understand what made them effective and how to start crafting your own.

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How to write a PhD thesis: a step-by-step guide

A draft isn’t a perfect, finished product; it is your opportunity to start getting words down on paper, writes Kelly Louise Preece

Kelly Louise Preece

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Congratulations; you’ve finished your research! Time to write your PhD thesis. This resource will take you through an eight-step plan for drafting your chapters and your thesis as a whole. 

Organise your material

Before you start, it’s important to get organised. Take a step back and look at the data you have, then reorganise your research. Which parts of it are central to your thesis and which bits need putting to one side? Label and organise everything using logical folders – make it easy for yourself! Academic and blogger Pat Thomson calls this  “Clean up to get clearer” . Thomson suggests these questions to ask yourself before you start writing:

• What data do you have? You might find it useful to write out a list of types of data (your supervisor will find this list useful too.) This list is also an audit document that can go in your thesis. Do you have any for the “cutting room floor”? Take a deep breath and put it in a separate non-thesis file. You can easily retrieve it if it turns out you need it.
• What do you have already written? What chunks of material have you written so far that could form the basis of pieces of the thesis text? They will most likely need to be revised but they are useful starting points. Do you have any holding text? That is material you already know has to be rewritten but contains information that will be the basis of a new piece of text.
• What have you read and what do you still need to read? Are there new texts that you need to consult now after your analysis? What readings can you now put to one side, knowing that they aren’t useful for this thesis – although they might be useful at another time?
• What goes with what? Can you create chunks or themes of materials that are going to form the basis of some chunks of your text, perhaps even chapters?

Once you have assessed and sorted what you have collected and generated you will be in much better shape to approach the big task of composing the dissertation. 

Decide on a key message

A key message is a summary of new information communicated in your thesis. You should have started to map this out already in the section on argument and contribution – an overarching argument with building blocks that you will flesh out in individual chapters.

You have already mapped your argument visually, now you need to begin writing it in prose. Following another of Pat Thomson’s exercises, write a “tiny text” thesis abstract. This doesn’t have to be elegant, or indeed the finished product, but it will help you articulate the argument you want your thesis to make. You create a tiny text using a five-paragraph structure:

• The first sentence addresses the broad context. This locates the study in a policy, practice or research field.
• The second sentence establishes a problem related to the broad context you have set out. It often starts with “But”, “Yet” or “However”.
• The third sentence says what specific research has been done. This often starts with “This research” or “I report…”
• The fourth sentence reports the results. Don’t try to be too tricky here, just start with something like: “This study shows,” or “Analysis of the data suggests that…”
• The fifth and final sentence addresses the “So What?” question and makes clear the claim to contribution.

Here’s an example that Thomson provides:

Secondary school arts are in trouble, as the fall in enrolments in arts subjects dramatically attests. However, there is patchy evidence about the benefits of studying arts subjects at school and this makes it hard to argue why the drop in arts enrolments matters. This thesis reports on research which attempts to provide some answers to this problem – a longitudinal study which followed two groups of senior secondary students, one group enrolled in arts subjects and the other not, for three years. The results of the study demonstrate the benefits of young people’s engagement in arts activities, both in and out of school, as well as the connections between the two. The study not only adds to what is known about the benefits of both formal and informal arts education but also provides robust evidence for policymakers and practitioners arguing for the benefits of the arts. You can  find out more about tiny texts and thesis abstracts on Thomson’s blog.

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Write a plan

You might not be a planner when it comes to writing. You might prefer to sit, type and think through ideas as you go. That’s OK. Everybody works differently. But one of the benefits of planning your writing is that your plan can help you when you get stuck. It can help with writer’s block (more on this shortly!) but also maintain clarity of intention and purpose in your writing.

You can do this by creating a  thesis skeleton or storyboard , planning the order of your chapters, thinking of potential titles (which may change at a later stage), noting down what each chapter/section will cover and considering how many words you will dedicate to each chapter (make sure the total doesn’t exceed the maximum word limit allowed).

Use your plan to help prompt your writing when you get stuck and to develop clarity in your writing.

Some starting points include:

• This chapter will argue that…
• This section illustrates that…
• This paragraph provides evidence that…

Of course, we wish it werethat easy. But you need to approach your first draft as exactly that: a draft. It isn’t a perfect, finished product; it is your opportunity to start getting words down on paper. Start with whichever chapter you feel you want to write first; you don’t necessarily have to write the introduction first. Depending on your research, you may find it easier to begin with your empirical/data chapters.

Vitae advocates for the “three draft approach” to help with this and to stop you from focusing on finding exactly the right word or transition as part of your first draft.

This resource originally appeared on Researcher Development .

Kelly Louse Preece is head of educator development at the University of Exeter.

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Writing a PhD thesis is a complicated and demanding process that involves rigorous research, detailed analysis, and structured writing. This guide provides an extensive overview of each step required to craft a successful PhD thesis, offering essential insights and strategies that benefit novice and seasoned researchers.

Step 1: Understand the Requirements

The initial step in crafting your PhD thesis is to thoroughly understand its specific requirements, which can vary widely between disciplines and institutions. A thesis must contribute new knowledge to its field, necessitating a deep familiarity with the expected structure, depth of analysis, and submission formalities. Your university guidelines should state how many words in a PhD thesis are needed within your discipline—usually ranging from 60,000 to 80,000 words.

Step 2: Choose Your Topic Wisely

Selecting a suitable topic is crucial and should be approached with great care. Your subject should interest you, fill a research gap, and be feasible within your available time and resources. Extensive preliminary reading and discussions with advisors are crucial at this stage to refine your topic and formulate precise research questions.

Step 3: Develop a Detailed Proposal

A detailed proposal acts as your thesis roadmap, outlining your research questions, the study's significance, methodologies, and a preliminary literature review. This document guides your research trajectory and is a reference point throughout your project.

Step 4: Conduct Rigorous Research

The research phase forms the backbone of your thesis. It involves systematic data collection, comprehensive literature review, and meticulous analysis. Effective research methods are crucial, and keeping organised, detailed records during this phase will facilitate a smoother writing process later on.

Step 5: Start Writing Early

Begin writing early in the research process. Starting with less complex sections like the literature review or methodology can help clarify your thoughts and identify gaps in your research. Early writing reduces the burden as the thesis deadline approaches.

Step 6: Structure Your Thesis

A PhD thesis usually has an introduction, a literature review, a methodology, findings, a discussion, a conclusion, and a list of references. Each section serves a distinct purpose: the introduction presents your research question and its significance, while the conclusion synthesises your findings and highlights their importance. But, how long is a PhD thesis typically? It usually ranges from 100 to 300 pages, varying by field and the nature of the research conducted.

Step 7: Seek Feedback Regularly

Regular feedback from your supervisor and peers is invaluable. Sharing drafts of chapters as you complete them ensures you remain on the correct path and integrates diverse perspectives that can enhance your work.

Step 8: Revise Thoroughly

Revision is a critical phase in which good writing is refined into excellent writing. Use feedback to enhance your arguments, clarify points, and refine your prose. Expect multiple rounds of revisions and be prepared to rework sections as needed.

Step 9: Proofread and Edit

Comprehensive proofreading and editing are crucial to ensure your thesis is error-free. Consider employing PhD thesis help from a PhD thesis writing service if needed. These professionals can provide detailed feedback and help polish your document to perfection.

Step 10: Prepare for the Viva

The final step is the viva, where you'll present your research to a panel of experts in your field. Thorough preparation, including a deep understanding of your research and readiness for potential questions, is essential. This presentation is your opportunity to highlight the significance and rigour of your work.

The Importance of a High-Quality PhD Thesis

A high-quality PhD thesis is not just a requirement for completing your doctorate; it significantly contributes to your field of study. Furthermore, it highlights your ability to conduct independent research, contribute original insights, and communicate complex ideas clearly and effectively. The calibre of your thesis can influence your academic and professional future, impacting job opportunities, postdoctoral positions, and the ability to publish your work in reputable journals.

Seeking Professional Help: Sources and Providers

When crafting your PhD thesis, seeking professional help can be a wise decision. Support can come from various sources:

University Resources : Most universities offer writing centres and libraries with professionals skilled in research methodologies, writing, and editing. PhD Thesis Writing Services : Specialised services can provide comprehensive help throughout the writing process. These services employ experienced PhD thesis writers familiar with the nuances of doctoral writing across various disciplines. Independent Consultants : Expert consultants or freelance PhD thesis writers can offer personalised guidance and feedback, focusing on specific areas of your thesis where you need extra help.

The Advantages of Professional PhD Thesis Help

Opting for professional PhD thesis help offers several advantages:

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Heat index warnings can save lives on dangerously hot days − if people understand what they mean

Senior Researcher in Emergency and Risk Communication, University at Albany, State University of New York

Disclosure statement

Micki Olson receives funding from the National Oceanic and Atmospheric Administration and the Federal Emergency Management Agency.

University at Albany, State University of New York provides funding as a member of The Conversation US.

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You’ve probably heard people say, “It’s not the heat, it’s the humidity.” There’s a lot of truth to that phrase, and it’s important to understand it as summer temperatures rise.

Humidity doesn’t just make you feel sticky and uncomfortable – it also creates extra dangerous conditions on hot days . Together, too much heat and humidity can make you sick. And in severe cases, it can cause your body to shut down.

Meteorologists talk about the risk of heat and humidity using the heat index , but it can be confusing.

I’m a risk communication researcher. Here’s what you need to know about the heat index and some better ways meteorologists can talk about the risks of extreme heat.

What is the heat index, and how is it measured?

Heat index is the combination of the actual air temperature and relative humidity :

Air temperature is how hot or cold the air is, which depends on factors such as the time of day, season of the year and local weather conditions. It is what your thermometer reads in degrees Celsius or Fahrenheit.

Relative humidity compares how much water vapor is in the air with how much water vapor the air could hold at that temperature. It’s expressed as a percentage.

The heat index tells you what it “feels like” outside when you factor in the humidity. For example, if it’s 98 degrees Fahrenheit (36.7 Celsius) with 55% relative humidity, it might feel more like a scorching 117 F (47.2 C).

But there’s a catch: Heat index is measured in shady conditions to prevent the sun’s angle from affecting its calculation. This means if you’re in direct sunlight, it will feel even hotter.

Apparent temperature, alerts and wet bulb

“Apparent temperature” is another term you might hear this summer.

Apparent temperature is the “feels like” temperature. It considers not only temperature and humidity but also wind speed. This means it can tell us both the heat index and wind chill – or the combination of the temperature and wind speed. When conditions are humid, it feels hotter, and when it’s windy, it feels colder.

We found that apparent temperature is even less well understood than the heat index, possibly due to the word apparent having various interpretations.

There are a few other ways you may hear meteorologists talk about heat.

Wet bulb globe temperature considers temperature, humidity, wind and sunlight. It’s especially useful for those who spend time outdoors, such as workers and athletes, because it reflects conditions in direct sunlight.

HeatRisk is a new tool developed by the National Weather Service that uses colors and numbers to indicate heat risks for various groups. More research is needed, however, to know whether this type of information helps people make decisions.

In many places, the National Weather Service also issues alerts such as excessive heat watches, warnings and advisories .

The risk is getting lost in translation

Knowing about heat and humidity is important, but my colleagues and I have found that the term heat index is not well understood.

We recently conducted 16 focus groups across the United States, including areas with dry heat, like Phoenix, and more humid areas, like Houston. Many of the people involved didn’t know what the heat index was. Some confused it with the actual air temperature. Most also didn’t understand what the alerts meant, how serious they were or when they should protect themselves.

In our discussions with these groups, we found that meteorologists could get across the risk more clearly if, instead of using terms like heat index, they focus on explaining what it feels like outside and why those conditions are dangerous.

Watches, warnings and advisories could be improved by telling people what temperatures to expect, when and steps they can take to stay safe.

Climate change is exacerbating heat risks by making extreme heat more common , intense and long-lasting. This means clear communication is necessary to help people understand their risk and how they can protect themselves.

What you can do to protect yourself

With both hot and humid conditions, extra precautions are necessary to protect your health. When you get hot, you sweat. When sweat evaporates, this helps the body cool down. But humidity prevents the sweat from evaporating. If sweat cannot evaporate, the body has trouble lowering or regulating its temperature.

Although everyone is at risk of health issues in high heat, people over 65, pregnant women, infants and young children can have trouble cooling their bodies down or may run a higher risk of becoming dehydrated . Certain health conditions or medications can also increase a person’s risk of heat-related illness, so it’s important to talk to your doctor about your risk.

Heat illnesses, such as heat exhaustion and heat stroke, are preventable if you take the right steps. The U.S. Centers for Disease Control and Prevention focuses on staying cool, hydrated and informed .

Stay cool: Use air conditioning in your home, or spend time in air-conditioned spaces, such as a shopping mall or public library. Limit or reschedule your exercise and other outdoor plans that occur in the middle of the day when it is hottest.

Stay hydrated: Drink more water than you might otherwise, even if you don’t feel thirsty, so your body can regulate its temperature by sweating. But avoid sugary drinks, caffeine or drinks with alcohol, because these can cause you to become dehydrated.

Stay informed: Know the signs of heat illness and symptoms that can occur, such as dizziness, weakness, thirst, heavy sweating and nausea. Know what to do and when to get help, because heat illnesses can be deadly.

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‘Game of Thrones’ creator and other authors sue ChatGPT-maker OpenAI for copyright infringement

Author John Grisham appears at the opening night of “A Time To Kill” on Broadway in New York on Oct. 20, 2013, left, and author R.R. Martin appears in Toronto on March 12, 2012. Grisham and Martin are among 17 authors suing OpenAI for “systematic theft on a mass scale.” Their suit was filed Tuesday in New York and is the latest in a wave of legal action by writers concerned that AI programs are using their copyrighted works without permission. (AP Photo)

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NEW YORK (AP) — John Grisham, Jodi Picoult and George R.R. Martin are among 17 authors suing OpenAI for “systematic theft on a mass scale,” the latest in a wave of legal action by writers concerned that artificial intelligence programs are using their copyrighted works without permission.

In papers filed Tuesday in federal court in New York, the authors alleged “flagrant and harmful infringements of plaintiffs’ registered copyrights” and called the ChatGPT program a “massive commercial enterprise” that is reliant upon “systematic theft on a mass scale.”

The suit was organized by the Authors Guild and also includes David Baldacci, Sylvia Day, Jonathan Franzen and Elin Hilderbrand among others.

“It is imperative that we stop this theft in its tracks or we will destroy our incredible literary culture, which feeds many other creative industries in the U.S.,” Authors Guild CEO Mary Rasenberger said in a statement. “Great books are generally written by those who spend their careers and, indeed, their lives, learning and perfecting their crafts. To preserve our literature, authors must have the ability to control if and how their works are used by generative AI.”

The lawsuit cites specific ChatGPT searches for each author, such as one for Martin that alleges the program generated “an infringing, unauthorized, and detailed outline for a prequel” to “A Game of Thrones” that was titled “A Dawn of Direwolves” and used “the same characters from Martin’s existing books in the series “A Song of Ice and Fire.”

In a statement Wednesday, an OpenAI spokesperson said that the company respects “the rights of writers and authors, and believe they should benefit from AI technology.

“We’re having productive conversations with many creators around the world, including the Authors Guild, and have been working cooperatively to understand and discuss their concerns about AI. We’re optimistic we will continue to find mutually beneficial ways to work together to help people utilize new technology in a rich content ecosystem,” the statement reads.

Earlier this month, a handful of authors that included Michael Chabon and David Henry Hwang sued OpenAI in San Francisco for “clear infringement of intellectual property.”

In August, OpenAI asked a federal judge in California to dismiss two similar lawsuits, one involving comedian Sarah Silverman and another from author Paul Tremblay. In a court filing, OpenAI said the claims “misconceive the scope of copyright, failing to take into account the limitations and exceptions (including fair use) that properly leave room for innovations like the large language models now at the forefront of artificial intelligence.”

Author objections to AI have helped lead Amazon.com, the country’s largest book retailer, to change its policies on e-books. The online giant is now asking writers who want to publish through its Kindle Direct Program to notify Amazon in advance that they are including AI-generated material. Amazon is also limiting authors to three new self-published books on Kindle Direct per day, an effort to restrict the proliferation of AI texts.