strong apush thesis

• Thesis Action Plan New
• Academic Project Planner

Literature Navigator

Thesis dialogue blueprint, writing wizard's template, research proposal compass.

• Why students love us
• Rebels Blog
• Why we are different
• All Products
• Coming Soon

Crafting a Compelling APUSH Thesis: A Step-by-Step Guide

The Advanced Placement United States History (APUSH) exam can be a daunting challenge, but with the right approach to crafting your thesis, you can navigate it successfully. A compelling thesis is not just a statement of facts; it's a clear, concise argument that sets the tone for your essay and guides your analysis. This step-by-step guide offers strategies to develop a robust thesis framework and enhance your writing, ensuring you're well-prepared to tackle the APUSH exam with confidence.

Key Takeaways

• Develop a strong APUSH thesis by understanding the exam structure, identifying key historical themes, and formulating a clear, arguable statement.
• Enhance your thesis with effective writing strategies, including the use of evidence and synthesis, to create a persuasive and well-supported argument.
• Continuously refine your thesis through revision and feedback, adapting your approach to meet the rigorous standards of the APUSH exam.

Developing a Robust APUSH Thesis Framework

Understanding the apush exam structure.

Before you can craft a compelling APUSH thesis, it's essential to grasp the structure of the APUSH exam. The exam is divided into two main sections, each with its own weight towards your final score. The first section accounts for 60% of your total score , while the second section makes up the remaining 40%. Within these sections, you'll encounter a variety of question types, including multiple-choice questions, short-answer questions, a Document-Based Question (DBQ), and a Long Essay Question (LEQ).

To perform well, you must be adept at managing your time. For instance, the multiple-choice section requires you to answer 55 questions in just 55 minutes . These questions are often grouped into sets that pertain to specific historical periods or themes. Familiarizing yourself with the exam's pacing and question formats is crucial for developing a thesis that is not only historically accurate but also strategically tailored to the exam's demands.

Remember, a well-structured thesis is the backbone of your essay responses. It guides your argument and helps you stay focused on the prompt. As you prepare, consider using available resources such as worksheets and templates to organize your thoughts and ensure your thesis is clear, concise, and compelling.

Identifying Key Themes and Historical Contexts

To craft a compelling APUSH thesis, you must first identify the key themes and historical contexts that are central to your prompt. Begin by analyzing the time period, considering the social, political, and economic factors that shaped the era. Synthesize this information to pinpoint the overarching themes that will serve as the foundation of your argument.

Next, create a list of significant events, figures, and developments that are relevant to your thesis. This will not only aid in structuring your argument but also ensure that your thesis is grounded in historical evidence. Consider the following points:

• Major conflicts and resolutions
• Influential leaders and their policies
• Social movements and cultural shifts
• Economic trends and technological advancements

Remember, a nuanced understanding of these elements is crucial for formulating a clear and arguable thesis statement. Utilize resources such as worksheets and templates , which can help organize your thoughts and research effectively. By doing so, you'll be well on your way to presenting a thesis that not only argues a point but also encapsulates the complexity of the historical narrative.

Formulating a Clear and Arguable Thesis Statement

After identifying the key themes and historical contexts relevant to your APUSH exam prompt, you are ready to craft a thesis statement that will serve as the backbone of your essay. A strong thesis statement is essential for a compelling essay that sets you apart from the competition . It should not only present your argument but also reflect a clear understanding of the relative importance of the events or issues you are discussing.

To formulate a clear and arguable thesis statement, consider the following steps:

• Review the prompt carefully and underline key terms and questions.
• Brainstorm a list of historical facts, events, and perspectives that relate to the prompt.
• Narrow down your focus to a specific argument that you can support with evidence.
• Write a preliminary thesis statement and refine it to ensure clarity and argumentative strength.

Remember, the History Writing Center is available to any student needing assistance with their writing assignments. Utilize such resources to enhance your thesis and ensure it meets the rigorous standards of the APUSH exam. As you compare and contrast different viewpoints, your thesis should guide the analysis, leading to a nuanced and insightful essay.

Enhancing Your Thesis with Effective Writing Strategies

Incorporating evidence and analysis.

Once you have a clear and arguable thesis statement, it's time to fortify it with solid evidence and sharp analysis. Begin by selecting reliable sources that provide relevant historical facts, figures, and viewpoints. Remember, your evidence should not only support your thesis but also demonstrate a deep understanding of the APUSH themes and contexts.

Incorporate a variety of evidence types , such as primary documents, scholarly articles, and statistical data, to enrich your argument. For instance, a table comparing key economic indicators across different historical periods can succinctly illustrate trends relevant to your thesis:

Analyzing your evidence involves more than just summarizing information; it requires you to make connections and highlight contradictions that reveal the complexity of historical events. As you weave your evidence into your essay, ensure each piece of information clearly ties back to your thesis, thereby strengthening your argument and demonstrating nuanced understanding.

Mastering the Art of Synthesis

Synthesis in APUSH essays is not just about combining different pieces of evidence; it's about creating a cohesive argument that demonstrates a deep understanding of the historical context. To master synthesis, you must weave together your knowledge and insights to form a compelling narrative. This involves not just citing sources but scrutinizing them to support your position, as suggested by the AP Language and Composition Exam Rubric.

Consider the following steps to enhance your synthesis skills:

• Read the prompt multiple times to fully grasp your purpose and topic.
• Identify the parameters of your comparison or argument.
• Use evidence from the given sources to support your thesis, ensuring each piece is properly cited.
• Analyze how each source relates to your thesis and to one another, creating a network of information that backs your central argument.

Remember, a well-synthesized essay shows not only your ability to recall information but also to think critically and make connections between historical events and themes. Utilize tools such as worksheets and templates , which emphasize the importance of a master thesis in graduate programs, to organize your thoughts and evidence effectively.

Refining Your Thesis Through Revision and Feedback

Once you have formulated your thesis statement, the journey to perfection is far from over. Revision and feedback are crucial to refining your argument and ensuring it meets the rigorous standards of the APUSH exam. Begin by revisiting your thesis with a critical eye, questioning its clarity and the strength of its argument. Does it address all key terms from the prompt, including the specific time period and themes?

Next, seek feedback from peers, teachers, or academic mentors. Constructive criticism can provide new perspectives and highlight areas for improvement that you might have overlooked. Here's a simple checklist to guide your revision process:

• Ensure your thesis is clear and concise.
• Verify that your thesis makes an arguable claim.
• Check for integration of APUSH themes and historical contexts.
• Confirm that your thesis sets the stage for your evidence and analysis.

Remember, the goal is to craft a thesis that not only demonstrates your historical knowledge but also showcases your ability to analyze and synthesize information. Stay organized and passionate, and don't hesitate to revise multiple times until your thesis is as compelling as it can be.

Unlock the full potential of your thesis with Research Rebels' proven writing strategies and step-by-step Thesis Action Plan. Transform your academic journey with our expertly crafted guides, designed to alleviate stress and enhance your writing skills. Don't let thesis anxiety hold you back any longer. Visit our website now to claim your special offer and embark on a path to thesis success with confidence and ease. Your journey to an outstanding thesis begins with a single click - make it count!

In conclusion, crafting a compelling APUSH thesis is an essential skill for success in the exam and beyond. By following the step-by-step guide outlined in this article, students can develop a strong thesis that not only meets the rubric's criteria but also showcases their analytical abilities and historical understanding. Remember, the key to a persuasive thesis lies in clear argumentation, thorough contextualization, and the effective use of evidence. As students continue to practice and refine their thesis-writing skills, they will find themselves better prepared to tackle the challenges of the APUSH exam and to engage with historical discourse at a higher level. With dedication and the right approach, any student can master the art of thesis writing and join the ranks of Research Rebels, turning the once-daunting task into a journey of academic discovery and success.

Frequently Asked Questions

What are the key components of a strong apush thesis statement.

A strong APUSH thesis statement should clearly address the prompt, take a position or make an argument, incorporate specific historical evidence, and provide a roadmap for the essay. It should be concise, coherent, and reflect a deep understanding of the historical context.

How can I effectively incorporate evidence into my APUSH thesis?

To effectively incorporate evidence into your APUSH thesis, you should select relevant facts, quotes, or examples from primary and secondary sources that directly support your argument. Make sure to explain how the evidence connects to your thesis and use it to advance your analysis.

What strategies can I use to refine my APUSH thesis through revision?

To refine your APUSH thesis, you can seek feedback from peers or instructors, reassess the clarity and strength of your argument, ensure alignment with the prompt, and check for precision in your language. Additionally, verify that your thesis is supported throughout your essay with solid evidence and analysis.

The Ultimate Blueprint for Bachelor Thesis Success in 40 Days

The feedback loop: navigating peer reviews and supervisor input, how to conduct a systematic review and write-up in 7 steps (using prisma, pico and ai).

Mastering the Art: How to Write the Thesis Statement of a Research Paper

Cómo escribir una propuesta de investigación para un doctorado

Thesis Revision Made Simple: Techniques for Perfecting Your Academic Work

Integrating Calm into Your Study Routine: The Power of Mindfulness in Education

How to Determine the Perfect Research Proposal Length

How Do I Start Writing My Thesis: A Step-by-Step Guide

From Idea to Proposal: 6 Steps to Efficiently Plan Your Research Project in 2024

Thesis Action Plan

• Blog Articles
• Affiliate Program
• Terms and Conditions
• Payment and Shipping Terms
• Privacy Policy
• Return Policy

© 2024 Research Rebels, All rights reserved.

Your cart is currently empty.

Choose Your Test

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

The Ultimate APUSH DBQ Guide: Rubric, Examples, and More!

Advanced Placement (AP)

You’ve been working hard in your AP US History class, and now it’s time to start prepping for your APUSH exam. 

But there’s a lot you’ll need to know if you want to do well, especially on the APUSH DBQ section. For instance, you’ll need to understand the APUSH DBQ rubric so you know how you’ll be scored on your answers, and you’ll need to look at a few APUSH DBQ examples so you understand what it takes to 

Luckily for you, we’ve compiled everything you need to know about APUSH DBQs in one easy place. (That place is, uh, here. ) We’ll go over: 

• An explanation of what APUSH DBQs are and why they’re important 
• A walkthrough covering how APUSH DBQs work on the exam and what to expect
• A six-step process for writing a great DBQ
• Four tips for studying for and answering the APUSH DBQs

We’ll also give you an APUSH DBQ rubric and APUSH DBQ examples That’s a lot to talk about, so let’s get going!

The APUSH DBQ is an essay-based question, so you'll have to write quickly!

What Is an APUSH DBQ? 

A DBQ is a “document-based” question that you’ll have to answer on your AP exam. For these questions, you’ll be given seven “documents,” which are short readings that cover different, usually related aspects of US History. From there, you’ll be asked to answer each DBQ in essay form using information from the documents you’ve been provided! 

The good thing about APUSH DBQs is that they’re open-ended, meaning there are multiple correct ways to answer each question. The downside is that in order to answer the question and earn full credit, you’ll need to analyze and incorporate multiple documents as part of your argument. 

And did we mention you’ll only have a limited amount of time to answer the DBQ, and that it's worth 25% of your total test score? That’s why APUSH DBQs can be stressful for test-takers! 

How Do DBQs Work on the APUSH Exam?

The APUSH exam consists of 60 questions in total. Here’s how they break down across the test: 

Of the two free response questions, one is a long essay (worth 15%) and one is a DBQ. This means that the sole DBQ is, by itself, worth 25% of your total grade, making it the single most heavily-weighted question on the APUSH exam.  

The APUSH DBQ will consist of a single open-ended prompt . To answer it, you’ll have to create a persuasive argument that uses the documents you’ve been given on the exam itself. (More on that a bit later.) 

To give you a little more context, here are some actual APUSH DBQ examples from previous years’ APUSH exams:

• “Evaluate the extent of change in ideas about American independence from 1763 to 1783.” ( 2017 ) 
• “Evaluate the relative importance of different causes for the expanding role of the United States in the world in the period from 1865 to 1910.” ( 2018 )
• “Evaluate the extent to which the Progressive movement fostered political change in the United States from 1890 to 1920.” ( 2019 )

APUSH Document Types 

To answer these questions well, you’ll also have to read, analyze, and incorporate information from seven documents you’ll be provided on test day. These documents will be a mixture of: 

• Primary texts : texts that were actually written in the time period you’re being asked about
• Secondary texts : texts written by later historians that explain the time period 
• Images: these are typically either political cartoons or artworks from the time period

How many of each type of document you’ll see on your exam varies from year to year, so you’ll need to be equally comfortable using all three types of documents. 

You’ll have to read through all seven documents and understand them so you can use them to answer your DBQ question. The information in the documents will help you create a thesis, build your argument, and prove your point…so you can get a great APUSH DBQ score! Just remember: to earn full credit, you’ll also have to explain how at least six of the documents are relevant to your argument, using evidence to back those claims up. 

Using Outside Information 

Along with the provided documents, you’ll also be expected to use one piece of historical evidence that isn’t included in the documents , but you already know from your own reading. This is information that you’ll have studied in class (or read on your own!) that applies to the DBQ and supports your argument. 

Unfortunately, you won’t be able to bring any class notes with you on exam day. That means you’ll need to study ahead of time so you’ll be ready to incorporate outside information into your DBQ answer! 

Whew! That’s a lot! However, if it makes it any easier, the APUSH DBQ will only cover the period from 1754-1980 . That means you’ll only need to focus on studying–and remembering!--information from about 230 years. 

Understand the APUSH DBQ Rubric

First, you need to understand what the expectations are and how your answer will be graded. That means reading through and understanding the official APUSH DBQ rubric!

The good news is that the College Board has provided the APUSH DBQ rubric as part of their 2021 AP Exam Administration Scoring Guidelines - AP United States History document .  

Here’s how the rubric breaks down:

Thesis (1 point) 

First, you’ll need to create a thesis that “responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.” In order to get this point you’ll need to make an arguable claim based on the documents that answers the question of the prompt.  

In other words, you’ll need to choose a position and then defend it with evidence from the documents and your knowledge base. 

Contextualization (1 point) 

In order to get a point for contextualization you’ll need to “accurately describe a context relevant” to the time period covered by the prompt. What this means is that you’ll have to describe the political, social, or economic events and trends that contributed to what your thesis is arguing. 

Some of this you’ll know from the provided documents, but some of it you will also be expected to know on your own based on what you’ve studied in AP US History. You’ll also need to relate your knowledge to “broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.” That means you have to show how the events of this time period are relevant now or how they are similar to some other historical situation .

Evidence (3 points)

For this part of the rubric, you’ll earn one point just for incorporating specific evidence that does not come from the provided documents in a way that is relevant to your thesis! 

In order to earn the other two points, you must support your argument by using content from six of the seven documents . (If you don’t use six documents, but do use at least three of them, you’ll only earn one point.) 

You can’t just randomly throw information from the documents into your essay, though, you have to use it in a way that supports your argument and accurately represents what the documents are saying . 

Analysis and Reasoning (2 points)

For the analysis and reasoning section, you get one point for explaining “how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.” You’ll earn another point for “complexity,” showing that you understand the time period that the prompt covers and use evidence to prove your understanding and back up your argument . 

So to earn analysis and reasoning points, you have to prove how the documents are relevant to your argument, your argument has to demonstrate you understand the historical events of the time period, and you’ll have to create an argument that is well-reasoned and “complex.” 

You’ll need to show graders you understand there’s a variety of possible perspectives about the issue you’re writing about and that people in that era did not all agree or have the same experiences.

Step-By-Step Process for Tackling an APUSH DBQ

The APUSH DBQ is a complicated question that tests you over several different skills, so there isn’t any simple technique to ace it. However, if you master each of the individual skills it takes to do well on the DBQ examples, rocking your APUSH DBQ will be much easier! 

Here are five steps you can follow to build a foundation that’ll help you ace the DBQ. 

Step 1: Take a Practice DBQ

The best way to master APUSH DBQs is by practicing with real APUSH DBQ examples.

The College Board’s website has the actual prompts from 2015-2019 available to download. This means you can take at least five practice APUSH exams, as well as read APUSH DBQ example responses and APUSH DBQ rubrics, for free! 

This is excellent news because you can take several practice swings at answering APUSH DBQs before you have to tackle the real thing on test day. 

Before practicing DBQ responses, it’s a good idea to take at least one APUSH DBQ practice test so you know what your baseline is. That way, you’ll understand your strengths and weaknesses and can really zero in on your weakest areas! From there, you can work through the practice APUSH DBQ prompts on their own. 

However, the nature of a free response means that it won’t be easy for you to grade by yourself. To evaluate your DBQs, be sure to use the APUSH DBQ rubric we walked through above. Honestly try to assess whether or not you incorporated the information thoroughly and accurately. You can also ask a teacher, tutor, or even a family member to grade your APUSH DBQs for you as well! 

Later, after you practice the skills outlined in the steps below, take another practice DBQ and see if it seems easier for you. Compare your score to the baseline score from your first attempt. Then, re-read over your textbooks and take it again. Repeat the cycle a couple of times. The big benefit will be that you will eventually get so used to the APUSH DBQ that you will be more comfortable in the actual testing environment .

Step 2: Practice Writing a Thesis

Because your DBQ response will have to choose a position and defend it, you’ll need to work on writing strong thesis statements. A thesis statement is essentially your argument in a nutshell, and it sums up the purpose of your essay. 

The most important aspect of your APUSH DBQ thesis is that it has to make a claim that is both arguable (meaning you can use evidence to prove it) and is relevant to the prompt you’re given. However, you don’t want to just restate the prompt in your thesis! 

Here’s what we mean. Let’s say your APUSH DBQ prompt is: 

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

You don’t want your thesis to be “Ideas about American independence changed a lot from 1763 to 1783. That’s just adding a few words to the prompt…and it’s not descriptive enough to cover the argument you’ll make later. Instead, make a specific claim about how and why ideas about American independence changed, and you’ll need to use the documents provided to prove it!

So for this example, a better thesis might be, “Between 1763 and 1783, American ideas about independence changed from being unsure about how the nation could survive without British rule to believing in (and fighting for) the nation’s independence.” 

Because APUSH DBQs are open-ended, there are actually many different thesis statements you could come up with that would let you write an amazing answer. Here are two APUSH DBQ examples that College Board considers acceptable theses for this prompt:

• “The ideas about American independence changed greatly from 1763 to 1783. In the beginning, colonists only wanted representation and a say in the legislation of new laws, but by 1783 Americans wanted true freedom from British rule.” 
• “From 1763–1783, ideas of American independence changed from the colonies blindly accepting the tyranny of the British by religious rights of divine kings to believing in natural rights of individuals against British rule.”

Let’s look at how these theses make specific claims: 

The first thesis argues that colonists originally only wanted representation, but by 1783 wanted freedom from British rule. These are two different mindsets that the author can then use the documents to illustrate and prove actually existed. 

The second example thesis addresses a more theoretical change in belief: one that changes from Americans of 1763 accepting the medieval notion of the king inheriting from God the right to govern, to one in which Americans of 1783 believed that individuals had the natural right of freedom from tyranny. The author can then use the documents as evidence that Americans in that time period had those beliefs, and can argue about what happened to change them.

By practicing thesis writing, you’ll be able to create a detailed–and defensible!--statement that will help you create a convincing DBQ argument. 

An outline will serve as a roadmap that'll help you write a great essay—and it'll help you manage your time, too. 

Step 3: Practice Creating an Outline

With only an hour to read the documents to write your essay, you probably won’t have time to revise. It’s very important that you make the best use of the limited time you will have available, so an outline will help you organize your thoughts and will keep you on track as you write. 

Just be careful that you don’t take too much time with your outline–you need to write a whole essay! Five minutes (or less!) is all you need to put together an outline that’ll help you write an awesome DBQ. 

With that said, let’s talk about what makes up a great outline.

Two important elements of a good outline are an introduction and conclusion ! Your intro will set up your thesis and your conclusion to restate your thesis while explaining why it’s relevant to the reader today. Because both of these sections center around your thesis statement, they’ll help you organize the rest of your argument…and your DBQ essay! 

Once you have those in place, you can start adding body paragraphs to your outline. Since you only have about 45 minutes to write this essay, you don’t want too many of them. Three or four body paragraphs will be enough to get the job done. 

The most important thing about your body paragraphs is that each of them makes a claim that a) supports your thesis and b) allows you to incorporate information from the documents as evidence. You may even want to make a note of which documents you want to use in each body paragraph! 

Here’s an outline template you can use as you practice your APUSH DBQs:

• Set up your argument and include your thesis.
• You can break down your thesis into several component steps, which will then become the body paragraphs as you expand upon them.
• Tell the reader what they need to know about the historical situation. 
• Include any information you might already know from outside the provided documents.
• Make the first argumentative point you mentioned in your introduction/thesis.
• Use information from two to three documents to illustrate and prove your point.
• Make the second argumentative point you mentioned in your introduction/thesis.
• Use two to three different documents to support this point. 
• If you have a third argumentative point, you’ll need to make it here. 
• Be sure to use at least one document to support your argumentative point. 
• Restate your thesis and summarize the main points you’ve made.
• Show how it’s relevant to the reader.

Again, this outline doesn’t need to be fancy! Jotting down a few words–or a short sentence–for each point will get you to where you need to go. 

Step 4: Practice Incorporating Quotes and References 

As you write your essay, you’ll need to use examples from the documents provided–and each time you do so, you need to explain documents you pulled the information from. You’ll do this whether you are quoting your source or just paraphrasing it. 

There are two ways to do this:

#1: Attribution

Attributing your information means you tell your reader in the sentence which document you’re quoting or paraphrasing from. Below are two attribution DBQ examples APUSH considers acceptable: 

"Charles Inglis uses reason to note that the colonies would be unable to sustain themselves without British support because the colonies don’t make enough money through agriculture and commerce.”

Notice that even though this APUSH DBQ example doesn’t quote Inglis outright, the author still lets the readers know which source they’re using to prove their point.

#2: Parenthetical

Using a parenthetical citation means that you put either the author of the source’s name or which document it’s from, in parentheses, at the end of the sentence. H ere’s an example of parenthetical citation that the College Board considers acceptable:

“He claimed only man himself can direct his own actions and decisions, not the rule of any legislative authority or man (Doc. 3).”

Since the sentence does not say who “he” is, the author of this essay has included this parenthetical citation (Doc. 3) that the reader can use to read the document in question and see if the argument the author is making is correctly represented from the source.

As you use these sources, you need to make sure that you are using the document accurately and not plagiarizing. Your goal is to show that you understand each document and know how to incorporate it into an argument. 

Step 5: Understand Time Management

One of the most important skills you can acquire by taking multiple attempts at the APUSH DBQ practice test will be time management . When you’re in the actual test environment, you won’t be able to use your phone to set a timer or alarm, so it can be difficult to keep track of how much time you’re spending on reading and re-reading the documents, brainstorming, and outlining. 

You want to leave yourself the majority of the time allowed (which will be one hour) for writing. College Board’s APUSH DBQ rubric recommends that you spend 15 minutes reading the documents and 45 minutes writing the essay . 

The best way to get your time management down is practice . Set timers during your APUSH DBQ practice test so you can get a feel for how much time it takes to put an answer together. That way you have a feel for the process and will have enough time to write your DBQ on test day. 

4 Tips for Mastering APUSH DBQs

Now that you’ve read our step-by-step process for tackling the APUSH DBQ and have seen several APUSH DBQ examples, here are some expert tips on doing well on the APUSH DBQ .  

Tip 1: Remember that Each Point Is Scored Separately

Go through the APUSH DBQ rubric and take note of each individual task since you’ll be scored on how well you complete each one . For each task, there are usually multiple points available. 

For example, you’ll earn one point for using at least three documents in your DBQ. But if you want to earn the full two points for that category, you’ll need to incorporate at least six documents into your answer.  

By understanding the rubric, you’ll be able to maximize how many points you earn on your DBQ. 

Tip 2: Your Essay Can Contain Errors 

Now, don’t misunderstand us: you can’t say an author makes one claim when they are clearly saying the opposite. You also can’t write something that is obviously wrong, like that America continues under British rule because the revolution was unsuccessful, and get full credit!  

But you can make minor errors that don’t detract from your argument as long as you are demonstrating a knowledge of the time period and the ability to incorporate evidence to make an argument. So for example, if you said that the First Continental Congress ended in November instead of October of 1774, you’ll still be able to earn full credit despite making a small error. 

Tip 3: Write For Clarity 

One thing to keep in mind is that you will be graded on how well you make and argue a thesis, and how well you incorporate the evidence from the documents to support that thesis– you don’t get graded on how beautifully or fluently you write ! So, while you’ll want to use correct grammar and write as clearly as you can, don’t spend too much time thinking about how best to phrase things as if you were writing for publication. Just focus on clearly explaining your ideas! 

You won’t have points taken away for grammatical errors unless they make it difficult for the graders to see how you’ve used the evidence to make an argument.

Tip 4: Connect the Dots 

Not only for the APUSH DBQ, but for everything you write, you need to ask yourself, why is this relevant? In the contextualization section, you are required to relate the information you’re conveying to other time periods or situations to earn full credit.

This is your chance to show that while the period you’re writing about may have been long in the past, the events are still relevant to us today ! This is why we read, write, and study history in the first place!

What’s Next? 

If you’re taking APUSH, you’re probably taking other AP classes as well! Here’s a general guide to preparing for AP tests that’ll help you get ready for any other AP exams you take. 

Like we mentioned earlier, taking practice tests is one of the best ways you can get ready for your actual AP exams. Here’s a guide that’ll help you find the best AP practice tests for each exam.

If you’re taking multiple AP tests, you’ll need to maximize your study time. One way to do this is to study for each test based on when you’ll have to take it! Our complete breakdown of the AP exam schedule will help you manage your study time efficiently and effectively. 

Trending Now

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

ACT vs. SAT: Which Test Should You Take?

When should you take the SAT or ACT?

Get Your Free

Find Your Target SAT Score

Free Complete Official SAT Practice Tests

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

Score 800 on SAT Math

Score 800 on SAT Reading and Writing

How to Improve Your Low SAT Score

Score 600 on SAT Math

Score 600 on SAT Reading and Writing

Find Your Target ACT Score

Complete Official Free ACT Practice Tests

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

Get a 36 on ACT English

Get a 36 on ACT Math

Get a 36 on ACT Reading

Get a 36 on ACT Science

How to Improve Your Low ACT Score

Get a 24 on ACT English

Get a 24 on ACT Math

Get a 24 on ACT Reading

Get a 24 on ACT Science

Stay Informed

Get the latest articles and test prep tips!

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

Ask a Question Below

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

United States History Writing Study Skills

Frank Warren, a history professor at Queens College and a former Chief Faculty Consultant for AP U.S. History, offers the following suggestions for writing a good response to a document-based question (DBQ) or free-response essay question.

Write More Often

AP students need to write, and to write often. This practice is an excellent way to develop the skill of casting a thesis statement and marshalling evidence in support of a valid generalization.

Define Your Terms Where Necessary

Look especially at terms like liberal or conservative, radical or progressive. Be prepared to define other central terms, such as major change, that may appear to be obvious but can be ambiguous.

Start with a Clearly Stated Thesis

Some good essay writers begin with a thesis statement, back it up with supporting evidence from documents and outside knowledge, and, if time permits, restate the thesis at the end. Other writers analyze the material and build up logically to their thesis statement. On an AP Exam, you should use whichever method you feel most comfortable with. In any case, exam day is probably not a good time to experiment with a new, unfamiliar method of writing.

Organize Your Response Carefully

In addition to having a strong thesis, it is a good idea to have a guiding organizational principle—a stated agenda for making your point. Try to integrate your outside information into your response. Your exam shouldn’t read as if you threw in a few tidbits of outside information at the end.

Make Sure Thesis Matches Assessment and Knowledge

Many good essay writers demonstrate a sense of complexity in the documents, showing that most of the evidence may point in one direction but that part of the evidence points in a different direction. It is better, however, to support a clear, simple thesis than to create artificially a complexity that you can't support using the documents or outside knowledge. Almost every essay—including the DBQ—is designed to allow the student to agree or disagree with the statement. Your ultimate goal should be to present a well-argued and well-supported thesis, not merely to give the people scoring the essay what you think they want.

Build an Argument

The best essays—in terms of arguing their case—are those that marshal the positive arguments in favor of their position but that also refute or answer possible rival theses. Even if you think a statement is completely true, it is better to confront and negate the evidence that seems to refute it than to ignore the counterevidence completely.

Integrate the Documents and Your Analysis

Don’t merely explain what is stated in the documents. Rather, use the documents as part of an integrated essay in support of your thesis.

Don’t Quote Large Portions of the Documents

The readers of the essays are already familiar with the documents. You can quote a short passage or two if necessary, to make your point, but don’t waste time or space reciting them.

Choose Your Essays Wisely

Select the questions you are best prepared to answer. The questions that invite the easiest generalizations are not always the ones you should answer. As you read through the questions and make your choices, ask yourself for which of the questions are you best prepared to support your thesis.

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

AP U.S. History Document Based Question Example

The DBQ requires you to analyze the documents in addition to bringing outside information to bear on the question. This is a difficult task, and you have only 15 minutes to plan before you begin writing. Don’t panic! Use the same strategies given for the LEQ for document analysis . The more you practice using these strategies, the better you will become at quickly finding significance in the documents.

Use the prompt and documents below to practice writing a DBQ . Either create an outline of key points or time yourself for 55 minutes (15 to prep and 40 to write) to get test day practice. Check your answers against the sample response at the end to see how yours compares!

DBQ Sample Question

Evaluate the extent of change in United States political parties in the period 1791 to 1833.

Step 1: Analyze the Prompt

Spend the 15-minute reading period analyzing the documents themselves, thinking for each document about its authorship/historical situation, main idea, and why it was written.

Begin grouping the documents into categories that you can use to help organize your essay. The following is a sample high-scoring writer’s notes on the documents:

1.  Hamilton – Fed.: federal implied powers equal with explicit powers in Constitution, bank constitutional 2.  Jefferson – Demo-Rep.: federal government only has powers delegated by Constitution, bank unconstitutional 3.  Jefferson inaugural address: all parties follow same principles 4.  Map of territories, feat. Louisiana Purchase – large territory bought by Jefferson 5.  Hartford Convention – Fed.: want Congress to have high consensus to take action 6.  Jackson – Demo.: veto bank b/c unconstitutional 7.  Nat.-Rep. (Whig) cartoon: Jackson like king trampling Constitution w/ vetoes

• Fed. & Demo.-Rep. initial views: 1 & 2
• Feds. changing view: 5
• Demo.-Rep. changing view: 3, 4
• new parties & new issues: 6, 7

Step 2: Plan Your Response

• Thesis : parties changed ideals & new parties formed w/ new focuses; all devoted to Constitution ( complex understanding : change and continuity)
• Hamilton (Doc. 1): Fed. pro-bank, loose construction, strong central government
• Jefferson (Doc. 2): Demo.-Rep. anti-bank, strict construction, powerful states
• Jefferson (Doc. 3): reconcile w/ Feds. ( sourcing 1 )
• LA Purchase (Doc. 4): shift from strict construction
• Add’l Evidence : Jefferson Embargo Act: shift to strong fed.
• Context : war with Britain, impact on Feds.
• Hartford Convention (Doc. 5): shift from strong fed.
• Add’l Evidence : Era of Good Feelings
• Democrats & Whigs issues: bank, power of president, internal improvements
• Jackson cartoon (Doc. 7) ( sourcing 2 )
• (Doc. 3) “same principle”
• (Docs. 1 & 2) interpretations of Const.
• (Doc. 6) Jackson claim bank unconst. ( sourcing 3 )
• ¶conclusion: parties shifted in ideologies, new parties based on events, still devoted to Const.

Step 3: Action! Write Your Response

Step 4: proofread, sample high-scoring document-based question response.

The first two parties emerged from disagreements about forming a Bank of the United States. Secretary of the Treasury Alexander Hamilton developed a loose construction view of the Constitution, using the implied powers of the federal government in the Constitution to justify his support for a bank (Document 1). Secretary of State Thomas Jefferson argued for a strict construction view, opposing the Bank since it was not explicitly permitted by the Constitution and, he claimed, therefore unconstitutional (Document 2). These philosophies became the foundation of the first two political parties. Hamilton led the Federalists, who championed a strong federal government. Jefferson and James Madison led the Democratic-Republicans, who believed power rested with the states.

However, over time it became clear that the unwavering views of the two political parties needed to moderate if the country were to grow. Jefferson made the first step toward moderation of his political philosophy and reconciliation with the Federalists in his First Inaugural Address (Document 3), stating “We are all Republicans, we are all Federalists.” As the newly elected president, perhaps Jefferson felt required to placate his political opponents and didn’t fully believe this sentiment, but his time in office would prove that more moderate views were politically expedient. Jefferson and his party had to further adjust their ideals when the opportunity to purchase the Louisiana Territory from France arose in 1803 (Document 4). There was no provision in the Constitution for a president to buy more territory. However, Jefferson moderated his own strict construction views and made the purchase. Later, when American shipping was disrupted during the Napoleonic Wars, Jefferson again showed a shift from his original pro-state view and took the strong federal action of supporting the Embargo Act.

The Federalists also modified their views after war broke out with Great Britain. The Federalists, many of whom were merchants negatively impacted by the war’s impact on trade, protested America’s involvement. Federalists formulated a set of demands in Hartford, Connecticut (Document 5). By proposing that some government actions require a full two-thirds approval of the states, they were essentially challenging the authority of the federal government and seeking a way for their minority party to gain a greater say in decisions. Thus, the party that had favored a strong central government had now adopted an opposite view based on their circumstances. Both the initial parties changed their ideals when faced with events while governing.

As time went on, new parties emerged that were centered around the new concerns of their times. During the one-party Era of Good Feelings, the Federalist Party essentially ceased to exist, showing that political parties can disappear if their particular focuses are no longer relevant. The Democratic-Republican Party eventually split into two new parties: the Democrats and the Whigs. Although the National Bank was still a divisive issue, these new parties now focused on the issues of the power of the presidency and the role of the national government in modernization. The political cartoon in Document 7, created by a member of the Whigs, demonstrates the Whig view of opposing a strong executive by depicting the Democrat Jackson as a king who literally is trampling the Constitution under his feet. The intent of the cartoon is to mock Jackson as acting more like a king than a president by his excessive use of the veto. That a major facet of the Whig party was its opposing a particular president demonstrates the tendency of early political parties to form and dissolve as issues changed over time.

Despite the changes, all the early parties remained devoted to the principles of the Constitution. As Jefferson indicates in his address (Document 3), the parties have “different names” but are “brethren of the same principle”—the republican form of their government. Likewise, the debates between Federalists and Democratic- Republicans often hinged on how to interpret the Constitution, as shown in both Hamilton’s and Jefferson’s explanations of the Constitution in Documents 1 and 2. Later, Jackson also based his decision in Document 6 with “solemn regard to the principles of the Constitution.” While it is possible that Jackson was merely appealing to the Constitution as an excuse to veto the bank, which he was known to dislike, his words at least show the importance of appearing to honor constitutional principles across party lines.

American political parties developed soon after the Constitution took effect and went through shifts in ideologies and concerns over time. Sometimes changing their views based on what was politically expedient, early parties came in and out of existence based on their particular focuses and current events. Still, their devotion to constitutional principles showed their faith in the new form of government and ensured that the new government would endure and adapt, even when facing political disagreement.

You might also like

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

Prep for an Exam

MCAT Test Prep

LSAT Test Prep

GRE Test Prep

GMAT Test Prep

SAT Test Prep

ACT Test Prep

DAT Test Prep

NCLEX Test Prep

USMLE Test Prep

Courses by Location

NCLEX Locations

GRE Locations

SAT Locations

LSAT Locations

MCAT Locations

GMAT Locations

Useful Links

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

APUSH Document Based Questions and Responses: A Study Guide

Document Based Questions tend to freak students out the most on the APUSH exam. This is understandable; not only do you have to read documents, you have to write a coherent essay about them.

However, we’ve got you covered here at Magoosh. For a step-by-step breakdown of what you need to do to write a Document Based Question (DBQ), check out my other blog posts on 3 Steps to a DBQ Essay that Works and How to Write a DBQ Essay . This post, though, will focus on what other students have done to make their Document Based Question essays successful.

I will take you through one DBQ on a prior APUSH exam and give you the ins and outs, and the dos and don’ts. At the end, I will provide a link to a DBQ essay for you to practice some of the things that successful test-takers have done. There, you can compare your essay to the scoring notes provided by College Board. In fact, everything I present on this post will be provided by College Board – you can (and should!) check out their website for more tips.

Sound good? Let’s go!

Document Based Question #1

This is taken from the 2016 APUSH Exam . The DBQ for this section asks you to do the following:

Explain the causes of the rise of a women’s rights movement in the period 1940–1975.

You will have 55 minutes to answer that question. The College Board suggests 15 minutes for reading and 40 minutes for writing, although if you are a fast and careful reader, you can start writing before your 15-minute reading period is done.

I won’t post all of the documents that you have to reference (there are 7 after all!), but the following two documents are representative of the types of documents you will encounter on a DBQ.

As you can see, there’s a mix of photographs, advertisements, and text that you will be expected to incorporate into your essay.

Still with me? Good. Next, let’s look into what an essay should have in it.

Scoring Notes for Document Based Questions

The following (including descriptions) comes straight from the APUSH scoring notes. I’ll break down parts of it later to make sure that you understand what they want to see.

Your DBQ essay should have the following (for a maximum of 7 points):

• Thesis: Present a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.
• Argument Development: Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.
• Use of the Documents: Utilize the content of at least six of the documents to support the stated thesis or a relevant argument.
• Sourcing the Documents: Explain the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.
• Contextualization: Situate the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.
• Outside Evidence: Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.
• A development in a different historical period, situation, era, or geographical area.
• A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).

Yes, it’s a lot. But students have done it before, and so can you! Just because of the limits of space, I am only going to show you what to do – and what not to do – on the parts where I have seen students struggle most: thesis and synthesis.

Thesis Statements for Document Based Questions

Your thesis statement is the bread and butter of any essay you write for the APUSH exam. As I have stated before in previous posts, you should spend the most time on your thesis because a strong thesis will guide the rest of your essay.

But what makes a thesis strong? As mysterious as that question may seem, it is relatively straightforward:

A strong thesis directly answers the question being asked by referencing specific times, movements, or ideas.

It’s that simple! Well, it’s sort of simple. Developing a strong thesis is hard work, but let’s begin at the beginning. Here’s the question being asked: Explain the causes of the rise of a women’s rights movement in the period 1940–1975.

Notice that the question asks for causes, meaning MORE than one. Also, notice that the question gives you a defined time period to work with. Therefore, your thesis shouldn’t deal with any events, ideas, or people outside of that time period.

Let’s look at two student examples.

Example Thesis #1:

The women’s rights movement arose as a result of women’s experiences with inequality at work and the influence of other rights movements.

Does the student directly answer the question being asked? Yes. According to the student, the women’s rights movement was caused by the experiences of women dealing with inequality at work and the influence of other rights movements in the same time.

Is the student being specific? Yes. I know that this student will be organizing their essay in two big chunks: inequality in the workforce and civil rights movements.

Notice that this student didn’t give the longest answer possible, and the response was not necessarily the most eloquent, but that student still got a point for their thesis.

Example Thesis #2:

The woman’s rights movement was the product of unfair treatment in economics, politics, and society.

Does the student directly answer the question being asked? Well, yes, but I am unclear what “economics, politics, and society” means.

Is the student being specific? Not at all. There could be thousands of things that go under economics, politics, and society – and many things could be considered “unfair” – so I have no idea what the student will be arguing in this DBQ.

Thesis Statement Dos and Don’ts

• Directly answer the question being asked.
• Be specific.
• Write a thesis statement like the first example.

Don’t:

• Answer the question in a confusing way or answer some other question you think the test SHOULD be asking.
• Be general.

Synthesis in Document Based Questions

This is a newer component of the DBQ. You need to demonstrate your understanding of history by being able to go beyond the documents they provide you and make connections between different parts of history. This does NOT mean that you need to spend all of your time racking your brain for more evidence. However, it does mean that you should have a solid understanding of US History and can extend your argument to other time periods or themes. Let’s look at some student examples to explain what I mean.

Student Example #1:

The conditions that helped cause the rise of the women’s rights movement in the 20th century were similar to those that helped cause the rise of a movement for greater women’s rights in the 1840s. In both periods, calls for greater rights for African Americans led women to demand more of a voice in social and political reforms.

This student explains that the conditions for women’s rights movements were similar in two different time periods, extending the argument beyond this one moment in US history.

Student Example #2:

A development in a different historical period was when Alice Paul went on hunger strikes and protests in from of the White House to gain attention on passing an amendment that would give women their rights. Paul’s fight for women’s rights started with trying to get equal voting rights for women. This links to how in 1940-1975 women were fighting for equal rights in wages and other important rights.

This student makes a connection to another time period by arguing that the fight for equal rights did not begin in 1940; instead, women had been active for some time in US history to achieve equal rights.

Student Example #3:

The Seneca Falls convention also served to help inspire women around the world to gain equal rights. The speech given clearly stated the way things were being conducted was unconstitutional and women should not be socially inferior to men.

Unlike the first two student responses, this third response does NOT connect back to the time period in the question. I am unclear from this student response whether the connection is gaining equal rights for women, the persistence of inequality, or the changing interpretations of the Constitution. This student did not receive a point for the synthesis criteria.

Synthesis Dos and Don’ts

• Connect back to the time period of the question.
• State something that you feel is an “obvious” connection, but never make a connection yourself. You should be doing that work for your reader.

Document Based Question #2: Your Turn!

Although I haven’t outlined every single component of the DBQ, you should look at the two blog posts I linked to at the beginning of this article for more references.

But now it’s time for you to dive in! You will only get better by practicing.

You should practice with the 2015 Document Based Question 1 . In that document, you will have access to the questions and sample student responses.

Good luck, and let me know how it goes!

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

View all posts

More from Magoosh

Leave a Reply Cancel reply

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

Calculate for all schools

Your chance of acceptance, your chancing factors, extracurriculars, crafting a top-tier dbq for apush.

I'm really looking to knock it out of the park in the APUSH DBQ section. Has anyone aced it before? Any pointers or advice on creating a top-tier DBQ?

Sure, happy to share some tips on creating a strong APUSH DBQ!

Firstly, structure your essay like a regular essay but remember to center your argument around the documents provided. You'll want a clear thesis statement that connects to all the documents you'll be analyzing.

Don't just summarize the documents. Analyze them, discuss their point of view (POV) or purpose, and how that connects to your thesis. For example, if a document is a letter of complaint from a laborer to his boss during the Industrial Revolution, consider the POV and purpose: the laborer, likely aggrieved, is trying to communicate his dissatisfaction to his employer, providing an example of labor backlash.

Contextualization is another significant component. Here, you give background information about the time period or events associated with the prompt and documents. It provides a setting for your thesis and can be woven throughout your essay, not just in the introduction or conclusion.

When utilizing outside knowledge, ensure it directly supports your argument and provides deeper analysis of the documents or the question at hand. Extending upon the aforementioned example, if your outside information covers the conditions that laborers faced during the Industrial Revolution, this gives context to why the laborer might write such a letter.

Lastly, practice! The more DBQs you do, the better understanding you'll have of how to formulate your argument, analyze documents, and write in the limited time.

Remember to proofread if you have time. Spelling or grammar mistakes might distract from your argument. Good luck, you've got this!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Get the Reddit app

A subreddit for everybody's favorite class

How to create a stronger thesis?

This is what my rubric says: Strong, well-developed thesis that makes a historically defensible claim, clearly addresses all areas of the prompt and deals with the most significant issues and trends relevant to the question and time period. Basically, the thesis required for the APUSH LEQs is not sufficient, so how do I go about creating an even stronger thesis and what are some examples?

By continuing, you agree to our User Agreement and acknowledge that you understand the Privacy Policy .

Enter the 6-digit code from your authenticator app

You’ve set up two-factor authentication for this account.

Enter a 6-digit backup code

Create your username and password.

Reddit is anonymous, so your username is what you’ll go by here. Choose wisely—because once you get a name, you can’t change it.

Reset your password

Enter your email address or username and we’ll send you a link to reset your password

Check your inbox

An email with a link to reset your password was sent to the email address associated with your account

Choose a Reddit account to continue

Enbridge: Strong Dividend Yield Is Offset By Overvaluation

• Enbridge is a fundamentally strong company offering a compelling dividend yield, which appears to be safe.
• On the other hand, the dividend discount model suggests the stock is slightly overvalued, which diminishes the appeal of ENB's attractive dividend yield.
• I will consider buying ENB if it drops below $35.

Energy midstream appears to be an interesting domain to invest in as there are several large players paying generous dividends. With its $85 billion market cap Enbridge ( NYSE: ENB ) is by far the largest North American midstream company. The stock offers an attractive 6.81% forward dividend yield, meaning that it certainly deserves a closer look.

Enbridge's positioning in North American Midstream is unique due to its extensive footprint and massive infrastructure. I think that the dividend yield is safe and has the potential to demonstrate growth, but the current share price is above ENB's intrinsic value. It means that there is likely no potential upside from the current share price level. Therefore, I think that the high dividend yield and overvaluation offset each other, making Enbridge a Hold.

ENB stock analysis

Enbridge's share price dynamic over the last two months looks strong with a 12.4% rally compared to a modest 2.3% delivered by the S&P 500 index. The stock grew with rare pullbacks, demonstrating strong momentum.

Seeking Alpha

Strong demand for the stock over the last two months was explained by a pullback in growth stocks due to high expectations around the Q2 earnings season and elevated recession fears. ENB offers a 6.81% dividend yield, which is certainly attractive even in the context of the current Fed's tight monetary policy. Moreover, there are numerous reasons to believe that Enbridge's dividend yield is sustainable.

Enbridge's dividend payouts history is stellar. The company has been consistently increasing payouts over the last two decades. ENB's dividend yield has been strong even during the Great Recession and the COVID-19 pandemic. Having such a resilience in terms of dividend payouts speaks volumes about the company's commitment to generate value for shareholders.

Enbridge's Q2 2024 slides

In its latest presentation for investors , the management emphasized its commitment to preserve prudent capital allocation. The management plans to keep leverage levels within the predictable range to maintain the company's financial flexibility. An expected 5% annual EBITDA growth will also help in ensuring dividend safety.

Trends demonstrated by the company's profitability profile also add optimism in terms of dividend safety. The operating margin is robust and is close to the last decade's high. There is a strong upward trend in the metric since the early 2022 dip. Since the management expects to deliver a 5% EBITDA CAGR over the next several years, I think that this improvement will be driven by exercising operating leverage.

Apart from the company's specific strengths, it is also important to acknowledge that external trends are also quite positive for Enbridge as the leading North American midstream company. Both U.S. and Canada produced record volumes of oil and gas in 2023. The Russian economy is isolated as a result of war in Ukraine, and geopolitical situation is complex in an oil-rich Middle East region. These developments suggest that North America is likely to continue breaking oil and gas production levels to ensure the energy security of the developed world. More production will mean more oil and gas transportation and processing volumes, which will benefit midstream companies.

Enbridge also has exposure to the thriving liquified natural gas ('LNG') industry, as it s erves 15% of LNG export capacity on the Gulf Coast. This is crucial because the U.S. gas producers appear to be betting big on expanding their LNG export potential. EQT Corporation ( EQT ) is the largest natural gas producer in the U.S. This company forecasts the global LNG market to double by the end of 2030s. The below map suggests that vast amounts of LNG imports will be required in Europe and Asia. As the world's largest producer of natural gas, the U.S. is positioned well to become the leading LNG exporter to these destinations. This is another positive secular factor for Enbridge, due to its solid footprint in midstream operations for LNG.

EQT Corporation

Geopolitical catalysts are not the only ones to benefit North American midstream. The spike in demand for data centers is a strong secular tailwind for the whole energy industry. According to Goldman Sachs , AI is poised to drive a 160% increase in data center power demand.

Intrinsic value calculation

The dividend discount model (DDM) approach requires us to use the cost of equity as a discount rate. In the working below, I outline how I arrived at a 9.1% discount rate for ENB, including comments regarding sources of the input data.

A 9.1% discount rate to be incorporated into my second working with the DDM formula below. Other variables include the forward annual dividend payout and the expected constant growth rate for the company's dividend. Sources for these variables are also described below.

According to the DDM analysis, intrinsic value of the stock is $37.7. Therefore, there is a 4% potential downside, and I find ENB's valuation as not very attractive. Looking at Enbridge's valuation ratios also points to overvaluation as most of the ratios look substantially higher compared to the industry.

Two different approaches pointing to overvaluation is a warning sign, meaning that ENB is likely not a good buy at the current share price. The downside potential offsets the compelling dividend yield. I would better consider buying ENB if the stock price dips below $35, which is approximately the midpoint of the share price's last 52-week range.

What can go wrong with my thesis?

In one of my previous articles, I mentioned that the sentiment around growth stocks is cooling, which we saw from the Q2 earnings season as none of the tech giants' stock rallied despite solid quarterly performance. As a large cap established business paying a high dividend yield, Enbridge's stock might be in high demand in case investors switch from growth stocks to value. ENB reached around $47 per share during the 2022 selloff in growth stocks, meaning there is still potential to grow in case of the rotation of capital like we saw two years ago.

Enbridge is well-known for its rich dividend history, and any dividend hike beyond the market's growth expectations might be a solid positive catalyst for the stock price. Moreover, the management forecasts the distributable cash flow growth to be within the 3-5% range by 2026. The DDM approach is sensitive to changes in the dividend CAGR, and when I implement a 4% dividend growth rate, ENB's intrinsic value soars to $52.5.

I am adding Enbridge's stock to my watchlist as the company is fundamentally strong and offers a robust 6.8% dividend yield. I do not like the valuation and will initiate a position only if the stock dips below $35. At the current $39 share price, ENB is a Hold.

This article was written by

Analyst’s Disclosure: I/we have no stock, option or similar derivative position in any of the companies mentioned, and no plans to initiate any such positions within the next 72 hours. I wrote this article myself, and it expresses my own opinions. I am not receiving compensation for it (other than from Seeking Alpha). I have no business relationship with any company whose stock is mentioned in this article.

Seeking Alpha's Disclosure: Past performance is no guarantee of future results. No recommendation or advice is being given as to whether any investment is suitable for a particular investor. Any views or opinions expressed above may not reflect those of Seeking Alpha as a whole. Seeking Alpha is not a licensed securities dealer, broker or US investment adviser or investment bank. Our analysts are third party authors that include both professional investors and individual investors who may not be licensed or certified by any institute or regulatory body.

Recommended For You

About enb stock.

More on ENB

Related stocks.

Trending Analysis

Trending news.

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

Tropical storm forecast to bring strong winds and heavy rain to Hawaii this weekend

This satellite image provided by the National Oceanic and Atmospheric Administration (NOAA) shows Tropical Storm Hone and Hurricane Gilma located southeast of Hawaii, Thursday, Aug. 22, 2024. (NOAA via AP)

• Copy Link copied

HONOLULU (AP) — A tropical storm is expected to deliver strong winds and heavy rain to Hawaii this weekend, particularly to the Big Island and Maui, as it passes south of the island chain.

The National Weather Service on Thursday evening issued a tropical storm watch for Hawaii County, which includes all of the Big Island, in anticipation of Tropical Storm Hone.

In an 8 p.m. advisory, the weather service said the storm was located about 770 miles (1,240 kilometers) east-southeast of Hilo and about 980 miles (1,575 kilometers) east-southeast of Honolulu. The storm was moving west at 14 mph (23 kph) with maximum sustained winds of 40 mph (65 kph).

The August storm has evoked memories of the powerful hurricane south of Hawaii that helped fuel a deadly wildfire that destroyed Maui’s Lahaina town last summer, but the weather service said Thursday that Hone was not creating the same conditions.

Separately, to Hone’s east, Hurricane Gilma was moving west across the Pacific, but it was too early to tell whether it would affect the islands.

Hone, which means “sweet and soft” in Hawaiian and is pronounced hoe-NEH, was expected to bring sustained winds of 20 to 30 mph (32 to 48 kph) and gusts of 50 mph (80 mph) to Maui and the Big Island. Oahu and Kauai were forecast to get slightly weaker winds.

The Big Island’s east coast and southeastern corner were expected to get 4 to 8 inches (10 to 20 centimeters) of rain Saturday night through Sunday night. Maui could get 2 to 4 inches (5 to 10 centimeters) of rain.

These predictions could change depending on the storm’s course. Late Thursday, the storm was about 815 miles (1,310 kilometers) east-southeast of Hilo. It was moving west at 16 mph (26 kph).

The Aug. 8, 2023, Lahaina fire was fueled by powerful winds whipped up by a combination of a hurricane passing some 500 miles (800 kilometers) to the south and a very strong high pressure system to the north of the islands. The National Weather Service issued a red flag warning at the time, something it does when warm temperatures, very low humidity and strong winds combine to raise fire danger.

Laura Farris, a National Weather Service meteorologist in Honolulu, said some drier air was expected to move in to the western end of the state this weekend, which presents some concerns about fire risk.

“But it’s not even close to what we saw last year,” Farris said.

The pressure system to the north is not as strong now as last year and the tropical system to the south is a storm not a hurricane, said Pao-Shin Chu, a University of Hawaii professor and the state’s climatologist.

“We do see something similar but not as dramatic as the Lahaina case we saw last year,” Chu said.

Hurricane Gilma was packing maximum sustained winds near 120 mph (193 kph), making it a Category 3 hurricane. It was slowly moving west. The National Weather Service said Gilma was expected to slowly weaken this weekend.

The cause of Lahaina blaze, the deadliest in the United States in over a century, hasn’t been determined, but it’s possible it was ignited by bare electrical wire and leaning power poles toppled by the strong winds.

To reduce the risk of wildfires, the state’s electric utilities, Hawaiian Electric and the Kauai Island Utility Cooperative, have since started shutting off power during high winds and dry conditions.

Last year, Maui County officials failed to activate outdoor sirens that would have warned Lahaina’s people of the approaching flames. They instead relied on a series of sometimes confusing social media posts that reached a much smaller audience.

Amos Lonokailua-Hewett, who took over as the new administrator of the Maui Emergency Management Agency on Jan. 1, said in the event of a wildfire threat, his agency would send alerts over radio and television broadcasts, via cellphones and with the sirens.

The sirens sound a steady tone and no message.

“The outdoor warning siren is typically used when there is an imminent threat to public safety and the situation requires the public to seek more information,” Lonokailua-Hewett said in an emailed statement.

US has its first national strategy to reduce plastic pollution − here are 3 strong points and a key issue to watch

Professor of Law and Associate Dean for International Affairs, Wake Forest University

Disclosure statement

Sarah J. Morath is a board member of The Sabin Center for Environment and Sustainability and a member of the Scientists' Coalition for an Effective Plastics Treaty.

Wake Forest University provides funding as a member of The Conversation US.

View all partners

Plastic waste is piling up at a daunting pace around the world. The World Bank estimates that every person on the planet generates an average of 1.6 pounds (0.74 kilograms) of plastic waste daily .

To curb this flow, 175 nations are negotiating a binding international treaty on plastic pollution, with a completion target of late 2024. In July 2024, the Biden administration released the first U.S. plan for addressing this problem .

The new U.S. strategy covers five areas: plastic production, product design, waste generation, waste management and plastic capture and removal. It also lists actions that federal agencies and departments are currently pursuing.

I study environmental law , including efforts to reduce plastic pollution . As the world’s largest economy, the U.S. is a critical player in this effort. Based on my research, here are three proposals in the U.S. plan that I believe are important and one omission that I view as a major gap.

A federal standard for measuring microplastics

Studies have detected tiny plastic fragments, known as microplastics, in settings that include the atmosphere , drinking water sources , wild animals and human food chains .

While scientists have found that wildlife, such as seabirds, can be harmed by consuming plastic , the effects on human health are less clear . Unlike other pollutants, microplastics have different effects depending on their size, their shape and where they are found, such as in food, air or water. And humans can be exposed to them via many different pathways , including inhalation, ingestion and touch.

There is no federal standard for measuring microplastics in various media, such as water and soil, so studies lack standardized definitions, methods and reporting techniques. In 2023, California launched a microplastic monitoring program , which includes developing a standardized method for measuring microplastics in drinking water.

The Biden administration’s plan calls for developing standardized methods for collecting, quantifying and characterizing microplastics and nanoplastics , which are even smaller. This will help scientists generate consistent data that regulators can use to set limits on microplastics in food, water and air.

Extended producer responsibility

All plastics contain chemicals that add properties such as strength, softness, color and fire resistance. A subset of these chemicals, including bisphenols and phthalates , have been linked to adverse health effects that include fetal abnormalities, reproductive health problems and cancer .

Some scientists argue that certain types of plastic waste with particularly harmful ingredients or properties, including PVC, polystyrene, polyurethane and polycarbonate, should be classified as hazardous waste . Currently, the U.S., Europe, Australia and Japan consider items made from these plastics as solid waste and treat them in the same way as kitchen food scraps or used office paper.

The fact that only about 5% of U.S. plastic waste is currently recycled , while 9% is incinerated and 86% is buried in landfills, has sparked calls for assigning some responsibility to plastic producers.

Extended producer responsibility laws , which exist for other products such as paint and electronics, make producers responsible for collecting and disposing of their products or paying part of the costs to manage these wastes. Such requirements give producers incentives to create more environmentally friendly products and support recycling.

As of mid-2024, California, Colorado, Maine and Oregon have adopted extended producer responsibility laws for plastic waste, and about a dozen other states are considering similar measures. Studies show that when such policies are adopted, recycling rates increase .

The Biden administration plan calls for launching a national extended producer responsibility initiative that would allow state, local and tribal governments to develop their own approaches while offering a vision for a harmonized national system and goals for plastic waste management. Support at the federal level could help more jurisdictions enact rules that require producers to help manage these wastes.

Banning single-use plastics

Bans on plastic items are a tool to reduce waste generation. Most of these measures apply to items that are used once and discarded, such as shopping bags, food wrappers and plastic bottles. Items like these are the most common plastics in the environment.

The U.S. plan calls for developing strategies to “replace, reduce, and phase out unnecessary use and purchase of plastic products by the Federal Government,” including an end to the purchase of single-use plastic items by 2035. Although this action applies only to use by federal agencies, the U.S. government is the largest single purchaser of goods and services in the world , so this step can send a powerful signal in favor of alternative products.

Capping plastic production

Current projections suggest that global plastic production will double by 2040 , with an accompanying surge in plastic waste. In response, 66 countries have formed the High Ambition Coalition , co-chaired by Norway and Rwanda, to support stringent provisions in the global plastics treaty. One of their central goals is limiting global plastic production.

Early in 2024, several nations participating in the treaty negotiations proposed to cut world plastic production 40% below 2025 levels by 2040 . This concept is still under discussion.

Plastic manufacturers and companies reliant on plastic argue that a production cap would drive up the costs of all plastics. Instead, groups like the World Plastics Council are calling for steps that would reduce plastic waste generation, such as using resins with more recycled content and increasing recycling rates.

Through mid-2024, the U.S. had not endorsed a cap on plastic production. However, in August, press reports stated that the Biden administration was changing its position and will support limits , including creating a global list of target chemicals to restrict.

This is a major change that I expect could move more countries to support limits on new plastic production. Details are likely to emerge as the final round of negotiations, scheduled for November 2024 in Busan, South Korea, approaches. The plastics industry strongly opposes limiting production , and Congress would have to ratify a global treaty to make its provisions binding on the U.S. But U.S. support could boost the chances of capping the ever-increasing flow of plastic into the world economy.

This article has been updated to reflect reports that the Biden administration will support limiting future plastic production.

• Microplastics
• Single-use plastic
• Solid waste management
• Plastic waste
• Plastic pollution
• incineration
• Nanoplastic
• Biden administration
• Global plastics treaty

Head of Evidence to Action

Supply Chain - Assistant/Associate Professor (Tenure-Track)

Education Research Fellow

OzGrav Postdoctoral Research Fellow

Casual Facilitator: GERRIC Student Programs - Arts, Design and Architecture