How the APUSH LEQ is scored (big picture)
The AP U.S. History LEQ rubric usually has up to 6 points, grouped into a few categories:
- Thesis & claim – clear, historically defensible argument.
- Contextualization – placing the topic in a broader historical setting.
- Evidence – using specific historical facts to support your argument.
- Analysis & reasoning – explaining cause/effect, change/continuity, or comparison.
- Complexity – showing nuance, multiple perspectives, or relevant contradictions.
This page isn’t an official College Board document, but it mirrors the typical structure and goals of the LEQ rubric so you can write and self-score more effectively—and then plug your LEQ score into the APUSH Score Calculator.
APUSH LEQ Rubric – 6 Points Total
The LEQ rubric has six total points. It looks a lot like the DBQ rubric, but without document-specific evidence and sourcing.
| Category | Points | What Readers Look For |
|---|---|---|
| Thesis / Claim | 0–1 pt | A clear, defensible thesis that makes a historically accurate argument and answers the prompt. |
| Contextualization | 0–1 pt | Broader historical context that sets up the time period, theme, or development addressed in the prompt. |
| Evidence | 0–2 pts | Specific, relevant historical evidence that goes beyond naming and is used to support your argument. |
| Analysis & Reasoning | 0–1 pt | Organized argument with clear reasoning that explains relationships (cause/effect, comparison, change over time, etc.). |
| Complexity | 0–1 pt | Demonstrates a complex understanding of the topic with nuance, qualifications, or multiple perspectives. |
When you enter an LEQ score out of 6 into the APUSH score calculator, it converts that into the LEQ part of your composite score (15% of the exam), alongside MCQ, SAQ, and DBQ.
PART 1 • THESIS & CONTEXTUALIZATION
Intro paragraphRow A: Thesis (1 point) & Contextualization (1 point)
Thesis point – what earns it?
- Makes a clear, focused claim directly answering the prompt.
- Responds to the full question (time period + topic + task, like cause/effect or comparison).
- Appears in one or two sentences, usually at the end of the intro (or in the conclusion).
Example pattern: “Between [start date] and [end date], [topic] changed/continued in [X, Y, Z ways], because [brief reasons].”
Contextualization point – what earns it?
- Describes broader historical events or trends that connect to the prompt.
- Goes beyond a single phrase; usually 2–4 sentences at the start of the essay.
- Helps the reader see “the bigger picture” around your specific topic.
Example moves: “In the decades before…”, “Earlier in the period…”, “Across the 19th century…” leading into the specific prompt.
Quick checklist for your introduction
- You have 3–5 sentences of context before the thesis.
- Your thesis clearly takes a position (not just restates the question).
- Your thesis hints at 2–3 categories that will become body paragraphs.
PART 2 • EVIDENCE
Body paragraphsRow B: Evidence (up to 2 points)
Basic evidence point
You earn the first evidence point when you:
- Provide several specific historical facts relevant to the prompt.
- Go beyond vague references (“farmers were angry”) to named events, laws, people, groups.
- Show you know the content, even if analysis is still simple.
Full evidence point (second point)
You earn the higher evidence point when you:
- Use your evidence to directly support your thesis or argument in each body paragraph.
- Explain how your specific examples prove your claim, not just list them.
- Usually bring in at least 2–3 strong pieces of evidence per body paragraph.
Think of a mini pattern: claim → specific example → 1–2 sentences explaining why that example matters.
Evidence tips
- Use proper nouns (acts, wars, Supreme Court cases, movements, people).
- Spread evidence across the essay, not all in one giant paragraph.
- Ask “What is the best possible example for this paragraph’s claim?” and lead with that.
PART 3 • ANALYSIS & REASONING
Argument skillsRow C: Analysis & Reasoning (up to 2 points)
What this row is really asking:
- Do you explain relationships (cause/effect, continuity/change, similarities/differences)?
- Do your paragraphs follow logical reasoning instead of feeling like random facts?
- Do you address the task in the prompt (for example, cause vs. effect vs. significance)?
Sentence-level analysis moves
Phrases that often signal stronger analysis:
- “This led to…” (cause/effect)
- “This represented a change from…” (change over time)
- “In contrast to…” (comparison)
- “This was significant because…” (significance)
Use these to connect your evidence back to the thesis instead of just dropping facts.
Common analysis mistakes to avoid
- Only repeating the prompt wording as “analysis” without adding new insight.
- Listing evidence with no explanation of how or why it matters.
- Writing paragraphs that have no clear topic sentence or claim.
PART 4 • COMPLEXITY POINT
AdvancedRow D: Complexity (1 “bonus-style” point)
The complexity point is often the hardest to earn—but you don’t need it for a passing score. Think of it as a bonus for essays that show real nuance and sophistication.
Ways to show complexity
- Show both sides of an issue (continuity and change, positive and negative effects).
- Bring in a counter-argument and then explain why your thesis still holds.
- Compare different groups or regions and how they experience the same development differently.
- Explain an important exception or limitation to your main argument.
Example complexity sentence frames
- “Although [X] suggests…, in reality [Y], which shows that the impact was more limited/uneven.”
- “While [group A] benefited from…, [group B] experienced…”
- “In the short term…, but in the long term…”
Complexity should run through the essay—not just a single sentence in the conclusion.
PART 5 • PUTTING IT ALL TOGETHER
StructureA simple structure for a high-scoring APUSH LEQ
- Introduction
- 2–4 sentences of contextualization.
- 1–2 sentence thesis with clear categories.
- Body Paragraph 1
- Topic sentence that announces a specific claim.
- 2–3 pieces of specific evidence.
- Analysis sentences explaining cause/effect, change, or comparison.
- Optional: a small complexity move (exception, nuance, second perspective).
- Body Paragraph 2 (same pattern as Paragraph 1).
- Body Paragraph 3 (optional but helpful)
- Use if you need more evidence or want to show more complexity.
- Conclusion
- Restate thesis in different words.
- Add final nuance (long-term impact, another group, exception).
For full LEQ examples built on this structure, visit APUSH LEQ Examples & Tips.
How to practice LEQs and use the score calculator
Don’t wait until the exam to think about the LEQ rubric. Use it in your regular practice:
- Write practice LEQs using prompts from class, prep books, or released exams.
- Self-score using this rubric and the official-style rubrics you get from your teacher.
- Be honest: which rows (thesis, context, evidence, analysis, complexity) are consistent, and which are shaky?
- Enter your estimated LEQ score into the APUSH Score Calculator along with MCQ, SAQ, and DBQ to see the full impact.
- Target your weak rows with focused practice, not random paragraph writing.
About this APUSH LEQ rubric guide
This guide is part of the APUSH Score Calculator project. It’s meant to explain the Long Essay Question rubric in plain language so you can self-score, practice more effectively, and see how your LEQ performance connects to your overall predicted AP score.
Last updated: February 2025 • Always refer to your teacher and the latest official AP U.S. History exam materials for the most precise rubric wording and point structure.