How to Write a Good APES FRQ: Decoding the Prompt
Identifying Key Action Verbs (Calculate, Describe, Explain)
The most critical step in scoring well on APES free response questions is identifying the specific task mandated by the action verb. Each verb corresponds to a different level of depth in the rubric. "Identify" or "State" requires a simple, direct answer—often just a few words—and carries the least weight. In contrast, "Describe" asks for the characteristics of a process or phenomenon. You must provide enough detail to paint a mental picture for the reader. The most rigorous verb is "Explain," which necessitates a clear articulation of a relationship. For an "Explain" prompt, you must demonstrate a pathway, such as how an anthropogenic increase in nitrogen oxides leads to the formation of photochemical smog. If you merely identify a trend when the prompt asks you to explain it, you will receive zero points for that section, regardless of how accurate your identification is.
Dissecting Data-Based vs. Concept-Based Questions
The AP Environmental Science FRQ format typically includes one question focused on design and analysis of an investigation, one on analyzing a data set, and one on proposing solutions to an environmental problem. Data-based questions require you to interact directly with provided stimuli, such as a graph showing LD50 (Lethal Dose 50%) values or a map of tectonic plate boundaries. In these instances, your answer must be rooted in the provided evidence. Concept-based questions, however, test your ability to recall and synthesize information from the nine units of the CED (Course and Exam Description). For these, you must draw on internal knowledge of mechanisms like the Trophic Cascade or the Coriolis Effect. Distinguishing between these helps you decide whether to look for the answer on the page or in your memory.
Highlighting Constraints and Specific Directives
Many candidates lose points by ignoring specific constraints buried in the prompt. If a question asks for one "economic" benefit, providing a "biological" benefit will result in no credit. Similarly, if the prompt asks for a "local" impact, discussing global climate change is inappropriate. Use your pencil to physically circle these constraints. Pay close attention to directives like "other than those mentioned in the prompt." If the stimulus discusses carbon dioxide and the question asks for another greenhouse gas, mentioning CO2 again is a wasted effort. Precision in following these directives ensures that your FRQ writing formula remains focused on the specific criteria the scorers are trained to reward.
Structuring Your Response for Maximum Clarity
Organization is a courtesy to the reader that pays dividends in scoring accuracy. The most effective APES FRQ response structure mimics the structure of the question itself. If the prompt is broken into parts (a), (b), (c), and (d), your response should be clearly labeled with those same letters. There is no need for a thesis statement or a concluding paragraph. In fact, writing a traditional essay can often bury your actual answers under unnecessary words. By addressing each lettered sub-part as a standalone task, you ensure that you do not skip any required components. This modular approach also allows you to skip a difficult part and return to it later without disrupting the flow of your response.
Writing Topic Sentences for Each Sub-part
While you should avoid fluff, a clear opening to each sub-answer helps the grader identify your claim immediately. For example, if a question asks for a disadvantage of using geothermal energy, start your sentence with "One disadvantage of geothermal energy is..." This technique, often called "echoing the prompt," ensures you stay on track and makes the scoring process seamless for the reader. It prevents the ambiguity that arises when a student starts a sentence with "It causes..." without defining what "it" refers to. In the fast-paced environment of AP grading, clarity is your greatest ally. A strong topic sentence sets the stage for the evidence and reasoning that must follow to earn the point.
Using Bullet Points and White Space Effectively
Contrary to many other AP exams, the AP Environmental Science readers allow and often encourage the use of bullet points, provided they contain complete thoughts. Bulleted lists are particularly effective for "Identify" or "Describe" prompts. They allow you to present information clearly without the pressure of crafting complex transitions. Furthermore, leave white space between your answers to different sub-parts. If you realize later that you need to add more detail to part (a), having that extra inch of space allows you to do so legibly. Legibility is a hidden factor in scoring; if a reader cannot decipher your handwriting or find where part (b) ends and part (c) begins, they cannot award points.
Crafting Scientifically Sound Explanations
Connecting Cause and Effect Explicitly
To earn points on "Explain" or "Justify" questions, you must use a logical chain of reasoning. A common mistake is the "leap of logic," where a student jumps from a cause to a final result without explaining the middle steps. For example, if asked how deforestation affects aquatic ecosystems, do not just say "it kills fish." Instead, follow the mechanism: Deforestation leads to increased soil erosion because roots no longer stabilize the soil; this runoff increases turbidity in nearby streams, which reduces sunlight penetration for primary producers and can clog the gills of fish, eventually leading to a population decline. This step-by-step causality is the hallmark of a high-scoring response and demonstrates a mastery of environmental systems.
Incorporating Specific Terminology Correctly
Using generalities like "pollution" or "bad for the environment" will rarely earn points. You must use the specific terminology found in the APES curriculum. Instead of saying "the water gets hot," use the term thermal pollution. Instead of "it kills everything," specify that it leads to a "loss of biodiversity" or "disruption of the food web." When discussing energy, distinguish between kilowatts (power) and kilowatt-hours (energy). Correct usage of terms like eutrophication, salinization, or biomagnification signals to the grader that you possess the technical vocabulary required for college-level environmental science. However, never use a term unless you are certain of its meaning, as an incorrect application can sometimes invalidate an otherwise correct explanation.
Using Data from the Prompt to Support Claims
When a prompt includes a graph or table, your response must incorporate specific numbers or trends from that data. If a graph shows a population curve, do not just say "the population grew"; instead, state that "the population increased from 200 individuals in 1990 to 800 individuals in 2010, indicating exponential growth." If you are asked to calculate a value, such as the percent change, you must show every step of your work. Even if your final answer is slightly off due to a calculation error, showing the correct setup (Final - Initial / Initial x 100) can often earn you partial credit under the "setup" point category in the scoring guidelines.
Tackling Different FRQ Question Types
Strategy for Design-an-Experiment Questions
The "Design an Investigation" question is a staple of the APES exam. To succeed, you must identify the independent variable (the factor you change) and the dependent variable (the factor you measure). You must also define a clear control group for comparison and list at least two constants—variables like temperature or light intensity that must remain the same across all groups to ensure a fair test. A high-scoring response will also mention the need for replication, stating that the experiment should be repeated multiple times to ensure the results are statistically significant and not due to chance. Use a structured approach for these: Hypothesis, Variables, Procedure, and Expected Results.
Approach to Analyze-a-Graph/Data Set Prompts
Data analysis questions often ask you to identify a trend or make a prediction. Look for inflection points where a trend changes—for instance, where a population hits its carrying capacity (K). When asked to describe a relationship shown in a scatterplot, specify if it is a positive or negative correlation. For example, "As the concentration of dissolved oxygen decreases, the diversity of fish species also decreases, showing a direct relationship." Always check the axes for units of measurement. If the x-axis is in years and the y-axis is in parts per million (ppm), your answer should reflect those specific units to provide a complete and accurate interpretation of the data.
Framework for Propose-a-Solution Scenarios
For the "Propose a Solution" question, you must provide a realistic and specific strategy to mitigate an environmental problem. Avoid vague suggestions like "pass a law." Instead, suggest a specific policy like "implementing a carbon tax to reduce greenhouse gas emissions" or "installing scrubbers on coal-fired power plant smokestacks to remove sulfur dioxide." After proposing the solution, you are often asked to describe a disadvantage or a trade-off. Every solution has a cost—be it economic (high initial investment), social (public resistance), or environmental (secondary waste products). Being able to weigh these factors shows a sophisticated understanding of environmental management and policy.
The Final Polish: Review and Error-Checking
A 2-Minute Checklist Before Moving On
In the final moments of the exam, a quick review can save several points. First, ensure you have answered every part of the prompt. It is easy to miss a small "and explain" at the end of a sentence. Second, check your units. In APES, a number without a unit is often a meaningless number. Whether it is metric tons, BTUs, or liters, ensure every calculation result is properly labeled. Third, verify that you haven't contradicted yourself. If you argue for solar power in part (a) but then claim it's unreliable in part (b) without proper context, you may confuse the reader. This brief audit ensures that your hard work isn't undermined by simple oversight.
Checking for Internal Consistency
Internal consistency refers to the logical flow within a single multi-part question. Often, part (c) will build on the answer you gave in part (a). If you identified acid mine drainage as a problem in the first part, your proposed solution in the later part must actually address acidity or heavy metal leaching. If you change topics mid-question—for example, switching from mining issues to overfishing—you lose the thread of the prompt. Graders look for a cohesive understanding of the scenario presented. Ensure that your environmental, economic, and social arguments all relate back to the core issue defined in the stimulus.
Ensuring Legibility and Proper Labeling
While it seems elementary, the physical presentation of your work matters. If you make a mistake, simply draw a single line through it; do not waste time with heavy scribbling or correction tape. Ensure your letters "e" and "i" are distinct, and that your decimal points are clearly visible in calculations. If you used a specific APES FRQ formula, such as the Rule of 70 (70 / r = doubling time), make sure the numbers are written clearly so the grader can follow your math. A clean, well-labeled paper allows the reader to focus entirely on your content rather than the mechanics of reading it, which naturally leads to more consistent scoring.
Practice Drills to Hone Your FRQ Skills
Timed Outline-Only Practice Sessions
One of the best ways to improve is to practice outlining responses without writing them in full. Take a past FRQ and give yourself five minutes to identify the action verbs, list the key terms you would use, and sketch out the cause-and-effect chains for the "Explain" parts. This builds the mental muscle memory needed to quickly deconstruct prompts on exam day. By focusing on the "bones" of the answer, you can cover more topics in a shorter study session. This drill helps you move past the "blank page" syndrome and ensures that when the clock is ticking, you can immediately begin a productive APES FRQ response structure.
Peer Grading with Official Rubrics
To truly understand what graders want, you must become a grader. Use the official scoring guidelines released by the College Board for previous exams to grade your own work or a peer's work. You will quickly realize how specific the requirements are. Often, there are only 3 or 4 specific phrases that earn the point. Seeing APES FRQ examples and analysis from the perspective of a rubric helps you strip away the fluff in your own writing. It teaches you to be objective and to recognize when an answer is "close but not quite"—which is the most common reason students miss points on the actual exam.
Building a 'Go-To' Phrase Bank for Common Topics
Certain topics appear frequently on the APES exam, such as the benefits of biodiversity, the impacts of climate change, and the advantages of renewable energy. Develop a "phrase bank" of high-impact, scientifically accurate sentences for these topics. For instance, instead of thinking of a new way to describe the greenhouse effect every time, have a refined explanation ready: "Greenhouse gases trap infrared radiation in the troposphere, leading to an increase in mean global temperature." Having these pre-constructed explanations allows you to save mental energy for the more unique or difficult parts of the exam, ensuring a high level of performance across all three free-response questions.