AP Seminar: Individual Written Argument (IWA) – Directions and Rubric
Summary
TLDRIn this AP Seminar video, teacher Allison Malloy guides students through the Integrated Writing Assignment (IWA) process, emphasizing the importance of engaging with stimulus material to develop a well-reasoned argument. She clarifies key terms, explains task directions, and illustrates how to effectively use and integrate sources into the students' arguments. The seminar focuses on ensuring students understand the assessment criteria and the distinction between on-topic and off-topic material, as well as essential and non-essential use of sources. The goal is to empower students to create original research questions and arguments inspired by connections among the provided texts.
Takeaways
- 📚 The session is an AP Seminar focused on understanding the Integrated Writing Assignment (IWA) and its requirements.
- 👩🏫 Allison Malloy, a teacher at Carmel High School, Indiana, is conducting the seminar.
- 🎯 The main learning objective is to employ appropriate reading strategies and read critically for a specific purpose within the IWA.
- 🔍 Students are instructed to analyze the stimulus material to identify themes or connections among the sources to inspire their research question.
- 📝 The task directions outline that students must use the stimulus material to develop a well-reasoned argument conveying their perspective.
- 🔗 It's essential for students to continually revisit and revise their original research question to ensure alignment with their work.
- 💡 The seminar emphasizes the importance of identifying opposing or alternate points of view, along with their implications and limitations.
- 📉 The rubric is detailed, with specific points awarded for the use of stimulus material, argument establishment, evidence selection, and understanding of context.
- 🚫 A response not related to a theme connecting at least two stimulus materials will be considered off-topic and receive a zero.
- 💬 The seminar provides examples to illustrate essential use of stimulus material, where the material is integral to the argument and not just introductory.
- 📝 The importance of context, clear argumentation, and the use of credible evidence is underscored across the rubric rows.
Q & A
What is the main focus of the AP Seminar session presented by Allison Malloy?
-The main focus of the session is to work through the stimulus material, employing appropriate reading strategies, and reading critically for a specific purpose in relation to the Integrated Writing Assignment (IWA).
Why is it important for students to understand the definitions of terms such as 'argument', 'perspective', 'claim', and 'evidence'?
-Understanding these terms is crucial because they are consistently used in the rubric and task directions. They help students to clearly articulate their points of view, claims, and the evidence that supports their arguments in the context of the IWA.
What does Allison emphasize about the role of the stimulus material in the IWA?
-Allison emphasizes that the stimulus material plays a significant role in the IWA as it is the source of inspiration for the students' research questions and topics. It is essential for students to connect their arguments to at least two of the stimulus sources.
What is the meaning of 'on topic' and 'off topic' in relation to the IWA?
-In the context of the IWA, 'on topic' means that the student's research question and argument are inspired by and connected to at least two of the stimulus materials. 'Off topic' refers to a response that is not related to a theme connecting at least two of the stimulus materials and would receive a score of zero.
What is the significance of the 2,000-word limit for the IWA?
-The 2,000-word limit is significant because it sets the boundary within which students must develop their argument, incorporate evidence, and provide a resolution or conclusion. It challenges students to be concise and effective in their communication.
How does Allison suggest students should approach the task of continually revisiting and revising their original research question?
-Allison suggests that students should align their research questions with the actual content of their paper. They should go back to their initial research question and ensure it matches what they have discussed and analyzed in their paper.
What are the proficiencies being assessed in the IWA according to the transcript?
-The proficiencies being assessed include establishing arguments, selecting and using evidence, understanding and analyzing context, understanding and analyzing perspective, and applying conventions.
Can you provide an example of how a student might connect their research question to the stimulus material?
-A student might connect their research question to the stimulus material by identifying a theme or connection among at least two of the sources. For example, if two sources discuss the impact of long working hours on health, the student could develop a research question about the health implications for night shift workers.
What does Allison mean by 'essential use' of the stimulus material in a student's argument?
-Essential use means that the stimulus material is not just introduced but is integrated and contributes significantly to the student's argument. If the stimulus material were removed, the argument would be significantly changed or weakened.
What advice does Allison give for students to ensure they are using the stimulus material effectively?
-Allison advises students to use the stimulus material more than once, preferably outside of the introduction, to ground their argument with textual evidence, and to interact with other sources to show a clear connection and significance.
Outlines
📚 Introduction to AP Seminar and Learning Objectives
Allison Malloy, a teacher from Carmel High School, welcomes students and teachers to the AP Seminar. She introduces herself and outlines the session's goal: to employ reading strategies for critical analysis of stimulus material. The focus is on understanding the Integrated Writing Assessment (IWA) requirements, the role of stimulus material in assessment, and the differentiation between on-topic and off-topic, essential and non-essential uses. Definitions of key terms like 'argument', 'perspective', 'claim', 'evidence', and 'conclusion' are clarified to ensure a common understanding among participants.
🔍 Navigating Task Directions and Stimulus Material
The session delves into the task directions, emphasizing the importance of reading and analyzing seven stimulus sources to identify themes or connections. Students are guided to derive their research questions from these sources, gather information from scholarly and peer-reviewed sources, and develop a well-reasoned argument conveying their perspective. The task also involves revisiting and refining the research question, identifying opposing viewpoints, and acknowledging limitations and implications in building a complex argument.
🎯 Understanding the Role and Use of Stimulus Material
The role of stimulus material is to inspire the research question and establish a connection between at least two sources. Students must incorporate at least one stimulus material into their argument, ensuring it is essential and not just a superficial inclusion. The importance of making a clear connection to two sources is stressed, as failure to do so could result in an off-topic score of zero. The paragraph also discusses the task of providing resolutions, conclusions, or solutions, highlighting the choice students have in focusing on one aspect effectively rather than attempting multiple and diluting the argument.
📝 Rubric Breakdown and Proficiency Expectations
The video script provides a detailed breakdown of the IWA rubric, focusing on the importance of connecting the response to at least two stimulus materials. It explains the consequences of not meeting this requirement, such as scoring zero for off-topic responses. The script also discusses the proficiencies being assessed, such as establishing arguments, selecting and using evidence, understanding and analyzing context, and applying conventions. The emphasis is on the high stakes of the assessment, where the response must be related to the stimulus material to avoid a zero score.
🤔 Clarifying Essential and Non-Essential Use of Stimulus Material
This section clarifies the difference between essential and non-essential use of stimulus material. It uses the analogy of a party to explain how the stimulus should be integrated into the argument in a way that it becomes an essential part of the discussion. Examples are provided to illustrate how references to stimulus material can be used effectively to support the argument, emphasizing the need for more than just introductory mentions and the importance of using textual evidence to ground the argument.
📚 Importance of Context and Argument Development
The script discusses the importance of situating the research question within a larger context to demonstrate its significance. It differentiates between providing context and making simplistic or general references. The focus is on using evidence or support from the existing conversation to explain why the topic matters. The section also previews rows 3, 4, and 5 of the rubric, which will be covered in more detail in future lessons, and emphasizes the need for a clear, engaging, and organized argument.
🌟 High-Scoring Argument Construction and Evidence Usage
The paragraph highlights the importance of constructing a high-scoring argument by using evidence effectively. It discusses how to evaluate multiple perspectives, synthesize them, and consider objections, implications, and limitations. The script provides an example of how a student used stimulus sources to support their argument about the potential of VR in journalism. The emphasis is on using sources to advance, complicate, confirm, or extend the argument, rather than merely relying on what the sources say.
📝 Conventions and Style in Academic Writing
The final paragraph focuses on the importance of conventions and style in academic writing. It discusses the need for consistent citation and attribution to give credit to the sources used. The script also emphasizes the importance of proofreading to ensure the writing is clear, clean, and appropriate for an educated audience. It differentiates between high, medium, and low scores based on the presence of errors and the consistency of citations, with a focus on avoiding informal language and slang.
🎓 Summary of Key Points and Next Steps
The session concludes with a summary of the key points covered, including understanding the IWA requirements, the role of stimulus material, and the definitions of off-topic and essential use. Students are encouraged to familiarize themselves with the stimulus material and to reach out to the College Board for support with technology or connection issues. The script sets expectations for the next lessons and emphasizes the empowerment aspect of the AP Seminar program, encouraging students to build and present their own arguments.
Mindmap
Keywords
💡AP Seminar
💡Stimulus Material
💡Learning Objective
💡Perspective
💡Argument
💡Claim
💡Evidence
💡On-Topic and Off-Topic
💡Essential Use
💡Rubric
💡Word Count
Highlights
Introduction of the presenter, Allison Malloy, a teacher at Carmel High School in Indiana.
The learning objective is to employ appropriate reading strategies and read critically for a specific purpose in the context of the AP Seminar.
Clarification on definitions such as argument, claim, perspective, evidence, and conclusion as they pertain to the AP Seminar.
The importance of understanding the role of stimulus material in the Inquiry and Writing Assessment (IWA).
The requirement to read and analyze seven stimulus sources to identify a theme or connection for the IWA.
The task of composing a research question prompted by the stimulus material and its role in inspiring the topic.
The necessity of including scholarly work and peer-reviewed sources in the research process.
The expectation to develop a well-reasoned argument that conveys the student's perspective based on the stimulus material.
The need to continually revisit and revise the original research question to ensure alignment with the final paper.
The requirement to identify and explain the relationship of the inquiry to a theme or connection among at least two stimulus materials.
The importance of providing specific resolutions, conclusions, and/or solutions in the IWA, with clarification on the 'and/or' aspect.
The 2,000-word limit for the IWA and the exclusion of footnotes, bibliography, figures, and visuals from this count.
The critical note that responses not related to a theme connecting at least two stimulus materials will be scored as off-topic and receive a zero.
Explanation of the rubric proficiencies, focusing on establishing arguments, selecting and using evidence, and understanding perspectives.
The significance of essential use of stimulus material in the argument, with examples to illustrate non-essential and essential use.
The importance of situating the research question within a larger context to explain its significance.
Detailed breakdown of the rubric rows, focusing on high-scoring criteria for argument development, use of evidence, and conventions.
The final steps for students, which include familiarizing themselves with the stimulus material and seeking help for technology issues from the College Board.
Transcripts
hi there AAP seminar students and
teachers i'm so glad that you could join
me today as we walk through an AP
seminar before we begin I want to
introduce myself my name is Allison
Malloy I'm a teacher at Carmel High
School in Carmel Indiana which is just
north of Indianapolis for those of you
familiar with the Midwest today our
focus is going to be on working through
the stimulus material so if you look at
the top of this slide will see our
learning objective which is to employ
appropriate reading strategies and read
critically for specific purpose for
those of you who are students you're
probably thinking put that in my terms
so what that means is we are going to
walk through the requirements of the IWA
specifically focusing on the role of the
stimulus material and we want to make
sure we understand how we're going to be
assessed and then beyond that we want to
make sure that we understand the
difference between on topic and off
topic and essential and non-essential
use as it pertains to these stimulus
materials because ultimately with the
IWA the students materials play a
significant role in how you will be
assessed okay so let's begin today by
actually starting with some
clarification on definitions so at some
point over the course of the year your
teachers have most likely going over
these definitions with you whether
they've shown you the exact glossary in
the course in exam description and is up
to them however we have some consistent
terms we want to make sure that we're
all on the same page as it pertains to
so if you look at the top as we go
through the rubric these are going to be
terms that you're going to see in the
task directions as well as the rubrics
so let's start off with argument an
argument is a claim or a thesis that
conveys a perspective developed through
a line of reasoning which is supported
by evidence so let's go down to the
bottom where it says perspective just to
make sure we're on the same page a point
of view conveyed through an argument so
as you're going through all of this
stuff with the IWA it is super important
that we pay attention to those two terms
perspective is synonymous with argument
and an argument is a claim that shows
that perspective okay so make sure we
keep those clear so whenever we see
those terms we
know what we're talking about um claim
is also there because claim is an
argument it's a statement made that
asserts a perspective remembered claims
are debatable whereas when you go down
to evidence this is going to be
information that's used to help support
the claim so the evidence is going to be
the support conclusion is an
understanding resulting from analysis
and and then if you look where
implication is that's going to be a
possible future effect or result that
can be intended or not intended and a
limitation is a point in which your
argument isn't valid or this is a weak
spot in what we're saying a point of
view is the position that you're taking
on a topic and then resolution is the
act of solving a problem and solution is
the means of answering a question or
addressing a problem now hopefully that
was all review but if not this is a
slide you can come back to as we're
working through the rubric to make sure
that you fully understand those terms as
we use them okay so let's get into the
task directions if you have your
stimulus packet handy you can pull that
out because you'll see in the beginning
of the packet is the task directions if
you don't that will be linked in the
video and you can pause and go back and
get that information so at the top what
you'll first notice is that there are
seven stimulus sources that are
referenced the ones in yellow will be
the ones we discussed further in lesson
two the ones that are in teal will be
the ones that we discussed further in
lesson three okay so if we look at the
task directions you know what's the role
of the stimulus your job is to read and
analyze the provided stimulus sources to
identify a theme or connection among the
sources for possible areas of increase
so basically what you're going to do is
you're gonna find your topic is coming
from the stimulus material so you've
read these and you're inspired to then
create this topic okay you're gonna
compose that research question of your
own which is prompted by the stimulus so
again the stimulus are playing a role in
inspiration
you're gonna gather information from a
range of sources it's important as
they've noted there including scholarly
work we want to make sure we're
including peer-reviewed sources not just
all pieces of journalism and so you know
when you're thinking about peer-reviewed
what does that mean how do we know that
they're experts and what have they done
to vet that right so we want to look for
journal articles on databases those are
great places to go so that we know we're
getting more of those scholarly works
now if you notice on the bottom I've
highlighted in purple a major point of
this so your job is to analyze evaluate
and select evidence but then you need to
use that to develop a well reasoned
argument that conveys your perspective
so if we go back to the glossary when we
talked about terms remember we talked
about how perspective is an argument
that what's really important here is it
doesn't say conveys perspectives it says
conveys your perspective so if you think
back to the IRR your job was to say
here's what source a says here's their
argument here's strengths and
limitations here's how it compares to
source being that you're putting those
sources in conversation here it's one
more set so rather than putting those
sources in conversation to show the
existing research and the existing
conversation much like a lit review your
job here is to take all of that to make
your own argument so if the sources say
this how can I use that to support my
own claims and my own stance it's about
you here not necessarily what the
sources say all right so if we continue
with the task directions your job then
is to continually revisit and revise
your original research question so I
also teach ap research and one of the
big points in that class is to make sure
your research aligns because you're you
know dealing with a year-long
investigation however as a seminar
teacher I noticed that same problem
happens in the IRR and IWA that issue
with alignment right we write the
question early we've done a little bit
of research we have an idea then we
start writing the paper but here's the
problem you know when we're no longer
stuck at home and we can actually travel
again it's like taking a trip right you
have a road map you think you know where
you're gonna go but maybe you get hungry
a little bit earlier or roads closed and
you have to change your path right
do you go back and then change the map
saying oh this is the exact trip that we
took you may not know in advance what
that trips going to look like until
you've actually done it so it's really
important that you go back at the end of
your paper and make sure your question
aligns with what you actually did so a
good practice for this would be to go
back to your IRR look at your question
look at what you did is that actually
what you answered and as you go through
the IWA it's super important that even
though we wrote it on the front end we
want to make sure we're continually
coming back and refining the question to
make sure it actually matches we also
want to make sure that we are
identifying opposing or alternate points
of view and their implications and
limitations remember we're looking at
what are those limitations and what are
those consequences okay if you're trying
to build a truly complex argument we
have to acknowledge concessions if I
were writing an essay about cost of
college for example right I have to
concede and say college cost too much I
could have a rebuttal saying that it's
worth it but ultimately I have to
acknowledge that there is a limitation
and to my stance and that's how we know
it's really complex because if I'm
trying to sell somebody and really make
a good argument and considering those
objectives or objections or concessions
that I might need to make okay so let's
talk about what this actually means so
when you build your argument here's
where this becomes really clear on what
you have to do with the stimulus
material okay number one you have to
identify and explain the relationship of
your inquiry to a theme or connection
among at least two of the stimulus
materials prompted by your reading I'm
going to read the next line there to
clarify incorporate at least one of the
stimulus material into your argument
okay so here's what this means I'm gonna
go back aside so I read these seven
sources my job is to make sure that I
have a clear connection between two of
the sources those two sources have
established my question and the
relationship that my question has to the
stimulus material so if I'm not
connecting to I have a problem now we
have
in any way talked about the students but
let's just look at the titles and kind
of talk about what this would look like
so let's do the third one here on high
income high income improves evaluation
of life but not necessarily emotional
well-being so if we just use the title
and we can infer based on the title high
income improves life evaluation so if
you have more money you have a better
evaluation of life straight forward
straight from the title if I decided
that I was making my research question
inspired by only that source okay just
one source and go back to what it says
here
the relationship to a theme among two
then I would not score well because my
relationship is not to two sources
I have to only use one source in my
paper but I have to be connected to two
and so that's where it becomes a little
bit confusing for some students I'm
connected to two but I only have to use
one in my argument as someone who's
graded the IWA previously though I would
strongly encourage you to try to you
and have to because it clearly says at
least one but you can if you want to
show that connection it will help you
because a lot of students the first use
wasn't all that great but the second use
is where they really hit their stride
and used it really well okay we have to
then place our research question in
context we have to include perspectives
include evidence from arrange we have to
link our claims all of that stuff we'll
talk further about as we go into more
lessons but the one I want to draw your
attention to is the next one that says
provide specific resolutions conclusions
and/or solutions one of the things I've
highlighted is that and/or there are
some confusion among students in terms
of what they actually need to do here it
does not say that you need a resolution
a conclusion and solution it says and or
so keep in mind that all of your
teachers and college board and all of
your graders want you to do one thing
really well rather than do multiple
things and not do them quite as well so
if you are arguing for a conclusion
right I'm arguing that doctors should
learn Spanish okay if that's the
conclusion I'm arguing for then I don't
have to prove the solution of what
that's going to look like if I argue
that doctors should learn Spanish and
then I argued that colleges med school
should require doctors to have four
years of Spanish before they can be
licensed or something like that those
are different goals but I don't want to
put those two in the same paper because
doing so in two thousand words only two
thousand words I would not be able to do
both of them well so I want to be very
aware of what my goal is and stay tied
to that purpose and not try to take on
too much because again you only have two
thousand words to do this now while I
bring up the word count which you can
see under here two thousand word limit
that does not encounter any of your
footnotes bibliography figures visuals
that you might have in text now some of
you are a little bit tricky and like to
put some some extra stuff in your
footnotes in terms of like using it as
extra words or you want to include an
annotated bibliography those kinds of
things would not be read
as they would you know give you an
advantage of getting more than the 2,000
words and we stick to that 2,000 words
you do get a 10% overage so 2,200 words
and is the max of what you can do and
now keep in mind I know some of you and
at least the students I have so I know
some of you watching are this too I like
to push that word count as much as you
can if you are someone who's pushing
over that 2,200 remember that College
Board says you can do this really well
in two thousand words so trust them they
would not make this task impossible so
it might just be a matter of being more
concise which is something we'll talk
about in later lessons okay
and so let's continue forward into now
what is being assessed so if you look at
the proficiencies that are highlighted
in yellow down there we're gonna focus
on establishing arguments selecting and
using evidence understanding and
analyzing context understand and analyze
perspective and applying conventions on
the next couple slides we will talk
through what each of these mean in
detail before we do that I wanna draw
your attention to the note that is on
the top of the IWA
rubric and it's a really really
significant so let's look at the bottom
for the purposes of the IWA if the
response is not in any way related to a
theme connecting at least two of the
stimulus material it will be counted
off as off topic and will receive a
score of a zero so remember we talked
about a couple slides ago how important
it was to connect it to two sources
right but if you can't connect it to two
sources and it's not in any way related
it's going to be off topic and you're
gonna get a zero and think about the
implications of that right what it's the
consequences you did all of this work to
earn a zero like what's the point of
even doing it right so we want to make
sure we're really really clear at the
beginning and we put a lot of focus into
picking the right question and making
sure we're connected so just to give you
an example this is the stimulus material
from 2018 okay so if you just look at
the titles and granted we didn't do a
deep dive we didn't read it but we've
got a world without work the myth of
sisyphus
long working hours in cancer rosie the
riveter which is the weekend
do an image Nixon suggests to the nation
on Labor Day and then Adam Smith from
The Wealth of Nations okay without
knowing much about it if we just look at
titles you can see some connecting idea
there had to do with work okay so if I'm
trying to figure out what off topic is
I'm a huge basketball thing okay so if I
said you know what I think LeBron James
is awesome he does work right so now I'm
connected is that that work could I just
argue for my paper why LeBron James is
the greatest basketball player to ever
play no because again I have to use
these sources in my paper there's
nothing on here that I would be able to
use to argue why I LeBron James is great
now if I want to shift this because I
really want to talk about basketball
then I could look at the sources and
maybe this third source about long
working hours and a cancer risk makes me
think about people whose job requires
them to travel consistently right or
maybe those who have jobs where there's
a physical tool now I can start to
connect this to NBA athletes and I can
look at the implications of those the
travel schedule with potentially their
risk of certain diseases or health risks
or mental health risk now I'm starting
to ground it in research okay so I'm off
topic if I just pick something random
and I see no connection I'm on topic if
I can show the connection between two
now I showed the connection there
between one right long working hours in
cancer risk so how can I then connect it
to the other sources well if I do a
deeper reading then maybe there's
something in Derek Thompson or maybe
there's something in Mixon that I can
pull in to show this connection okay you
have to ground this in stimulus material
if you don't and we go back a slide you
are getting a zero right no stimulus
material no grade that's not going to be
a good thing okay so let's move forward
and actually talk about the rubric so if
you look at rubric rule number one okay
I know it doesn't look this way but if
we think about the points earned okay
you're gonna earn points for a
high-scoring use of this if you think
about scoring a zero
a medium and a low that'll help you
better understand what this is actually
going to look like so you're gonna earn
points the response demonstrates the
relevance of at least one of the
stimulus to be to the argument by
integrating it as part of the response
it can provide relevant context for the
question or as evidence to support so
you're gonna earn a point in this row if
you actually use the stimulus okay
you'll earn zero points if you do one of
the two things either you don't
incorporate it so that's the a or you
include a discussion of at least one of
the stimulus however it doesn't
contribute so if you think of that top
part as the low and the bottom part is a
medium we want to make sure that we're
not just throwing it in or doing it in a
real surface level way now one
additional clarification I want to add
here right we have to be connected to
two to get scored but in this row you
have to actually use the stimulus to
then earn the five points so you could
get scored but earn as ero for use of
stimulus if you don't do a good job in
how you actually use it okay knowing
that you are only scored on your IRR and
IWA it's important that we not give up
five points from the beginning
especially when this is completely in
your control so let's look at some
examples okay I'm going to give you a
minute to read through this
you
you
you
you
okay if you notice that the highlighted
terms British Journal of cancer
addressed in the nation on Labor Day
those are two stimulus material that we
just talked about okay even if you're
not done reading I want to make sure you
maximize our time so I'm going to go
through just what the student is doing
so the study from the British Journal of
cancer suggests that long working hours
may share a link to long term risks such
as breast cancer former u.s. President
Nixon and has addressed to Labor Day
said we must always remember the most
important part of quality is quality of
work so the students clearly connected
to two sources right we see that however
if we look at where this paragraph goes
at the end such evaluation brings up the
question what do the current health
impacts of nightshift suggest about the
need for future regulation so this
student wants to look at how we should
be regulating what are the needs for
regulation of future nightshift workers
they use the two sources the student use
the two sources to set up the topic this
is not essential use right think of this
in terms of going to a party if you go
to a party or a family gathering with a
friend and they introduce you but then
you don't interact with anybody else
you're never mentioned again
realistically you could walk out of that
room and nobody would know the the room
wouldn't change the dynamic wouldn't
change you were just introduced but then
that was it and that's what we have here
this example is introducing the topic
it's not necessarily essential so this
is where it would fall on that rubric if
we go back a slide it's gonna fall in
this other use there's a discussion
however it's not really contributing to
the argument it's just helping the set
up the question now the difference
becomes if we go to this second example
right if you go to that same party and
now your friend introduces you and makes
you a part and threads you into
different conversations you interact now
you become essential if you leave people
would notice it's the same thing with
the stimulus material if it is essential
your argument changes because it is
removed so an unbiased study with a
sample size of one
sixteen thousand four hundred and sixty
two individuals conducted by researchers
from the British Journal of cancer
suggest an association between long
working hours and breast cancer the
findings can indicate that night workers
who work long hours have a higher chance
of developing breast cancer although
analysis of the studies confounding
variables proposes no link so they've
done a really good job that student
implemented that now if we look at the
end of the paragraph the concern for
breast cancer
thus extends to more than just night
workers who have long shifts this is
becoming threaded and it's becoming
essential if I remove this reference to
the British Journal of cancer
I have significantly changed the
strength of this paragraph so this now
becomes essential use now the lucky
thing for this student is what we saw in
the last slide and this slide are all
from the same paper which is why it's so
important that you use it more than one
time because that gives you more chances
to actually earn your points all right
so let's look at this one and I want you
to tell me if it's essential use so
stature what is highlighted is the
example I'll give you one minute to read
through this and again we're just
reading quickly kind of four gist
you
you
you
okay so if we look at the use of
Thatcher this is an unsurprising given
that technology has increasingly been a
key tool to facilitate scientific
understanding of complex problems
ranging from global global climate
change thatcher to urban transformation
so we actually and I should have
highlighted Montgomery - we've got
Thatcher and Montgomery both use but
here's the problem this is that that
second level of the rubric right they
mentioned it but it's surface level it's
non-essential it's just thrown in one of
the tips and tricks to making sure you
have essential use is to use it one
outside of the introduction and two to
make sure you're actually using a piece
of textual evidence to help ground it
the third suggestion is to make sure
you're interacting with other sources
interacting with the source that you
included so that way there's a clear
connection and it feels like it's it's
significant so if you look at the
difference here we've got Montgomery
down here just look at the change in how
they did it a relevant example so up
here they're talking about you know if
you look such a restrictive nature of
this issue makes data a science very
useful tools it generates reliable
predictions about certain systems are
phenomenon which allow people to
allocate the available research
resources in the most efficient manner
and prepare for the future a relevant
example of this so now in order to make
their point right how businesses and
sports are no means the only fields
where the predictive capacity of data
and science is employed here's an
example as they're talking about
sustainability related products now
let's look at this example found in the
stimulus we have a clear reference and a
whole quoted line there and then there's
more connection about how this articles
suggest and that is then connected to
another source with we've got more
Montgomery down here right so we have
this clear connection where Montgomery
is now becoming a big essential part of
the argument not just something I threw
it and said hey this talks about urban
transformation which makes me think
about this so therefore it's there
needs to be grounded okay so hopefully
that's very clear now let's look at Row
two Row two again we're thinking of
those all-or-nothing rows as low medium
versus high so in the five points the
response explains the significance or
importance of the research question by
situating it within the larger context
what that means is did you tell us why
your topic matters using evidence or
support from the larger existing
conversation okay if you didn't you
either a provided no context or B you
made a really simplistic or general
reference right we have that low in the
medium are gonna get no points and the
high score is gonna get the points here
again this is not five points you want
to give up so this is not that difficult
to include but let's talk about what it
looks like so we go back to that first
night shift paper and she's talking
about regulations on night shift what we
see appear is on harboring more than 21
million workers so how do I know what
matters well it affects 21 million
workers and I used a source to say that
night shift is very prevalent I also
talked about how OSHA or any federal law
doesn't have specific requirements for
nightshift workers that then helps
ground this in very clear textual
evidence here's how it fits into the
larger conversation which is why then
I'm arguing about the impacts of night
shift
okay hopefully that's very clear in this
row it's not as complicated as the use
of stimulus this is really like did you
tell us why why we should care that's
all it is so I go back to my paper and I
want to argue about how travel is
affecting athletes then I need to make
sure or professional athletes that I
tell you why why it matters because if I
don't I'm losing points on this row okay
all right so let's go into rows 3 4 & 5
and I want to preface this by saying
beyond row 1 & 2 I really want to just
give you the force on these other rows
so that you understand where you're
going but future lessons will really
focus on rows 3 4 & 5 so as we go
through and talk about putting together
the piece
of your argument lessons 5 through 8
will really cover these in a lot more
detail okay
so let's just look at the high scoring
rows and so we can be very clear about
what you need to know and then we'll
just look at the differences between the
two so for the four Row three you're
looking at a perspective you're
evaluating multiple perspectives again
think of the word argument and you're
synthesizing them or bringing them
together by drawing relevant connections
between them consider objections
implications and limitations again I'm
not just going into Google and saying
school should start later and then I'm
going to find a bunch of sources all
from students who say that school should
start later I want to make sure that I'm
finding a variety of points of view so
teachers students government officials
lawmakers Department of Ed whatever I
want to look at and then I want to also
put that in conversation with my
argument so how can those help to
enhance complicate confirm the things
that I'm arguing the middle row says you
describe them but you're really just
describing the differences so that's
gonna feel more like an IRR then
synthesizing that okay the low you only
provided a single perspective or you
just unsubstantiated which means that
you just wrote a lot which some students
do but there really wasn't any evidence
to support what you were saying you will
notice that row four is the heaviest of
all rows it's the worth the most points
at 12 points but this row is essentially
looking at you prevent providing a
really clear and engaging and organized
argument so you have a clear and
convincing argument it's logically
organized it's well reasoned and your
claims are connected to your evidence
and you have a plausible well aligned
Kulik conclusion okay
again the goal here is did you make a
claim did you use the evidence to
support it and were you complex and how
you presented it considering limitations
implications all of that stuff so the
middle row you presented a clear claim
and an argument but you had a little bit
of floss you were very organized but
maybe you're reason with faulty
endpoints or maybe you could have been
more organized as you put all of that
stuff together okay and then again
unsubstantiated or it's just summary
it's going to get you those low scores
and then five is the use of evidence
relevant in credible evidence and you
also want to make sure it's sufficient
did I use enough did I use that evidence
to support my claims amid middle score
is going to be that if you mostly did
and then a low scores it's going to be
that you lacked credibility okay so
again these rows will be covered in much
greater detail but the idea here is that
they're asking about how you're
formulating your argument so if we look
at an example of this and the reason I
picked this example as I highlighted two
different stimulus sources from that
twenty eighteen packet that a student
had used to actually put this into
conversation so it's really cool here is
that this student is talking about how
we can use data analysis as a means of
decision making on sustainability and so
if we're looking at this last time which
is super important the use of VR in
journalism shows potential as it may be
able to mitigate if not eliminate
miscommunication and misunderstanding
due to journalist bias so if we could
use the VR to do that look at what this
stimulus says look at what this stimulus
says to make our point now this is
inversed because most of you would put
your claim at the top and then use your
evidence to support it the student did
it in Reverse that's totally fine but
what we see here is that those stimulus
sources are being used as support for
potential ways to implement VR in
journalism so not only is this essential
use but it's also a good argument of how
you use sources to prove your point
because when you're making your argument
it's not about what the sources say it's
about how what the sources say can be
used to help you advance complicate
confirm extend your argument okay all
right so we are almost done with this
rubric so here we go rows six and seven
row six is about convention this is how
you cite things
it's the attribution that you're giving
so I'm going to go in the reverse order
if you look at the lo the only way
you're getting a lo is if you don't have
your reference page but you have in-text
citations or vice versa okay so most of
you are not getting that zero there
because you hopefully have both we're
looking for consistency it does not
matter in any capacity
what citation style you cite in in AP
Center what does matter is that you are
consistent with that so one of the
things you can look at the difference
for the medium and low is is consistency
okay so if you went back to your IRR
right now and you looked at all of your
references on your reference page we're
excited page bibliography and then you
went back into your paper do those match
and what I mean by that is if I looked
at Smith could I find Smith in the paper
or did you call Smith something else
right if Smith on the reference page and
in the paper if it's not in both places
if I can't tell which ones which or if
it's just a bunch of URLs please don't
do that you want to make sure they align
we're looking for consistency okay we
also want to make sure we're giving
credit because that is super important
because those ideas when they are not
yours need to be given an attribute the
last row then row 7 is looking at your
style the way that you're actually
writing so even though your friends can
be super educated we're gonna pretend
that we're not writing for our friends
but writing for an educated
non-specialized
or even specialized audience they're an
educated audience okay we talked to our
friends in a different capacity than we
talked to adults or to an educated
population of people that were not as
comfortable with okay so things like the
word you if you use the word you a lot
don't right go back to your higher R and
get rid of those but if you use it in
here it's just a way that it makes it
informal if you use a lot of slang if
you have the other part of this is typos
right we want to make sure that we're
cleaning up our paper so it's clearly
communicating and appropriate for the
academic audience College Board does not
expect you to be perfect here by any
means but they do expect you to
proofread the middle row is mostly clear
but there's some more flaws that
actually and are inappropriate or could
interfere and understanding and a low is
just it would be riddled with errors
okay so let's go back to everything
we've covered today because it's a lot
in just a little bit of time so our
objectives were to make sure that we
understood the requirements of the IWA
including the roasts the role of the
stimulus material
to make sure that we understood how they
be assessed and to make sure we
understood the definition of off-topic
and essential use so keep in mind but
the purpose of the stimulus material is
to inspire a topic inspired by a
connection among two sources and then
you have to use one in an essential way
think about that party analogy if your
source were just to leave it would be
eliminated from your paper would it
matter would anybody notice and if the
answer is no nobody would notice it
doesn't matter it's not essential use so
we want to make sure that we are very
clear about the importance we also want
to make sure that if we're on topic we
are inspired by - not just one but two
and that we can use the stimulus to help
back that up okay hopefully again we
have hit all of those objectives and you
are very clear on what you need to do
again it's just a force you're building
an argument here and we're making sure
we're using that stimulus to do that one
of the awesome things about AP seminar
and the capstone program in general is
its empowering you so here's your chance
to be empowered and to make your
argument rather than just rely on the
arguments that other people have already
made okay
so if you look at next steps your job
between now and the next lesson is to
access the stimulus material you can
find this in the digital portfolio your
teacher should have or will be providing
you with a copy of this material but you
can also find a link in the videos for
the next few lessons your job is just to
familiarize yourself with the stimulus
material if you have time to do that you
can do a deeper dive later the idea is
just to get a basic overview at this
point and that is enough the highlighted
sources from the stimulus material will
be the sources that we will cover in
lesson two the ones that are not
highlighted will be covered in lesson
three if you are having any trouble with
connection or technology make sure that
you talk to college board they are
committed to that equity and access
piece and they recognize that not all of
you have the tools that you need so if
you could contact them at CB org
backslash tech and they will be happy to
help you as you as you need so again
thank you so much for watching I hope
you'll join us for the next videos at AP
seminar have a wonderful day
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