AP Seminar: Reviewing Your Individual Research Report
Summary
TLDRIn this educational video, Allison Lee, a teacher at Carmel High School, provides a comprehensive guide for students on revising their Individual Research Reports (IRR) for the AP Capstone course. The focus is on enhancing the IRR's significance, given its increased weightage from 10% to 31.5% in the AP score. Lee discusses the evaluation criteria, emphasizing the importance of quality sources, particularly academic journals, and provides a detailed revision checklist. She advises students to ensure their research questions are narrow, well-articulated, and that their writing is clear, academic, and proofread. The video concludes with tips on improving the IRR and the option to resubmit for a better score.
Takeaways
- 📚 The lesson focuses on the revision process for the Individual Research Report (IRR), which has increased in importance from 10% to 31.5% of the AP score.
- 🔍 The teacher emphasizes the importance of having a complete draft of the IRR before beginning the revision process, even if it's a rough first draft.
- 🎯 The revision process should aim to improve the IRR based on the rubric's criteria, which includes context, understanding of arguments, quality of evidence, and citations.
- 📈 The rubric's rows 1 & 3 are assessed together, focusing on the context and quality of evidence, including the variety and credibility of sources.
- 📘 The teacher suggests an average of 7 to 10 sources for the IRR, with a preference for academic journals and a range of perspectives.
- 🔗 It's crucial to ensure that all sources are properly cited both in-text and on the bibliography/reference page for consistency.
- 🤔 The paper should be divided into at least two perspectives, each clearly articulated and connected to demonstrate a comprehensive understanding of different viewpoints.
- 🗣 The use of academic language and formality is essential; the teacher advises against using 'I' and 'you' as they make the writing seem informal.
- ✅ The clarity of communication, adherence to the word count, and proper formatting are critical for achieving high scores in rows 5 & 6.
- 👀 The teacher recommends proofreading and using tools or having others read the paper to catch errors and improve the writing.
- 📝 The strength of the IRR is significantly influenced by the quality of the sources used, with a strong emphasis on peer-reviewed journals and academic sources.
Q & A
What is the main focus of the second part of Lesson 10?
-The main focus of the second part of Lesson 10 is to guide students on how to transition to the revision process of their Individual Research Report (IRR) to improve its quality, given the increased weight of the IRR in their AP scores.
Who is Allison Lee and what is her role in this video?
-Allison Lee is a teacher at Carmel High School in Carmel, Indiana, and in this video, she is presenting the second part of Lesson 10, specifically focusing on the revision process for the IRR.
What is the significance of the increase in weight for the IRR in AP scores?
-The increased weight for the IRR in AP scores, from 10% to 31.5%, highlights the importance of the IRR and necessitates that students submit the best possible version of their report.
What does Allison Lee suggest students do before revising their IRR?
-Allison Lee suggests that students should have a complete draft of their IRR, even if it's a first draft that needs improvement, before they start the revision process.
How many sources does Allison Lee recommend including in the IRR?
-Allison Lee recommends including roughly seven sources in the IRR, as this number helps to illustrate that research has been conducted and provides a variety of perspectives.
What is the importance of academic sources in the IRR according to the transcript?
-Academic sources, especially peer-reviewed journals, are important in the IRR because they contribute to a high score on the rubric, particularly for rows 1 & 3, which focus on the quality and variety of sources.
What does Allison Lee mean by 'perspective' in the context of the IRR?
-In the context of the IRR, a 'perspective' refers to a distinct viewpoint or argument presented in the report, which should be clearly articulated and not simply an occupation or lens.
Why is it important to have a conversation between perspectives in the IRR?
-Having a conversation between perspectives in the IRR is important because it shows the connections and relationships between different viewpoints, enhancing the depth and coherence of the report.
What are the main aspects Allison Lee covers in the revision process for the IRR?
-The main aspects Allison Lee covers in the revision process for the IRR include evaluating the quality and variety of sources, ensuring perspectives are clearly articulated and connected, and checking for conventions and citations.
What advice does Allison Lee give regarding the word count for the IRR?
-Allison Lee advises students to adhere to the word count specified by the College Board, which is 1200 words, and to ensure that their writing is clear, cohesive, and focused.
What is the final advice Allison Lee gives to students regarding their IRR?
-Allison Lee's final advice is for students to focus on the quality of their sources, as this is the most significant factor in the grade they will receive for the IRR. She also encourages students to take the time to revise and improve their IRR, considering the increased weight in their AP scores.
Outlines
📚 Introduction to Lesson 10 Part B
Allison Lee, a teacher at Carmel High School, introduces the second part of Lesson 10, focusing on the transition from the Individual Research Report (IRR) to the revision process. The lesson aims to guide students on improving their IRRs, which now carry more weight in their AP scores, moving from 10% to 31.5%. Allison emphasizes the importance of having a complete draft before beginning revisions and provides a brief overview of the lesson's objectives, which include reflecting on and revising students' writing, thinking, and creative processes. She also outlines the areas of focus for the revision, based on the IRR rubric, and encourages students to pause the video if they have not yet completed a draft of their IRR.
🔍 Evaluating Sources and Context in the IRR
The paragraph delves into the specifics of how the IRR is scored, particularly focusing on rows 1 and 3 of the rubric, which assess the quality and variety of sources used in the report. Allison advises students to include approximately seven sources, with a preference for academic journals, to demonstrate a range of perspectives. She contrasts examples of well-chosen sources with those that rely too heavily on news media, emphasizing the importance of academic credibility. The paragraph also touches on the need to situate the research within the current context, establish the significance of the topic, and clearly state the individual research question, ensuring it is narrow and focused.
🗣️ Analyzing Perspectives and Argument Connections
Allison continues with an in-depth look at rows 2 and 4 of the rubric, which pertain to the presentation of perspectives and arguments within the IRR. She explains that a paper should be divided into at least two perspectives, each clearly articulated as a claim. The paragraph stresses the importance of showing connections between perspectives and using multiple sources to support each one. Allison warns against labeling perspectives as occupations or lenses, which do not represent genuine argumentative positions. She provides examples of how to effectively transition between perspectives and how to use sources to build a conversation within each section, enhancing the coherence and strength of the argument.
✍️ Finalizing the Revision Process and Ensuring Clarity
This paragraph addresses the final aspects of the revision process, focusing on rows 5 and 6 of the rubric, which pertain to conventions and citations. Allison reminds students to adhere to the word count, ensure clarity and coherence in their writing, and maintain an academic and formal tone. She advises against using words like 'I' and 'you' excessively, as they can make the writing seem informal. The paragraph also emphasizes the importance of proofreading for errors and checking formatting, including headings, subheadings, and citations. Allison provides examples of student responses to illustrate the difference between low- and high-performing work, highlighting the need for clear, concise, and well-structured writing.
🏆 Conclusion and Advice for IRR Revisions
In the concluding paragraph, Allison summarizes the key points of the lesson and offers final advice for students revising their IRRs. She reiterates the significance of using credible and vetted sources, particularly peer-reviewed journals, to ensure a high score. Allison encourages students to take advantage of the opportunity to resubmit their IRRs, given the increased weight of the assignment, and to reach out to their teachers for guidance on revisions. She also reminds students to contact the College Board for any technical issues and ends the lesson on a positive note, wishing them luck in their writing and revision process.
Mindmap
Keywords
💡IRR
💡Revision Process
💡Rubric
💡Sources
💡Perspectives
💡Citations
💡Conventions
💡Research Question
💡Academic Journals
💡Word Count
Highlights
Lesson 10 Part B focuses on transitioning from the Individual Research Report (IRR) to the revision process.
The IRR now carries more weight, moving from 10% to 31.5% of the AP score.
Students are encouraged to reflect and revise their writing to improve their IRR based on the new weight.
The lesson provides a checklist for self-assessment and peer assessment of the IRR.
Row 1 & 3 of the rubric assess the quality and variety of sources used in the IRR.
A recommendation of including roughly seven sources for a well-rounded perspective.
The importance of including academic journal sources for credibility and scoring.
Row 2 & 4 emphasize the presentation of different perspectives and the connections between them.
The necessity of clearly articulating the argument within each perspective.
The need for transitions between perspectives to show connections and flow.
Row 5 & 6 cover conventions and citations, emphasizing formal and clear writing.
Advice on avoiding informal language and maintaining an academic tone in the IRR.
The significance of proofreading for excessive errors that can affect the score.
Checking for proper formatting and consistent citations as part of the revision process.
The impact of using credible academic sources on the strength and score of the IRR.
The option for teachers to read and remove student submissions for resubmission if needed.
Encouragement for students to reach out to College Board for device or internet access issues.
The final advice to focus on the quality of sources as a key factor in the IRR grade.
The partnership between the AP Capstone and Course Seminar and Research teams in providing support.
Transcripts
hi ap7 our students and teachers thanks
for joining me for our last video mr.
Gonzalez has the first part of lesson 10
but I have the second part just a
reminder I am Allison Lee I'm a teacher
at Carmel High School in Carmel Indiana
so for our lesson today we are on lesson
10 Part B we are actually going to shift
gears completely from the IWA to looking
at the individual research report or the
irr as I know most of you have already
written these the focus today is just
how we transition to the revision
process so that we can make it better
now that it has a more significant
weight because we're going from that 10%
to now 31 and a half so we want to make
sure that it is better
and since our AP score is only coming
from two documents now so if we focus on
our objectives number one we're going to
reflect and revise on our own writing
thinking and creative processes so that
we one refresh our memory and understand
how the IRR is evaluated and to
understand how to best revise and
improve your current IRR because again
we want to turn in the best products
that we possibly can so let's get right
into it
before though I continue I just want to
put a pause in here for you to stop if
you have not yet written a complete
draft of your IRR and I know that may
sound odd to some of you but for some of
you you have not actually done that
maybe you've told your teachers you
would or you put it off and then you got
to do virtual schooling but either way
make sure you have that complete draft
before you continue and because if we're
gonna talk about revision we have to
have something even if it is a crappy
first draft and so that we can then work
to improve for the rubric we're gonna
focus on each of these rows and we're
going to put them together in groups and
as someone who has scored the IRR and
actually I've graded all the parts of
exams but the IRR is the part that I
have graded the most so I feel the most
confident talking you through the
scoring of this rubric and rows 1 & 3
are essentially assessed together
and then so those are going to focus
really a lot on you more sources even
though the first one says context so
we're gonna talk to those together we'll
look at rows two and four together there
is some variation and then just like we
did for the IWA i'm not going to spend a
ton of time on rows five and six because
they are the same essentially as the IWA
which is conventions and um citations
essentially is what we're looking at
although they both say of like
conventions okay so real quick Row one
we're talking about context and your
ability to show the context Row two
we're looking at your ability to
actually clearly understand and present
your understanding of the arguments of
other sources Row three is about the
quality of evidence you are using for is
your ability to make connections among
perspectives and sources and then like I
said five and six we've got citations
and then we've got conventions so let's
get into the actual revision process so
what we did is we wanted to make sure
that you guys had a checklist where you
could ask yourself questions go back
through your document or work with a
peer so any of these slides where you're
singing a bunch of questions feel free
to pause self assess or peer assess and
then come back and hear a more
explanation about what this looks like
so number one did you include roughly
seven sources now College Board does not
give a number I am giving seven only
because if I have to include a variety
of perspectives multiple perspectives
and a variety of sources it's really
hard to do that with resources so on
average just as a greater the number I
tend to see the most that successfully
done is somewhere in the seven to ten
range so again that is just my own
understanding of what this looks like
but you have to have a range so how many
sources do you have and do enough to
illustrate that you did research number
two of the sources included how many are
from academic journals how many are
academic how many are journalism or
journalistic sources those news media
that we talked about in lesson eight of
the sources that are included how many
come from experts and if they all come
let's say they all came from a Journal
of law they're all coming from the same
type of experts so do you have a variety
of experts begin sir
would be no you need to include experts
that encompass a range and a variety we
don't just want one voice represented
are all the citations on your
bibliography reference page we're
excited actually consistent if they
appear on your bibliography do they
appear in text and if they appear in
text do they appear on your bibliography
okay so rows 1 & 3 are really looking at
your sources so the first thing I'm
trying to do as a grater is actually to
look at that reference page so again
like mr. Gonzalez was talking about in
lesson 9 make sure you're giving more
thought than an afterthought when it
comes to references so if we look at
this sample one here's a paper that had
seven sources if I'm a grader and I look
at this the first thing I'm noticing
I've got a journal I've got an academic
source I've got a journal a good a
journal I've got a journal this student
is going to get a high score on sources
already like I don't even need to see
the paper I know the student can get a
high score unless they do something
terribly terribly wrong because the
composition five out of the seven
sources are great sources they are
academic journals and they all don't
come from the same academic journal
there's a variety represented okay if
you want to pause and look further their
bibliography or we're excited you
absolutely care okay here's a different
students were excited so I want to show
you the difference here look we've got
news media news media news media you
have three new sources although they're
different HuffPost USA Today and NBC
they're still the same type we don't
have anything academic then I've got
another new source and another new
source and another one right Washington
Post ABC Business Insider okay of the 14
sources that I'm seeing here I don't
have anything academic in terms of a
journal I don't have anything
peer-reviewed and I really have an over
reliance on news media so this student
cannot earn a high score on real one
unless they do something absolutely
magical in the paper to prove that
there's a lot of credibility here okay
the more academic sources you have in
your bibliography or reference pages the
less work you actually have to do in the
body of your paper
actually in your paper if we look at a
conversation this would be rows 1 & 3
and we're looking at what it looks like
so you'll notice that we have the
author's at the top co-directors of the
National Alliance of the mentally ill
long term care and then we have this
extra information that's meant to give
attribution and credibility these
credibility tags right through the
co-directors we also see later we have
the president of the World Association
for psychosocial rehabilitation and
professor of general and social
psychiatry at Athens University so if
you are relying heavily on news media
you have to do so much more to prove to
us that your sources have credibility
but for those of you using academic
sources you've already done all the work
you can have short little credibility
tags and then we know that you have good
sources your grade on the IRR for rows 1
& 3 comes down to the quality of your
sources if you have academic sources and
academic journals you are just killing
it in terms of these rows which is
really really good okay so again pause
the video if you want to read through
the whole paragraph you can see but we
have those credibility tags so then the
last part that's assessed on rows 1 & 3
is essentially coming from your
introduction so we've talked about
sources the other part that gets
assessed is the narrowness and focus of
your question so did you situate your
research in the current context remember
we talked about this and it's the same
as the IWA did you use sources to
establish the context did you help us
understand why this topic matters and if
there's significance optionally and I
put this on there because some of you
haven't and don't want you to see think
you can't did you identify your groups
question and did you show us how your
individual question is contributing
that's an optional for putting the group
question and some of you may not have
even gotten as far to have a group
question and the other thing that you
absolutely do have to have is your
individual question some students if you
look at the sample papers put their
individual question as their title but
it's still listed make sure you state
your research question if your research
question is not stated anywhere in your
paper you need to go back in and make
sure you put it in okay
also is your
question narrow in focus and scope do we
know the who what why when where is that
really been developed and are we
specific about what you're looking for
okay and then did you explicitly tell us
why we should care use sources to do
that but make sure that you've given us
that full range so let's look at what
this looks like so if look at the sample
introduction and you can just see from
the color coding all of the yellow that
this student did was using sources to
establish the context and to establish
the significance and then at the end
what they did is they gave us a claim
now they didn't write their question
they instead wrote more of a claim you
could easily just put your question in
here at the end and then we get the
focus of the conversation and you do not
have to have an argument this is not an
argument paper it is a report about
other people's arguments but make sure
your question is narrow and presented
somewhere this student used his question
or her question as a title so in
actuality and majority of the Release
patients experience unintentional
negative consequences of the
institutionalization such as
homelessness incarceration and isolation
due to the absence of the promise
community care so that is what the focus
of the IRR is going to look at is this
the institutionalization in terms of its
focus on homelessness incarceration and
isolation so the student has been very
very narrow in terms of what they're
looking at and all of the yellow is all
of the work that he or she did to help
establish why this topic matters okay so
that really covers rows 1 through 3
reminder Row 1 and 3 are attached to the
quality of your sources so the more
academic sources you have the better if
you go through your reference page we're
excited bibliography right now and you
code things based on what they are write
down how many our news media how they
are academic and if you find that you
don't have any academic or academic
journals you got a research you know
throw in better sources do not just be
complacent with what you have because
it's already done the weight has
increased okay if you go through your
page and you're like Oh academic journal
academic journal and the majority of
what you have is academic journals give
yourself a pat on the back because you
do not
have to re research which is awesome all
right so let's shift to rows 2 & 4 so 4
2 & 4 and they are essential team
together but there is a little bit of
variation so I will talk to you about
that as we go we're going to start with
perspectives is your paper divided into
at least two perspectives and remember
perspective is the same as argument is
each perspective written as a claim or
in a way that clearly articulates the
argument that's going to be made in that
section and the argument from the
sources you do not have to make an
argument so it's not your argument and
if your perspectives are simply titles
of occupations or lenses make sure you
fix those those are not the same
perspective it's not an occupation nor
is it a lens okay
look at the first sentence between each
perspective to see if you've
transitioned explicitly to show those
connections you need to have connections
between perspectives not just between
sources so let's remind ourselves
perspectives so the first one the impact
of one's social life on gaming addiction
and the impact of gaming addiction on
one's social life so what we see here is
it's very clear what the focus is going
to be some students have two
perspectives some have three it's up to
you if you find yourself in the five
range I would definitely recommend that
you go back through and see if you can
pair down because within perspectives
you have to have multiple voices and
it's really hard to do more than three
perspectives really well in 1200 words
which is our word count okay the impact
of de institutionalisation movement on
homelessness on crime and isolation so
they have three different sections in
this high-scoring now what a perspective
is not it is not an occupation
repeatedly as a grader I will say the
number one thing I can tell when a kid
doesn't really get perspective is they
claim that their perspective is an
occupation nurses perspective gamers
perspective research perspective those
are occupations right not everybody with
the same occupation has the same
argument or the same perspective there
is probably you know a teacher out there
who teaches at a public school but who
sends their students to a private school
because they prefer that for their
children right but then there are
teachers who think that public education
they teach in public education and I
think their kids should go to public
educator or be publicly educated as well
right there are differences in what
people think between perspectives an
occupation does not make a perspective
so really really think about that and
look at how you've labeled your
perspectives also lenses are not
perspectives so just because you claim
that you're looking at the economic lens
that is a separate thing okay so what
are you actually looking at what are
people arguing or debating within the
economic lens what are their arguments
okay do not just call it a lens or
separated by two different lenses he's
argument okay the other part of row two
and four and this is really focused on
row four so establishing our
understanding will will happen with row
two but when we're talking about row
floor you have to have conversations
between perspectives as well so making
sure that if you look at these sentences
that are written here you see patient
homelessness increased crime rate prison
overflow if you read the sentence that
follows and this is just the first
sentence between the perspectives in
this students paper this sentence
actually ties to the last perspective so
that we can see how the perspectives are
connecting right so patient homelessness
caused by D institutionalization leads
to increased crimes rates so now I see
why the student talked about
homelessness and then crime rate and
then when I look at isolation and
suicide I see that patients who avoided
homelessness and imprisonment often felt
isolated so again this student is trying
to show a conversation okay then we have
what it looks like within the
perspectives between sources
additionally these authors support this
other authors claim right or these
authors complicate this other person's
claim you want sources just like you did
in the higher art where you made them
work for your own here you're just
showing how the sources compliment
extend or complicate each other's
thoughts okay you're putting the sources
in conversations the sources are
highlighted here there is no argument
that needs to be made it's just how the
sources are
acting the other part of these two rows
is looking at the composition of what's
included so within each perspective or
conversation do you have multiple
sources use is it clear why you're using
them
do you offer commentary to help us
understand what the source is arguing
and the source is key findings this is
mainly row two
do you offer an evaluation of the
relevance and credibility of the source
do you offer
a and if you use academic journals and
really good sources you don't have to do
really anything to establish the source
is relevant in credible because
especially use academic journal if you
said it's from a peer-reviewed academic
journal that's all you need to say we
got it um do you offer an evaluation of
relevance and credibility of the
argument or if the ideas right if they
have a small sample size or if this was
true in Maine is it true everywhere
right really acknowledging the
limitations of potentially the argument
and then did you use transitions or
transitional phrases to help those
sources speak to each other so if we go
into the students paper you'll notice in
the green what we have is we have those
sentences where they're telling us what
the perspective is patient homelessness
caused by the institutionalization
causes an increased crime rate
specifically as conducted by Smith's
it found these things we have his
evidence and then we have providing more
evidence we have this other source this
Wallis Mueller and Burgess who also
agree where they found the same thing so
any place that you say see the green the
student is trying to connect and that
commentary anywhere that you're seeing
the yellow is where sources included and
they're trying to put those sources in
conversation so again here's a great
place to pause and look at what a
successful conversation looks like among
sources within a sample paper all right
so let's get to the last rows and I know
I'm doing a lot in a short amount of
time so I apologize how fast I am going
but I want to make sure that we mr.
Gonzalez and I wanted to make sure not
only we got the submission and for you
but we wanted to make sure you felt good
about revising your IRR as well since
the bulk of our focus
then on the IWA so just some reminders
about conventions and citations rows 5 &
6 number 1 did you stay to the
word-count if you have 1700 words here
you need to narrow it down College Board
says 1200 they think you can do a really
good job in 1200 but again you have that
10% maps which is 13 20 is your writing
clear to understand did you clearly
communicate your ideas they feel
cohesive and focus that it's all aligned
with your question and one specific
narrow focus does the writing sound
academic and formal win read the number
one way you can tell Google without
Google sorry file find on your paper the
word you if you use the word you a lot
you have made this way to conversational
that is in formal and non-academic also
file fine your eyes do you have a lot of
eyes if you have eyes in the
introduction
that's too
like the eyes that if you're trying to
say this led me to my research question
and I am researching in the introduction
in establishing your context or for the
purposes of this paper I am defining
those kinds of things are always find in
the IRR in the IWA but if you are making
arguments where you say I don't think
this is credible because that's not the
formal way to say it and then you need
to adjust and delete this okay but if
you have a couple yous that's going to
push you down into that medium row so
make sure you get rid of this did you
proofread if you didn't make sure you do
excessive errors are going to score
poorly okay find a program that can read
it to you and you can listen for the
errors use those apps that we talked
about in Lesson nine that can be used
for revision have a friend look it over
have a parent read it have a grandparent
find somebody let them read it or listen
to it that will help you see how well
it's written and and then make sure you
check for proper formatting if your
citation style says to have headings and
subheadings make sure they are formatted
correctly
also make sure your end text and in-text
citations are correct and consistent
because we want to score highly on those
rows and we want to get all of the
points that we possibly can so what I
did here is I took three different and
student responses and I even color-coded
them to match the struggling as the read
the medium is the yellow and then the
high-performing is the green so if you
read that first one again just pause the
video and go through it but what you'll
notice is that the top sentence is
riddled with errors it's really hard to
say necessarily what the student is
trying to argue in the medium the
student is just overly wordy and
complicating his or her response by
being too wordy in putting that all
together and then the green is fluid and
solid and conversational without being
informal it's all about how clearly you
can communicate and like we talked about
in Lesson nine mr. Gonzalez and I some
of you just are trying to do too much
and you try to make it sound really
really pretty but you lose all um sight
of the actual clarity of what you're
trying to
they say it clearly but make sure that
it has some flow and it sounds formal in
red okay all right some final advice
we're finally to that point and the
chief readers report is another great
place to look as you go through but I
just want to highlight a couple things
of the high scoring versus the low
scoring remember the high scoring used
well vetted and credible sources
including peer-reviewed journals and
other academic sources so this is the
most important thing the strength of
your IRR and I can't understate this
okay like this is so significant the
strength of your IRR is based solely on
the quality of sources that you include
if you use bad sources you will not
score well that's how intertwined all of
these River grows are two sources okay
so make sure use really good sources so
that's rows 1 & 3 really talk about
sources make sure you're evaluating the
research and so that you're anchoring
commentary to the sources so you're not
just providing summary but that you're
actually going further make sure that
the topic is narrow enough in scope that
you demonstrated clear and comprehensive
understanding of the arguments presented
that's going to be rows 2 for you and
then Row 4 is where you're putting
sources in conversation but you want to
make sure too that you are putting
perspectives in conversations if you
have sections in your paper make sure
there's at least a sentence trying to
unite those sentences ok but again you
can pause this you can see these were
misconceptions and then this is the ones
who did a good job on this side okay so
remember our objectives for today were
to reflect and revise on our writing
thinking and creative processes to
really hopefully solidify how the IRR is
evaluated and to understand how to best
revise so if you take nothing else away
from today's second part of this lesson
I hope that you focus on how important
the quality of your sources are in the
grade that you will get for the IRR so
next steps make sure you take some time
to revise it and improve your IRR if
you've already submitted your IRR and
remember when you did it previously
thought it was 10% now it is 31 and a
half and it's one of two documents your
IRR and your IWA that make up your ap
score your teacher has the ability to
read to remove your submission so that
you can resubmit and please reach out to
your teacher if you want to do that or
wait for your teacher to give you more
information on what they're going to do
in terms of handling the revisions but
obviously now that there's more weight
giving it one more look over and is
probably in your best benefit as well
and hopefully what was presented in here
was just a refresher that either a I did
this really well and I feel really good
and I had a lot of changes or B I got a
lot of things to do and I need to fix
those as I go forward okay as always
make sure that you reach out to College
Board if you have any device or internet
access issues so they can help you and
on a final note since this is our last
video together on behalf of mr. Gonzales
and all of the people representing the
AP capstone and course seminar and
research because I feel like we're such
a good
partnership between us we just wants a
thing this is going to help you going
forward but most importantly good luck
through your writing and revision
process and take care of yourselves
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