AP Seminar Performance Task 2: Building Your Argument, Part 2

Summary

In this video, Mrs. Malloy guides seminar students through crafting their Individual Written Argument (IWA). She emphasizes the distinction between presenting an argument and presenting someone else's. The focus is on creating a clear, convincing argument supported by sources, as outlined in rubric rows three, four, and five. Using an elevator ride metaphor, she illustrates the importance of a logical flow and connection between claims and evidence. The video also covers how to draft an introduction, including setting up a hook, context, debate, research question, and a strong thesis statement. Examples of weak and strong main claims are provided to demonstrate the development of a compelling argument.

Takeaways

• 📝 The Individual Written Argument (IWA) requires students to develop their own argument using sources to support their claims, unlike an individual research report which involves evaluating others' arguments.
• 🎯 The focus is on rubric rows three, four, and five, emphasizing the importance of presenting a clear and convincing argument with logical organization and well-reasoned connections between claims and evidence.
• 🛗 Mrs. Malloy uses the metaphor of an elevator ride to illustrate how an argument should flow smoothly without stopping to focus on individual sources, which can distract from the clarity and effectiveness of the argument.
• 🟢 The script color-codes examples to show how claims (green), sources (yellow), and the connection between them (pink/purple) should be integrated to present a strong argument.
• 🚫 Presenting someone else's argument is likened to stopping the elevator ride abruptly, which is not the desired approach for an IWA.
• 🔍 The difference between presenting an argument, not presenting an argument at all, and presenting one's own argument versus someone else's is crucial for writing an effective IWA.
• 📑 The introduction of the IWA is pivotal as it sets the foundation for the rest of the paper and should include a clear argument, value, and alignment with the paper's goals.
• 🔑 The introduction should include five key elements: a hook to grab interest, context to establish the setting, an introduction to the existing conversation or debate, a clear research question, and a main claim or thesis.
• 📈 Examples provided in the script show the transformation from broad, cliché statements to specific, complex arguments that are more compelling and better aligned with the IWA requirements.
• 📝 The script advises against writing a thesis in a single, overly long sentence and recommends clarity and conciseness for better understanding.
• 🌟 The takeaway is that students must be focused on their own argument, use their outline as a guide, and maintain consistency throughout their IWA to ensure effectiveness.

Q & A

What is the main focus of Mrs. Malloy's seminar for the students?

The main focus of Mrs. Malloy's seminar is on the Individual Written Argument (IWA), specifically on the difference between writing an argument and presenting someone else's argument, and how to build a strong argument using sources.

What are the rubric rows that Mrs. Malloy emphasizes in the seminar?

Mrs. Malloy emphasizes rubric rows three, four, and five, which are focused on the argument, logical organization, and the well-reasoned connection between claims and evidence.

How does Mrs. Malloy describe the process of presenting an argument in an IWA?

Mrs. Malloy uses the metaphor of an elevator ride to describe presenting an argument. The argument should take the reader on a clear path without stopping, integrating sources naturally to support the student's own argument.

What is the significance of the color-coded examples provided by Mrs. Malloy?

The color-coded examples help illustrate how a student's argument should be structured, with claims, sources, and commentary all working together to support the argument without unnecessary stops or distractions.

What does Mrs. Malloy suggest is the first clue that a student is presenting someone else's argument rather than their own?

Mrs. Malloy suggests that starting with a 'lens' is the first clue that a student is presenting someone else's argument. The student's own argument should be clear and not obscured by the lens of others' arguments.

Why does Mrs. Malloy say it's important to have a clear and specific argument in an IWA?

Having a clear and specific argument is important because it allows the student to make a strong case and engage the reader effectively. It also helps to ensure that the paper remains focused and aligned with the research question and thesis.

What are the three key elements Mrs. Malloy suggests students should consider when drafting their introduction?

The three key elements are: the argument (what the student is arguing), the value (why the argument matters), and alignment (ensuring all elements of the introduction contribute to and support the argument).

What are the five components of a strong introduction according to Mrs. Malloy?

The five components of a strong introduction are: a hook to grab the reader's interest, context to set the stage, introduction of the existing conversation or debate, a clear research question, and a thesis statement that presents the main claim.

How does Mrs. Malloy advise students to use sources in their introduction to set up the context and value of the issue?

Mrs. Malloy advises students to use sources to establish the context (who, what, when, where, why) and to highlight the significance and value of the issue, grounding their argument in evidence from the start.

What is the purpose of the research question in the introduction of an IWA?

The purpose of the research question is to clearly state the goal of the paper and to guide the student in ensuring that the paper remains focused and aligned with the intended argument throughout.