AP Seminar: Individual Written Argument (IWA) – Directions and Rubric

Summary

In 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.