AP Seminar: Building Your Argument – Part 1

Summary

Allison Malloy, a teacher at Carmel High School, presents a lesson on developing individual written arguments for seminar students. Focusing on lesson six, she guides students through the process of formulating well-reasoned arguments, considering complexity and multiple perspectives. The lesson emphasizes the importance of establishing clear claims, providing evidence, and developing a line of reasoning. Malloy also discusses the rubric criteria for evaluating arguments and provides templates to help students outline and structure their essays effectively.

Takeaways

• 📚 Allison Malloy introduces herself as a teacher at Carmel High School leading a lesson on developing arguments for seminar students.
• 🔍 The lesson focuses on learning objective 4.1a, which involves formulating a well-reasoned argument considering the complexity of the problem or issue.
• 📝 Students are reminded to think about their research questions, which should be written before proceeding with the argument development.
• 📊 The rubric rows 3, 4, and 5 are highlighted as the focus for the day, emphasizing evaluating multiple perspectives and establishing arguments.
• 🎯 The importance of understanding the difference between arguing a conclusion, resolution, or solution is stressed to avoid underdeveloped arguments.
• 💡 The lesson differentiates between a claim with flaws and a clear, convincing argument that is logically organized and well-reasoned.
• 📚 Evidence selection is crucial, with a high score requiring relevant, credible, and sufficient evidence to support claims.
• 🤔 Students are encouraged to consider the type of answer they want to argue for, whether it's identifying a problem, proposing a solution, or discussing a relationship.
• 📉 The transcript provides examples of how different research questions can lead to different types of arguments and papers.
• 📝 Crafting a main claim is essential, and it should be debatable, clearly articulating the complexity of the problem.
• 🛠️ Argument templates are provided to help students formulate and frame their arguments, but they are customizable to fit different papers and arguments.

Q & A

What is the main focus of the lesson presented by Allison Malloy?

The main focus of the lesson is on developing the argument, specifically formulating a well-reasoned argument while considering the complexity of the problem or issue.

Who is Allison Malloy and what is her role in the seminar?

Allison Malloy is a teacher at Carmel High School, and she is running the lesson on developing arguments for the seminar.

What is the significance of Lesson Six in the context of the seminar?

Lesson Six is significant because it is the first part of a two-part lesson focused on developing the argument, which is a key component of the students' individual written assignments.

What are the objectives for the students by the end of the two-part lesson?

The objectives are for students to understand how to connect and analyze evidence to develop an argument, support a conclusion, and understand the importance of a line of reasoning in supporting their argument.

Why is it important for students to have written their tentative research question before proceeding?

It is important because progressing in the argument only makes sense if the students have a clearly defined research question, which was discussed in Lessons Four and Five by Mr. Gonzalez.

What are the rubric rows that the lesson is focusing on today?

The lesson is focusing on rubric rows three, four, and five, which involve evaluating multiple perspectives, establishing arguments, and ensuring the argument is well-reasoned and plausible.

What is the 'dinner party analogy' mentioned in the context of evaluating multiple perspectives?

The 'dinner party analogy' is a teaching tool used to illustrate the importance of including multiple perspectives or viewpoints in an argument, similar to inviting people with differing opinions to a dinner party to enrich the conversation.

What is the main concern with students' arguments in rubric row four?

The main concern in rubric row four is that students often provide only unsubstantiated opinions or claims without sufficient evidence, which can result in a low score.

What are the key elements of a high-scoring response according to the rubric?

A high-scoring response includes a clear and convincing argument that is logically organized, well-reasoned by connecting claims and evidence, and leads to a plausible and well-aligned conclusion.

Why is it advised to have at least two pieces of evidence to support a claim?

Having at least two pieces of evidence helps to establish a pattern and shows that there is more than one source of support for the claim, which is crucial for building a complex and convincing argument.

What is the purpose of crafting a defense in an argument?

Crafting a defense involves considering opposing or counterarguments and providing evidence to support these viewpoints. This helps to show a strong version of the other side and adds depth and complexity to the argument.

What is the significance of the 'aggressor' format in argument writing?

The 'aggressor' format involves leading with the counter-argument and then offering the writer's reason as the rebuttal. This format can be effective when the audience is resistant to the writer's main argument, as it allows the writer to address potential objections upfront.

What are the essential components of a strong introduction in an argumentative paper?

A strong introduction includes a hook to engage the reader, context to establish the significance of the issue, a clear connection to the stimulus material, a stated research question, and a presentation of the main claim.

Why is it important to explicitly state claims and evidence in the body paragraphs of an argumentative paper?

Explicitly stating claims and evidence ensures that the reader clearly understands the writer's argument and how each piece of evidence supports the claims being made. This clarity is crucial for meeting the expectations of the rubric and for effective argumentation.

What is the difference between presenting your own argument and presenting someone else's argument in a claim paragraph?

Presenting your own argument involves stating your claims and supporting them with evidence, while presenting someone else's argument involves summarizing what others believe or have claimed without necessarily supporting it with your own evidence or reasoning.