AP Seminar: Building Your Argument – Part 1
Summary
TLDRAllison 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.
Outlines
📚 Introduction to the Lesson and Argument Development
Allison Malloy, a teacher at Carmel High School, welcomes students and teachers to a seminar lesson focused on developing individual written arguments. She reminds the audience that they are currently on lesson six, which is part one of a two-part lesson on argument development. The objective is for students to learn how to formulate a well-reasoned argument considering the complexity of the issue. Allison emphasizes the importance of connecting and analyzing evidence to support an argument and to understand the significance of a line of reasoning. She also prompts students to think about their research questions and reminds them of the rubric rows that will be focused on, which include evaluating multiple perspectives and establishing arguments.
🔍 Understanding Argument Complexity and Rubric Expectations
The paragraph delves into the specifics of what constitutes a high-scoring argument according to the rubric. It discusses the importance of presenting a clear, convincing, and logically organized argument that connects claims and evidence to lead to a plausible conclusion. Allison differentiates between middle and high scores, noting that middle scores often result from underdeveloped arguments or trying to address too many points. The paragraph also previews the importance of selecting and using evidence, which will be covered in more depth in a future lesson. Additionally, it outlines the types of questions students should ask themselves to determine the direction of their argument, such as whether they are arguing for a problem, a solution, or a relationship.
📝 Crafting Main Claims and Aligning with Research Questions
Allison provides guidance on how to craft a main claim that is debatable and articulates the complexity of the problem. She uses the example of researching universal basic income (UBI) to illustrate how different research questions can lead to different types of arguments. The paragraph emphasizes the importance of aligning the main claim with the research question and key terms. It also highlights the need to avoid trying to combine multiple arguments into one paper, as this can lead to a lower score on the rubric.
🤔 Developing Reasons, Subclaims, and Evidence
This section outlines the process of developing reasons and subclaims to support the main argument. It stresses the importance of using evidence to support, extend, or complicate claims. Allison advises students to find sources that provide multiple perspectives and to have at least two pieces of evidence to support each claim. The paragraph also touches on the importance of crafting a defense against opposing viewpoints and preparing a rebuttal to those defenses.
🛣️ Creating an Argument Roadmap and Outline Templates
Allison discusses the importance of creating an argument roadmap before starting to write. She presents various outline templates to help students organize their arguments, including the classic argument outline, the analyzer, and the aggressor formats. These templates are intended to guide students in structuring their arguments logically and coherently. The paragraph emphasizes that these templates are not one-size-fits-all and should be adjusted to fit the specific needs of each student's argument.
📖 Writing the Introduction and First Claim Paragraph
The focus shifts to writing the introduction and first claim paragraph of the argument. Allison explains that the introduction should include a hook, context, the research question, and the main claim. She provides examples of effective introductions and emphasizes the importance of paragraphing for clarity and style. The paragraph also discusses how to set up body paragraphs with explicit claims, evidence, and connections back to the overall argument.
🏆 Achieving High Scores Through Clear Argumentation
The final paragraph reviews the key points covered in the lesson, focusing on how to achieve a high score by formulating a well-reasoned argument. It reiterates the importance of clear organization, explicit signposting, and fully explaining how evidence supports the argument. The paragraph also encourages students to make intentional and purposeful choices in their writing and to review high-scoring sample papers to understand how to effectively incorporate the stimulus material into their arguments.
Mindmap
Keywords
💡Argument Development
💡Research Question
💡Perspectives
💡Line of Reasoning
💡Claim
💡Evidence
💡Counterarguments
💡Rebuttal
💡Rubric
💡Complexity
💡Stimulus Material
Highlights
Introduction of Allison Malloy, a teacher at Carmel High School, conducting a lesson on developing arguments.
Lesson focus on individual written arguments, specifically lesson six, developing the argument in a two-part format.
Objective to learn how to formulate a well-reasoned argument considering the complexity of the problem.
Importance of connecting and analyzing evidence to support an argument and conclusion.
Emphasis on the significance of a line of reasoning in supporting an argument.
Instruction to write a tentative research question as a basis for argument development.
Explanation of rubric rows three, four, and five, focusing on evaluating multiple perspectives and establishing arguments.
Discussion on the importance of including multiple perspectives to avoid a one-sided argument.
Clarification on the difference between arguing for a conclusion and arguing for a solution within an argument.
Advice against trying to combine multiple arguments in a single paper to maintain focus and clarity.
Guidance on crafting a main claim that is debatable and reflects the complexity of the problem.
Importance of defining key terms and ensuring alignment between the research question and the claim.
Process of developing reasons and sub-claims to support the main argument.
Advice on finding and using evidence to support, extend, or complicate claims.
Discussion on crafting a defense and rebuttal to counter and opposing claims.
Importance of considering limitations and implications when building a complex argument.
Use of different argument outline templates to help structure and organize the argument.
Instructions on writing a compelling introduction that includes a hook, context, and clear statement of the research question and claim.
Example of a well-structured introduction from a sample paper, demonstrating effective use of sources and clear argument setup.
Emphasis on the need for paragraphing to improve readability and flow in written arguments.
Final advice on ensuring that the argument is clear, logically organized, and fully aligned with the research question.
Transcripts
hi AAP seminar students and teachers I
am so glad that you could join us for
our newest lesson just a reminder for
those of you who are either new or who
have forgotten my name is Allison Malloy
and I'm a teacher at Carmel High School
and I will be running this lesson for
you so as you recall our focus has been
on the individual written arguments
specifically we are now on lesson six
and our focus is going to be on
developing the argument now this will be
a two-part lesson lesson seven which mr.
Gonzales will have will pick up on the
second part of developing the argument
so let's get right into it in terms of
objectives for today our focus is on
learning objective four point one a
which is formulating a well reasoned
argument taking in to complexity and
taking it taking the complexity of the
problem or issue into
consideration specifically I'm hoping
when you walk a portion of our two-part
lesson you understand how to connect and
analyze evidence in order to develop an
argument and support a conclusion and
you understand how a line of reasoning
how important line of reasoning is and
which line of reasoning would be best in
supporting your argue if we then
progress into this lesson before we do
that I want you to think really
specifically about your research
questions so if you have not yet written
your tentative research question which
in Lesson four and five mr. Gonzalez
talked to you about how to move from
stimulus to a topic and then from a
topic to a research question then I want
you to pause this video and write that
question and because moving forward and
progressing in our argument will only
make sense if you have actually written
your question just a reminder about the
rubric rows that we're going to be
focused on today we're focusing on three
four and five three talks about
evaluating multiple perspectives some of
your teachers use that dinner party
analogy of who would be invited to the
table the idea for the high scores we
want multiple perspectives as well as
multiple pointed points of view so you
want many people who have differing
opinions and arguments because remember
perspective is synonymous with arguments
and so those of you who have watched
Tiger King right if we only ask Joe
exotic what happened to Carol's husband
he's gonna say that she killed him but
if we invite more people to that
conversation obviously we have more
perspectives and it helps us to draw
connection but to consider objections
limitations and limitations mr. Gonzales
will talk to you further about row three
in less than seven so I'm just wanted to
give you just that reminder of what
perspectives are as it pertains to right
now the majority of our focus is going
to be on row four which is establishing
arguments one thing that you'll notice
in row 3 and rope 4 you'll see the idea
of a single perspective or in row four
for the low score the response provides
only unsubstantiated opinions or claims
so those of you who like to write a lot
but don't necessarily say multiple
perspectives or even evidence the
concern there is that it's really just a
rant it's all your opinion without any
evidence to back it up so that's going
to get you a low score in both rows
three and four if there's not other
perspectives and if there's not a
variety of evidence that's supporting
your claim for the middle score in row
four the argument presents a claim with
some flaws in reasoning the response is
logically organized but the reasoning
may be faulty or underdeveloped or the
response may be well written but it's
illogical in its organization or the
conclusion is only partially related so
I like to call this road that you're
doing too much room so if you remember
to lesson one when I talked about the
task directions and you did not have to
have a conclusion resolution and
solution it actually says conclusion
resolution or solution a lot of times
and I'm speaking from the teacher
perspective and also from having graded
these IWA on the exam the biggest
concern with this row is a lot of you
try to do two papers in one so if we
think back to the example that I gave
previously about doctors learning
Spanish right if I want to argue that
there's a problem with translators
they're making too many unnecessary
mistakes then that is arguing for a
conclusion but if I want to argue that
all doctors should be required to learn
Spanish now I'm arguing for a solution
if I put those two in the same paper
then what I'm gonna end up with is that
that middle row because I have a claim
but it's underdeveloped because I'm
trying to make two arguments in two
thousand words rather than just make one
so do not feel like you have to make a
conclusion you have to argue a stance
and then try to solve it that's not the
point here it's to focus on one
conclusion resolution or solution so
most people who end up in the middle
category are because they're trying to
do too much for the high score the
responses clearly and convincing
provides a clear and convincing argument
and it's logically organized it's well
reasoned by connecting claims and
evidence leading to a plausible well
aligned conclusion so number one we have
this idea that it's clear the argument
is clear number two it's convincing
right and if it
going to be convincing it has to be
complex you have to do what you did in
row three to get that high score
consider objections limitations
limitations really the complexity of the
issue the other thing you have to do is
you have to connect your claims and
evidence so that you get to that well
reasoned and plausible conclusion again
if you think about the difference
between a middle and a high score in a
middle if you're trying to do too many
things there's no way you can talk about
plausibility right if I throw a solution
and at the end and say we should do this
if you haven't argued why that solution
would work if you haven't given us all
the details of that solution it's not
going to work so big difference here
between this and the TMP the TMP is a
problem solution you are arguing why one
solution is better than the other for
the IWA you don't have to even address a
solution if it's not the argument that
you're making so keep that in mind
4:05 would just select and use evidence
this rubric rule will be covered more in
less than eight in terms of depth but
just to preview that and to remind
ourselves for that high score the
response includes relevant credible
insufficient evidence in the medium it's
mostly and in the low again it's lacking
evidence or it's lacking credibility and
what is included okay so just a reminder
of what we're actually looking for today
so before we get into actually building
the argument the first thing we need to
do is draw back on something mr.
Gonzalez talked about in lesson 5
remember he talked about if you have a
solution paper or a position paper but
we can't formulate their argument unless
we actually know what type of answer we
want because then we know what we're
actually arguing so on the screen is a
list of questions and you're welcome to
pause right here and go through those
questions and think about what applies
to you or you can just follow along
because hopefully in lesson 5 after you
watch that you solidified what direction
your argument is going into but are you
arguing that something is a problem are
you arguing that something's occurring
that shouldn't be are you arguing that
we should this is how we should solve a
problem are you arguing that we're
focusing on the wrong thing are you
arguing that there's a relationship kind
of like that cause and effect you really
have to solidify your purpose so that we
know what we're trying to build with
argument okay so let's look at an
example so imagine I'm doing research on
universal basic income and I realize
that the piece that Andrea has written
recently has some of you reconsidering
your support of him but we're still
going to look at this idea of ubi and
depending on and you know if I'm basing
that off the stimulus and what that
actually means so if I was researching
universal basic income and specifically
his plan there are multiple ways that I
can write this question but I just read
it three different ways so you could
essentially see the difference and how
different these papers would actually be
so the first question she would accept
what Andrea's universal basic income
improve the happiness levels of American
citizens so if I think about purpose and
I go back and I think about what
question am I actually answering okay
for that first question I'm arguing for
a conclusion right ubi universal basic
income would improve happiness levels or
it wouldn't I'm trying to get to that
conclusion now when I think about
purpose I also want to think about key
terms what terms do I need to define
before I start my argument within my
paper now do not think that you have to
actually define these key terms in your
question because then you'd have that
charles dickens like sentence that lasts
the whole page and it's super obnoxious
right what we want instead is to think
about what i'm going into my paper i
might have a couple sentences that say
for the purposes of this paper ubi will
be defined or maybe I have a background
section on what ubi is but I can't argue
for something unless my audience has the
is on the same page for me as me one of
the times I noticed this the most is
with AP research students will run tests
and they'll want to determine you know
our students happy let's say that was
their research well if you just go
around and ask people if they're happy
you're definition in their definition
might totally be different and so they
may all say yes but based on your
definitions they're not actually happy
and so the big thing here is that we
wanted to find those key terms that
we're all on the same page there's no
confusion there's no question marks in
terms of what that means okay but if we
take that same idea of universal basic
income and now we look at the second
question
what except should the United States
implement and readings universal basic
income plan now we're not arguing for a
conclusion
we're actually arguing for a solution
ubi is the answer right we should we
should do ubi or we shouldn't this is a
completely different paper with a
completely different goal than the first
question again ubi is one of our key
terms and in this case what do we mean
by implement because maybe that's a bit
of a vague chirp okay then we look at
the last question to an extent with the
implementation of Andrew Yang's
universal basic income plan reduce the
number of Americans on unemployment
again same idea universal basic income
but now I'm arguing for a cause and
effect ubi would have a specific effect
on unemployment right it would reduce it
it would have no effect or maybe it
would actually not reduce it right it
would have the opposite effect again my
research could be the same but there's
three different goals and if I try to do
all of these in the same paper if I try
to argue that it would improve happiness
that we have to implement it those are
two different papers and so we don't
want to try to do too much because
that's gonna get us that middle row on
the rubric again just like the others
ubi is going to be that term universal
basic income that I need to define okay
and it's also important if I'm saying
Americans and the first one I said
American citizens and this one I just
said Americans what do I mean by that
and also what do I mean by unemployment
okay but really make sure you know your
purpose before you go too far down
making the argument okay after you know
your purpose the next thing you want to
do is actually craft your main claim and
the best thing you can do is go back to
that research question you've determined
your focus but now think about what the
answer to that question is and remember
that the claim should be debatable and
it should clearly articulate the
complexity of the problem so let's look
at some examples and I have a different
example because I don't want to take you
through Andrew Yang's question this
whole time and then accidentally write
the paper for some abuse I'm going to
show you a different example just so you
can see what that looks like so let's
say the student was looking at to what
extent should the state of Indiana
mandate physical education classes in
public schools for students in grades K
through 12
if we think about their problem or what
they had in their research the CDC says
that the number of students
participating in physical education
classes has been decreasing we also have
this idea that if you look at the second
part of this according to a new review
of research about good moods and
physical activity people who workout
even once a week for as little as 10
minutes a day tend to be more cheerful
than those who never exercise any type
of exercise might be helpful so that's
part of my existing research as I take
my question as I take into account what
research I have if I'm trying to build
my claim it could look something like
this
so because physical inactivity is a
major factor that contributes to
childhood obesity as well as lower
levels of happiness in American students
the state of Indiana should mandate that
all public schools require physical
education classes for all students in
grades K through 12 for 30 minutes at
least twice a week so now when I think
that's my research question this claim
directly answers that question I know my
purpose is aligned my purpose is arguing
for a solution Indiana should require
physical education classes at least
twice a week for 30 minutes right what
are my key terms physical education
classes what do I mean by that also K
through 12 am I talking about public
schools public charter schools am i
talking about all schools what that
looks like and what do I mean by that
thirty minutes is it ten minutes of
exercise but thirty minutes in the class
or is it thirty minutes of exercise that
I'm actually talking about now let's
show how this could shift just a little
bit so when I write this main claim with
the same information physical inactivity
is a major factor that contributes to
lower levels of happiness in American
children which is why American students
need to engage in regular physical
activity now if I think about my purpose
here I'm arguing for a conclusion
engaging in resident regular physical
activity would improve happiness in
children okay key terms pretty much the
same but here's the difference my
research question no longer aligns with
the claim that I'm writing so I have to
shift don't rework the whole paper later
if you notice your questions off the
easier thing to do if I know that this
is what I want to
you this is how an answering is just to
shift my question so rather than having
it how I did before now my new research
question is to what extent would regular
physical activity improve the happiness
levels of American children because in
this I'm looking for a conclusion
physical activity would make us happy or
wouldn't or would have no effect verses
in this example I'm actually looking at
if this is the solution right we need to
do this I'm telling you how we will make
it better for American children okay
hopefully you can see the difference
because this is so crucial to one our
alignment which is reflected on the
rubric but also making sure that there
is cohesion and a very clear focus so
that we can build that complexing
complexity in our argument okay
after we have our main claim we then
need to develop the reasons and the sub
claims for what we're going to argue now
keep in mind that all of this will be
something that you're gonna have to
step-by-step breakdown and do it's gonna
take some time I want to make sure I'm
giving you the forest so you know all of
the steps and then you can go back
through and work through these steps as
you put together your argument okay when
you're crafting your reasons the best
examples I can think of for you to to
look at are those Part A articles that
you may have broken down in class with
your teacher or for those of you who are
a little bit confused you should know
what those are but op-ed pieces in any
kind of newspaper or publication are
great places for you to look right
just like those articles you examined
for Part A when we thought we were doing
that as part of our exam those articles
made a claim they gave us reasons and
then they work to try to convince us
your job is to essentially do the same
thing what is your main claim and then
how are your reasons going to help us
answer that main claim or prove that
main claim as valid okay so once we have
those reasons we then need to think
about our evidence now evidence will be
covered in depth in less than eight
which I have that note listed at the top
just in case you forget but the idea is
that we want to find sources that are
going to support extend or complicate
our claims
it is very important that we don't just
do you know that juvenile research where
we go into Google and say okay my
research is on school start time in my
school should start later here's all of
these people who support what I'm saying
that's not a complex argument it's not a
sophisticated argument if we are
actually making sure that we are
including those other perspectives and
the other people those other people at
the dinner party right
when selecting that evidence like I said
make sure you have multiple perspectives
make sure there's multiple people
involved in those conversations and then
just as a minimum piece of advice it is
always nice to have at least two pieces
of evidence as support for your claim
and that's just minimally right and I
teach ap research in conjunction with
the AP stats teacher and he consistently
tells the class that you can manipulate
research and one piece of evidence isn't
that hard to manipulate because
researchers do it all the time in order
to be published now they shouldn't write
but we can almost always make the data
say something and so with that in mind
if we're really trying to be complex and
we're really trying to be convincing if
we think about two pieces of evidence
the idea is if I have two pieces of
evidence at least I'm charting starting
to show a pattern that there is more
than one support right even one crazy
person will agree to something so we
want to actually show that there's some
validity here and that there's multiple
relevant and credible sources that feel
the same way if we then look at crafting
the defense which would be the next okay
I have my reasons I start to build my
built my evidence so that I can support
those well now I have to think about
those opposing counter rebuttal claims
okay think about where the disagreement
is is it more holistic like are we all
consistently saying okay college cost
too much so it's one thing or do we have
disagreement aligned to specific points
so it's not just this but it's this and
this and every time you make a claim
there might be some contention to you at
that point and then what evidence can be
used to support that side we want to
show a strong version of the other side
not the weakest version okay and again
mr. Gonzalez will talk to you in much
grade
detail about that defense and building
this section of your paper in lesson
seven
after we've crafted the defense we then
want to think about the rebuttal to that
defense right we've said what the other
side is whether it's opposition
alternate opposing whatever that looks
like now how are we going to offer our
rebuttal okay
after we've had the big idea of what all
that's going to look like what are those
limitations and implications of taking
this action or of accepting your
conclusion because we want to make sure
we're still hitting all the points on
the rubric we also want to make sure
we're building a complex argument okay
now I know I took you through a lot of
things really quickly but the idea here
is we have to think through all of those
things we have to really define our
roadmap as we go right I have a
colleague that would happily get in the
car and have no idea where she's going
and take a wonderful road trip I can't
do that I need to know where I'm going
now even she will pull out the map
enough to have stopping points because
she realizes there are certain things
that she wants to do on her journey now
we need to make sure as we build our
argument that we're keeping very very at
the front of our mind our focus is
entirely on what argument we're making
and what our purpose is if at any point
we lose that we're gonna be trapped in a
bunch of words that really don't work
for what we want to do and the big thing
here if you're like my students at all
if you don't do this and you write the
2,000 words by the time you realize
there's a mistake they'll just be like
yeah I already wrote 2,000 words so it's
probably fine but we don't want to do
that we want to work smarter not harder
do it right from the beginning so as you
build your argument there are no
question marks moving forward and so
that everything is a lot okay so these
are just some argument templates that I
took from my AP Ling teacher and these
are things that could potentially help
you now keep in mind there is no
one-size-fits-all here but like I said
if you're making a really significant
argument than what you want to do is
think about how you can put this all
together so that when you put it
together
you're right from the beginning and
you're not doing more work
later right working smarter rather than
harder so in the classic argument
outline essentially all of the papers
are gonna have the first two sections
and in terms of this outline format I'm
giving you you are not required to use
this and even if you start working
through your argument you realize this
doesn't work for you this is just a
template it's something to get you going
to give you a little bit of help in and
how to organize that it's not
necessarily one-size-fits-all you're all
writing different papers with different
arguments so it's really important that
you keep in mind that there are
differences in how we put this together
okay so all the papers are going to look
the same in terms of this outline I'm
presenting to you but it doesn't mean
this is how you have to do it so
introduction attention-getting opening
your point of investigation tie it to
your stimulus tell us the significance
make sure we're really clear there but
then we have this idea of background you
need to define any key terms give us any
history um you know talk us through that
then you start your argument in a
classic model you have reason one reason
two reason three how many of our reasons
you have and then you have your counter
argument and rebuttal right it's very
classic in the way that it's set up
because you have your reasons then a
counter argument which is more holistic
and then the rebuttal that would be
offered then you've got your conclusion
now keep in mind I know it says
conclusion and then in parentheses
solution or so what if you've written
your whole paper about a conclusion
you're not putting your solution at the
end because that's going to cause you
problems on the rubric if your whole
paper is for a solution then in
conclusion you're just reminding us of
why that solution is best but don't
think it means to do two things just to
clarify okay for those of you who know
that the audience is against you when
you start building your argument you do
the same thing you've got your
introduction your background but then
you start with your counter-argument so
one year I had a girl who wanted to
argue that the American government is
very wasteful and inefficient in how
they use time and so she she found
research that suggests that totalitarian
governments were much more efficient if
she starts her paper by saying we should
be more totalitarian like there's gonna
be an immediate cringe from the audience
like I don't think she knows what she's
talking about right so if we know the
audience is resistant to what we're
saying or if they have a different
and we want to start with that
counter-argument first then we use the
rebuttal as a means to present our
reasons okay then we have another
outline format which is called the
analyzer same thing intro background but
this time we have a reason and then a
counter and rebuttal attached to each
reason so we're really going in-depth
and the paper model that you're going to
see and that we're going to go through
later and the mr. gonzalez is going to
talk about more in lesson 7 really uses
this analyzer format but it's really
mixed a little bit more with the
aggressor and I'll show you what that
looks like so this one's leading with
reasons ok the aggressor format then
you're leading with the counter-argument
and then you're offering your reason as
the rebuttal so counter-argument is
leading in this model okay like I said
these are just to help you formulate and
frame your argument and to outline how
you want it to go this is not a
one-size-fits-all every argument is
different feel free to adjust as you go
some of you will have two reasons and
two counters some of you will have four
reasons and two counters like it just
depends on what you're doing but
regardless make sure you know your
purpose and what you're actually trying
to accomplish as you put all of this
stuff together okay so after we have
that outline okay I do not start writing
any sections of your paper until you
actually know what you're going to argue
and what you're planning to do if you
don't make that roadmap whether it's a
formal outline or not you really
shouldn't go further okay because again
if we don't know where we're going how
do we know how to get there so the last
two things I want to focus on is then
actually starting to write the
introduction and the first claim
paragraph or body paragraphs so feel
free to see this as a different section
if you want to pause the video frame
your outline and come back that's
totally fine if not again we're just
trying to see the forest and then you
can dig into this in more depth later so
when you're crafting the introduction
and after looking through a variety of
sample papers over the years as well as
grading and seeing the things that my
students are writing and how their
scores are playing out there are a few
things that you need to include any
introduction the first thing is the hook
you need to establish some kind
significance the importance of the issue
what's really important here is using a
relevant source if you can use multiple
sources that's that's fine if you can
use the stimulus that's even better but
don't force it from the stimulus if it
doesn't actually work but you want some
kind of textual evidence to help hook us
and make sure we understand what you're
trying to do then you want to actually
give us the context I teach research and
so I use the terms focus and scope but
for most of your teachers they use the
term who where when why et cetera like
what's the actual point of tension
what's the debate
what's with the controversy that we're
actually working on here okay
after you've introduced that
conversation or debate that exists
around the issue you've never done the
scope transition into the stimulus
material if you can and set up the
connection some students prefer to do
that stimulus material as a separate
paragraph they put that in their
background because they feel like their
introductions getting too long or it
doesn't necessarily work that's totally
fine but remember we want to see the
explicit connections so if you tell us
the connection obviously it's made very
explicit okay state your research
question and then give us your claims so
that you're setting up for the argument
as we go so let's look at what this
looks like okay and I'm just going to
give you the gist of this and then if
you want to pause and read through it
you are welcome to but if we look at the
purple those are sources and the
University of Minnesota libraries Aurora
University and then there's also a
reference to attention deficit
hyperactivity disorder so ADHD so video
games have become an integral part of
entertainment for many individuals the
popularity of the games doesn't come as
a surprise not only have they emerged as
a new form of entertainment but they've
also transformed our culture including
other types of entertainment art and
education many educators are exploring
the possibilities so this student is
clearly hooked us but they've also set
up the context of who I what where and
where in order to help us get to that
point then the student uses this Jane
McGonigal source which was from and the
stimulus material she's a video game
designer with PhD and Foreman settings
she's explaining and so now we have this
clear tie to the stimulus and by the
time we get to the bottom if we look to
the green
this conflict gives rise to one primary
question should digital game-based
learning be incorporated in classrooms
as a part of the learning process and
then we have the answer or the
complexity that main claim
despite barriers and assumed harms in it
the advantage that digital game-based
learning yield outweigh those negatives
thus it should be incorporated in
classrooms as it increases academic
performance and advances learning while
also fostering skills and attitudes that
are beneficial both academically and
socially so this student in just this
one paragraph has set up all the points
of the introduction if you look at some
of the sample papers or if you look at
once the students have written in the
past some students have a really hard
time with paragraphing and as an English
teacher that especially hurts if you
notice that your paragraphs are full
pages or are multiple pages break them
up find a good place to break them up
even if your introduction is technically
two paragraphs that's okay
it's much easier to read the style is
better the flow is better if you have
paragraphing so just keep that in mind
okay
you'll notice that this student the
yellow who our stimulus in the modern
world were surrounded by sense sensors
and then we have this idea in the second
one with Richard Axel humans smell is
often viewed as something that is a
primal sense right it's aesthetic we've
got this whole idea so they're setting
up the stimulus which is great but
they're not telling us why this topic
matters they're not necessarily
narrowing it in enough detail for us to
get all of the things now if we look at
the question to what extent of
pheromones impact the perceived
attraction one human has to another
that's great we've got the question
there and then we've got the claim
research shows that the exchange of
signals is the most significant basis
for the chemistry of attraction in
humans today
now that totally aligned but do I know
why this topic matters do I know why I
should care is significance established
no it's not so we want to make sure that
we address that if we're gonna try to
get all the points here so the
difference here is the student made a
compelling case use outside evidence as
well as the stimulus to help tell us why
it mattered
this one the student just used two
stimulus which is okay but didn't
actually give us enough evidence to
understand why this topic matters and
what the significance is moving forward
okay so now let's transition back to
that establish argument row of the
rubric so clear and convincing argument
it's logically organized it's well
aligned and it's it's plausible so if we
look at how we get that high score
organization is signposted and explicit
so we're gonna look at that in a second
commentary fully explains how the
evidence supports and the solution and
conclusion is fully aligned with the
research question so alignment is such a
big deal in seminar and everything you
do it's also a really big deal in AP
research so it's not something that goes
away okay so if we keep that in mind as
we look at the body paragraphs which is
the last focus of today when we're
composing reason or claims in support of
paragraph the idea is that we want to
explicitly state our claims and I
highlighted that for you and then we
want to make sure that our evidence is
explicitly working to prove our points
so on a basic level if I'm thinking
about
my main claim then my sub claims will
say this proves my main claim because
right
obviously that's juvenile but we want in
the idea is that it's explicit and it's
connected and it's blatant and we know
what it's actually trying to prove so
how do I set these up well just like
those articles you exert you examined in
a part a right they state a claim they
offer evidence they draw the connection
between the claim and evidence and then
they address this so what in terms of
what it means for their argument you
have to bring it back to your argument
and what it means so be explicit make
sure we know what you're arguing and
even if you feel like you're doing too
much as long as you're consistently
arguing that's really what we want okay
and then don't present the weakest
version of your argument or of another
argument just so you can make it easy
and actually confirm what you're trying
to say okay so let's look at an example
here so again I'm just going to give you
the highlights because I know I'm taking
up a lot of your time but if you want to
pause this come back and read this this
sample paper will also be attached as
well but let's look at how this student
actually sets up the argument and how
they've met the rubric so the first
thing you'll notice in the first
sentence which I highlighted at the
beginning of in addition to capturing
engagement games also foster motivation
and collaboration among students that
greatly benefit them academically and
socially
so that signposting this student is so
explicit about what games are doing and
if we think that because we saw the
students introduction a couple slides
ago this student is trying to prove to
us why we should be incorporating gaming
more into the classroom so games last
paragraph they were probably talking
about engagement now we're talking about
motivation and collaboration so that's
the focus the student then addresses a
counter or an opposition the rebuttal
contrary to this belief we've got that
they use the source there then as I
mentioned earlier they go back to the
stimulus to explain and to actually make
this essential explains that when gamers
are on the verge of an epic win it
serves as motivation for them to
continue to work hard and to collaborate
even if there's failure individuals are
more likely to overcome okay now
remember we talked with that party
analogy in the earlier video so here's
this idea psychologists support
McGonigle's claim by explaining that
players have been rewarded an hour
we're of future rewards so now these two
are in conversations so if she just
walks away the stimulus leaves this
conversation we're gonna notice this is
now essential okay on top of that we're
now backed with this next study about
how motivated to work diligently and
longer at a task these psychologists and
then we have this Jones Scholes Johnson
study is at all here from John Hopkins
University and the University of
Sunshine Coast Queensland right we have
this student has backed all of this into
sources to say here's evidence to
support but what you'll notice is that
the evidence is not being used to say
hey look what these sources found but
rather what it's being used to do if we
look at this bottom the sense of
motivation that games promote augments
one's confidence and contributes to
their sense of achievement thus
improving their well-being which is why
we should be using it in the classroom
now this is a longer paragraph so only
used part of it but the idea here is the
student is very explicit about what
we're doing and how we're bringing this
all together if you look at the
difference between presenting your
argument in someone else's argument when
you're presenting someone else's
argument if you look at this first line
this is what it would look like in a
claim paragraph in general scientists
agree that humans are the main cause of
climate change we have no indication
what the student is arguing from this
sentence what we do know is that this is
what scientists say and as you read
through this entire paragraph you'll
notice a very big difference between
what this student is doing and the last
one this student is presenting someone
else's argument not the argument of
themselves and that is a problem because
this paper is about presenting your own
argument mr. Gonzalez will cover more in
lesson seven about the difference
between perspective and lens because
this student is struggling to understand
what that looks like because not all
scientists have the same argument and
not all of any profession have the same
arguments so they've given us a
profession here but he will cover that
more in detail okay so hopefully it's
very clear what your paragraph should
look like when you're talking about
claims versus what they look like when
you're talking about someone else's
argument just as a reminder of
everything we've covered today because
he covered a lot of stuff in a little
bit of time and we focused on
formulating a well
and argument taking in two complexity
the problem or issue into consideration
as we do that we want to make sure that
you understand how to connect and
analyze evidence to develop your
argument but also how to best support
your argument through developing your
line of reasoning remember that those
outline templates are just templates
they are not one-size-fits-all so adjust
as necessary but author's making
intentional and purposeful choices and
it is important that you do the same as
you start to formulate and bring all of
this stuff together so next steps make
sure you clarify your purpose of your
research question so you know exactly
what you're arguing make sure you
provide um you know evidence as you're
thinking through those things what
you're going to do but read through the
LinkedIn provided sample IWA which is
the paper that you sell high scoring and
two different examples to do let's do
that whole paper and try if you can to
outline your argument even if it's just
writing down direction and it's kind of
bare-bones the idea is then where we
start to think through the complexities
or our argument the easier the writing
of it actually becomes pay careful
attention to where you'll incorporate
the stimulus material so that and you
know where that essential use is going
to happen within the context of your
paper and then if you can try to compose
a rough draft of your introduction I
know that's a lot of things but these
are our steps so think about the steps
in the process that you need to go
through and when you feel ready to do
each proceed forward okay as always if
you have any concerns or issues with
technology that College Board is
committed to that equity and access
piece so make sure you reach out to them
and let them know if you have any issues
or if you have any needs as it pertains
to technology and devices um thank you
for watching and we look forward to you
joining us for our next video and mr.
gonzales has the second part of this
lesson thanks
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