AP Seminar Performance Task 2: Building Your Argument, Part 1

Summary

Ms. Malloy's seminar focuses on crafting an effective argument for the IWA, emphasizing the importance of a detailed outline before drafting. She instructs students to refine their research questions and engage with multiple credible sources to build a well-supported argument. The seminar covers the rubric criteria for a high-scoring argument, including clear and logical organization, and the connection between claims and evidence. Malloy guides students through the process of narrowing their research scope, analyzing sources, and planning their argumentative structure, including main claims, subclaims, evidence, counterclaims, and rebuttals. She underscores the significance of the main claim as the central sentence of the paper and the necessity of addressing both sides of an argument for academic integrity. The seminar concludes with a reminder to stay true to the argument's purpose and to outline the argument carefully before writing.

Takeaways

• 📝 The importance of outlining an argument before starting to write is emphasized for effective writing.
• 🔎 The argument for the IWA must be evidence-based, grounded in research from multiple credible and relevant sources.
• 🛠 Students are advised to refine their research question after gathering sources to ensure a focused and concrete argument.
• 🌐 The process involves putting sources in conversation with each other to understand different perspectives and how they can frame the argument.
• 🔑 The significance of verifying the use of stimulus material and ensuring it is incorporated throughout the argument is highlighted.
• 🎯 The main claim or thesis is identified as the most crucial sentence in the paper, answering the research question and guiding the argument.
• 📚 It's suggested to use color coding or themes to organize and identify patterns in sources for better understanding and argument development.
• 🤔 The need to consider counterclaims and oppositions to make the argument robust and to address potential weaknesses or concessions.
• 📈 The process of developing sub-claims and reasons to support the main claim, backed by sufficient evidence from the sources.
• ✍️ The conclusion should remind readers of the argument's value, implications, and potential next steps without introducing new arguments.
• 📈 The rubric is used to evaluate the argument, with a focus on clarity, logical organization, and the connection between claims and evidence.

Q & A

What is the main focus of Mrs. Malloy's discussion in the video?

The main focus of Mrs. Malloy's discussion is on building the argument for the IWA, emphasizing the importance of carefully outlining the argument in advance before starting to write the essay.

What is the significance of having a well-outlined argument before drafting an essay?

A well-outlined argument is significant as it ensures that the essay is logically organized, well-reasoned, and leads to a plausible, well-aligned conclusion, which are key components for a high-scoring argument.

What did Mr. Gonzalez help the students with in the previous video?

In the previous video, Mr. Gonzalez worked with the students on refining their research questions and gave them the task of finding sources for their IWA argument.

Why is it essential to have multiple credible and relevant sources for the IWA argument?

Having multiple credible and relevant sources is essential because the argument for the IWA must be evidence-based, grounded in research, and not just based on personal perspectives or singular opinions.

What does Mrs. Malloy suggest students should do if they haven't found sources yet?

Mrs. Malloy suggests that if students haven't found sources yet, they should stop the video, find their sources, and then come back to the video for further guidance.

What is the purpose of rubric row four in evaluating an argument?

Rubric row four evaluates the clarity, convincing nature, logical organization, and reasoning of the argument, ensuring that it is well-connected and leads to a plausible conclusion.

What is the difference between a high-scoring argument and one that scores in the middle?

A high-scoring argument is clear, convincing, logically organized, and well-reasoned, with claims and evidence connected effectively. A middle-scoring argument may present a claim with logical organization but may have flaws in reasoning, development, or organization.

What does a score of zero on the rubric indicate about an argument?

A score of zero indicates that the argument is not being made effectively, either by just summarizing without an argument or providing an argument based on unsubstantiated opinions without the use of credible sources.

Why is it important to refine the research question after collecting sources?

Refining the research question after collecting sources is important because it allows for a more specific, concrete argument and ensures that the question aligns with the evidence gathered, leading to a well-developed argument.

What is the role of the stimulus material in the argument development process?

The stimulus material plays a crucial role in the argument development process as it needs to be incorporated in an essential way, ensuring that the argument is connected to the source material and not treated as an afterthought.

How does Mrs. Malloy suggest students should approach the organization of their argument?

Mrs. Malloy suggests a multi-step process for organizing the argument, which includes refining the research question, putting sources in conversation, verifying the use of stimulus material, and carefully planning the argument with main claims, sub-claims, evidence, counterclaims, and rebuttals.

What is the significance of the main claim in an argumentative essay?

The main claim is significant as it is the most important sentence in the paper, answering the question of what the writer is trying to prove and why. It should be clear, specific, narrow, argumentative, and explicitly referenced to guide the entire paper.

Why is it important to consider the counterclaim or opposition in the argument?

Considering the counterclaim or opposition is important because it adds complexity and depth to the argument, showing that the writer has engaged with the existing research and is being fair and academic in their approach.

What does Mrs. Malloy advise regarding the conclusion of the argumentative essay?

Mrs. Malloy advises that the conclusion should remind the reader of the value, limitations, implications, and consequences of the argument. It should not introduce a new argument or solution but can suggest future directions or the need for further action.

What is the final takeaway from Mrs. Malloy's discussion on building an argument?

The final takeaway is that writing an effective argument begins with carefully outlining the argument in advance, going through a thorough process of refining questions, analyzing sources, and planning the structure of the argument before drafting the essay.

Outlines

00:00

📝 Building an Effective Argument with Outlining

Mrs. Malloy introduces the importance of outlining before drafting an argumentative essay. She emphasizes that writing an effective argument requires careful planning and not just jumping into writing. The session focuses on the process that occurs before the actual drafting, including refining a research question and finding credible sources to base the argument on. Mrs. Malloy also mentions the significance of rubric rows three, four, and five in evaluating the argument, particularly the high-scoring criteria of a clear, convincing, logically organized, and well-reasoned argument that leads to a plausible conclusion.

05:01

🔍 Refining Research Questions and Source Analysis

The paragraph delves into the process of refining research questions with the aid of collected sources. It's highlighted that without sources, the direction of the argument is unclear. The importance of understanding and analyzing sources to identify themes and patterns is underscored, suggesting the use of color-coding or noting themes to organize this understanding. The paragraph also discusses the necessity of verifying the use of stimulus material in relation to the argument and planning its integration from the outset, rather than as an afterthought.

10:01

📚 Developing a Cohesive Argument from Sources

This section outlines a multi-step process for developing a cohesive argument. It starts with framing the argument based on the compiled and evaluated information from sources, determining which sources will support different aspects of the argument. The paragraph discusses the importance of identifying the type of answer one is providing—whether it's a position paper, a problem statement, or a call for action. It then moves on to formulating a main claim that answers the research question, which is crucial as it is the most important sentence in the paper. The paragraph also touches on the necessity of having sufficient evidence and multiple sources to defend each point being made.

15:03

🎯 Crafting the Argument: Main Claim, Subclaims, and Counterarguments

The paragraph focuses on the detailed process of crafting an argument, starting with the main claim that reflects the position being argued. It's emphasized that this claim should be clear, specific, and argumentative, serving as the backbone of the paper. The paragraph then discusses the development of subclaims or reasons that support the main claim, backed by evidence from the sources. It also addresses the importance of considering counterclaims or oppositions and preparing rebuttals to them, which adds complexity and fairness to the argument. Finally, it touches on the conclusion or call to action, noting that it should not introduce new arguments but rather remind readers of the value and implications of the argument presented.

🚀 Finalizing the Argument Outline and Transitioning to Writing

In the concluding paragraph, Mrs. Malloy summarizes the process discussed in the video and emphasizes the importance of outlining in creating an effective argument. She advises students to use the resources and sources they have gathered to start outlining their arguments. The paragraph also mentions a link to a PowerPoint section that provides a step-by-step guide for the outlining process. Mrs. Malloy encourages students to stay consistent with their argument's purpose and to avoid introducing new arguments in the conclusion. She ends the session with a reminder to enjoy the process and look forward to the next video, which will discuss transitioning from the outline to the actual writing of the argument.

Keywords

💡Argument

An argument in the context of the video refers to a logically structured presentation of claims and evidence to support a particular point of view. It is the central theme of the video, as it discusses how to build an effective argument through careful planning and organization. For instance, Mrs. Malloy emphasizes the importance of an argument that is 'organized,' 'well-reasoned,' and leads to a 'plausible, well-aligned conclusion.'

💡Outlining

Outlining is the process of creating a structured plan or framework for an argument before the actual writing begins. It is a key concept in the video, as it forms the basis for developing a clear and convincing argument. Mrs. Malloy advises students to 'carefully outline your argument in advance' to ensure that the writing process is more effective and the argument is well-organized.

💡Evidence-based

Evidence-based refers to arguments that are supported by credible and relevant research or sources. In the video, Mrs. Malloy stresses that an argument for the IWA (Integrated Writing Assessment) must be evidence-based, meaning it should be grounded in the research conducted by the students and not just their personal perspectives. This is illustrated when she says the argument 'must be grounded in research that you've done.'

💡Research Question

A research question is a specific inquiry that guides the research process and helps to narrow the focus of the argument. In the video, refining the research question is highlighted as a crucial step after gathering sources, as it helps to 'narrow our scope and plan our argument.' Mrs. Malloy advises students to revisit and refine their research questions to ensure they are specific and concrete.

💡Rubric

A rubric is a set of criteria or standards used to evaluate and score work, such as essays or arguments. The video discusses the importance of understanding the rubric, particularly rows three, four, and five, which focus on the use of evidence, multiple perspectives, and the clarity and convincing nature of the argument. Mrs. Malloy uses the rubric to explain what constitutes a high-scoring argument.

💡Main Claim

The main claim is the central point or proposition of an argument, which answers the research question and is supported by reasons and evidence. It is a pivotal concept in the video, as Mrs. Malloy explains that the main claim should be clear, specific, and argumentative. She emphasizes that 'this is the most important sentence in your paper' and should align with the argument's purpose.

💡Sub Claims

Sub claims, also known as reasons, are the supporting points that provide additional support to the main claim. They are part of the argument's structure and help to develop the overall line of reasoning. In the video, Mrs. Malloy discusses how to identify and organize sub claims, which are derived from the sources and evidence gathered during research.

💡Counter Claim

A counter claim is an argument that presents an opposing view or challenges the main claim. Addressing counter claims is important for creating a complex and convincing argument. Mrs. Malloy advises students to consider the counter claim and provide evidence to support their own side as well as to address the opposition, which shows academic rigor and fairness.

💡Rebuttal

A rebuttal is a response to a counter claim or opposing argument, where the original arguer defends their position. In the video, Mrs. Malloy explains that a rebuttal is necessary to show that the arguer has considered the opposing view and has a strategy to address it. This can involve conceding certain points while still maintaining the overall argument's validity.

💡Stimulus Material

Stimulus material refers to the specific content or sources that are used to provoke thought and provide a basis for the argument. In the context of the video, Mrs. Malloy discusses the importance of verifying how the stimulus material will be used in the argument, ensuring it is incorporated in an essential way rather than as an afterthought.

💡Organization

Organization refers to the arrangement and structure of an argument, ensuring that it flows logically from one point to the next. The video emphasizes the importance of logical organization for a convincing argument. Mrs. Malloy uses the rubric to illustrate that an argument must be 'logically organized and well-reasoned' to achieve a high score.

Highlights

Importance of outlining an argument before drafting the essay.

Need for an evidence-based argument grounded in research.

The necessity of finding multiple credible and relevant sources.

The role of the research question in guiding the argument.

Refining the research question with the help of sources.

Engaging with sources to understand different perspectives.

Using color coding to organize themes and ideas from sources.

Verifying the use of stimulus material in the argument.

Ensuring essential use of stimulus material in the argument.

Developing a main claim from the research question.

The significance of a clear, specific, and argumentative main claim.

Creating sub claims or reasons to support the main claim.

Identifying sufficient evidence to support and extend claims.

Addressing counter claims and opposition in the argument.

The process of formulating a rebuttal to counter claims.

Considering the conclusion or call to action in the argument.

The difference between a TMP and IWA in terms of solutions.

The process of refining the question, putting sources in conversation, and outlining the argument.

Link provided for a detailed guide on the argument outlining process.

Transcripts

hey ap seminar students it is mrs malloy

here and i

am here to talk to you about the iwa we

are going to continue

our conversation and today we are going

to focus on building the argument

more specifically what are we going to

learn today

well today we're going to focus on the

fact that writing an effective argument

begins with

carefully outlining your argument in

advance

we are not going to just start writing

there is a lot that goes into the

process that happens before

we actually start drafting the essay

itself

in the last video mr gonzalez worked

with you

on refining your research question and

he also gave you a task

which was to find sources because as you

know the argument for the iwa

must be evidence-based and that means it

should be grounded in research that

you've done

not just grounded in your one singular

perspective

or in the thoughts that you have but it

should be

because you found multiple credible and

relevant sources that you can use

to then think about the argument you

will make and then to start the process

of actually drafting your argument

so if you do not have any sources at

this point

please stop the video find your sources

and then come back

because when you have your sources then

this video will be helpful for you

so before we move forward we're going to

talk briefly about

the rubric most of the videos that mr

gonzalez and i will be

focusing on in these next couple um

videos will focus on rubric rows three

four and five specifically what we're

going to look at today is rubric

row four three and five look at the idea

of using

evidence and of in making sure you have

multiple perspectives but four

is really where we're going to evaluate

your argument for what it is

so if you look at the high score or the

12 point there

the response is clear and convincing in

the argument that it makes

it's also logically organized and well

reasoned by connecting

claims and evidence leading to a

plausible

well-aligned conclusion so that means we

can just see from the keywords there

that we have to have an argument that is

organized

right but we also have to have an

argument in which our evidence and our

claims

are connected and working for one

specific

conclusion okay so in order to get there

we really have to think about all the

parts in the process again we can't just

start

writing to get the middle score or an

eight points here

you're going to present a claim but

there's going to be some flaws in your

reasoning

whether that be because yes you have

logically organized it

but you haven't done enough to fully

develop

your argument or your claims or your

line of reasoning or

maybe you do have a well-reasoned

argument but you really

struggled with the organization of it so

we're going to work today on

hoping for how we get from that 8 to

that 12 so we really can focus on that

high score

for a zero you're either a not making an

argument you're really just summarizing

or you're providing an

argument based on unsubstantiated

opinions or claims

so it's really based in your singular

perspective of what you think

there's not really sources that are

being used so that's really

not making an argument okay

at this point as mr gonzalez talked with

you in the last video you talked about

writing research questions what makes a

good research question and thinking

about what you're going to argue

now that you have the sources we're

going to work to narrow our scope

and plan our argument we're going to

think about the two sources that can be

used to make

our argument and we're going to then

draft our argument

so the first step in this process is to

refine your individual question

now some of you might think well we just

did this with mr gonzalez

well yes you had a topic and you started

to think about a research question and

he gave you wonderful advice on what

makes a good research question

but if you don't have your sources you

don't fully know

where you're going right we don't know

what we don't know so now that we have

our evidence now that we've collected

our sources now is the time to go back

to that research question and see if we

need to narrow our scope

can we be more specific can we be more

concrete with what

we're potentially going to argue and the

big takeaway here is that if you have a

poorly written question

it's going to lead to a poorly written

claim which is then going to lead to a

poorly written

argument okay and we don't want to do

this and not do it well so we want to

make sure that we refine the question

before moving forward

the next step in the process then is to

put those sources in conversation with

each other

before you can make an argument you have

to understand what conversations are

being had or what your sources are

saying

think back to the last assessment

performance task one when you made an

argument

during the tmp the first step of that is

coming back together with your group and

looking at the sources and seeing the

conversations

and using those sources to drive your

argument we are not

as ap seminar students going to say i

have the answer to my question

before i've done any research because

that is not academic

that is also not complex right we are

better than that

we are going to listen to the sources

see what they say

and then look at what conversations can

come from those sources

not so that we can regurgitate or

present those conversations in a report

right but so that we can take what

they're saying and use them to help

frame

our own argument one of the suggestions

i have as you go through your sources

is to use the highlighter tool i like to

color code things because it's easier

for me to say here are the sources that

are arguing this here are the sources

that are arguing that

and some sources might have two colors

if you don't want to use colors

you can always just write out the themes

or ideas that you're noticing between

sources so that you can look for those

patterns because those will help you

understand

what the research actually says before

you decide the answer to your question

step three in the process then is to

verify how you're going to use the

stimulus material

a lot of times i've seen in my own

classroom that students will say

here's what i'm going to do here's how

it's related to the stimulus and then

when they start the process of

actually planning their their paper and

their argument

they forget about the stimulus because

they think oh you know what i can bring

it in at the end and when i bring it in

at the end it'll be fine i can just put

it wherever

it's an afterthought okay kind of like

mr gonzalez has talked about some of you

do

with reference pages we think about them

last minute and we don't have to worry

about citations

but just like citations they should be

thought about as we're going right we

don't want to mess those up it's the

same with the stimulus

we need to know and have it always on

the front of our mind

where we're going to incorporate the

stimulus so that it qualifies as

essential use in a previous video i went

into more detail about what makes

essential versus non-essential use

but remember we do not want to

manipulate a source

to say something it's not just so we can

jam our stimulus in there

we also don't just want to say how we

got to the topic because that's not

essential use

now that we know what our sources say we

want to think about what the stimulus

material says

so we can think about how we can develop

and craft an

argument keeping true to both of those

works okay remember we identify a theme

connecting two sources to get us graded

but we have to at least use one of those

stimulus in an essential way to earn

points on that first row of the rubric

step four is a multi-step process and

this is the one that my own students

make fun of me on because i

call it step four but it really has

almost eight subset

steps within it because this is a

process where we really want to

carefully plan out what we're going to

argue before we start going

because the more time and care we put

into the process

the better and stronger and more

effective our argument is going to be

so you're going to take the information

that you've compiled

and evaluated at this point and you're

going to frame it to develop your own

argument so now we're going to go back

to the sources and we're going to say

okay which ones at this point can help

me

make the argument that i'm going to make

so which ones are going to be background

or set up the problem which ones could

be support for

one side what could be support for an

opposition or a counter claim

which ones and then what pieces of

evidence would confirm or extend the

comments that i want to make versus

which ones complicate

what i'm going to argue the next part of

that process

is then to go back to your research

question

and determine what type of answer you're

setting yourself up to provide

and mr gonzalez talked about this in the

last video as well

is our focus a position paper am i

arguing some specific position

something should be a certain way

something is a problem something has

this

impact on something else or am i arguing

for

a solution right we need the united

states government needs to

forgive all student loan payments or

whatever

or debt the difference in what we're

doing although

some of these are similar is going to be

very significant as we start thinking

about putting together our argument

because if we don't know what our

purpose is from the beginning as we

start bringing in claims there's going

to be issues with alignment

which goes back to row 4 on our rubric

so really think about

what type of answer you are going to

need

then what we're going to do is we're

going to answer that proposed question

by turning it into a main claim here's

our answer

now i want to point out in this process

we did not have the answer before we did

the research and we didn't have the

answer

just because we thought this was going

to be the answer

we went through the sources multiple

times

before we even got to the point of what

are we going to argue

this shows the complexity it also shows

that you actually engaged with

the body of knowledge or the existing

research so that you could be fair

about the argument you want to make now

this main claim and i've emphasized this

on the slide as well

is how you will answer your question so

if you said in the last one that you

were arguing for a physician paper

this main claim should emphasize and

illustrate that you are arguing for a

position

okay and on the bottom of the screen is

just a reminder that remember whatever

you call it in your individual classroom

main claim thesis argument

this is the most important sentence in

your paper it's going to answer the

question of what you're trying to prove

and why

it's clear it's specific it's narrow and

most importantly

it's argumentative and it's explicitly

referenced so that

everything you're doing in your paper is

aligned in an effort to convince readers

of whatever you're trying to convince

them of

the next step in the process is actually

now we have our main claims so we can

start to think about our reasons or our

sub claims

so think of the articles that you've

analyzed for practice part a's in your

own classroom

right those articles all had a main

claim they had sub claims they had

reasons and

they had commentary showing the

connection or the line of reasoning

you're going to do the same thing here

not for the sources that you found

but for your own argument so what's the

first reason

that we would need or what are potential

reasons because at this point we don't

even have to think about the order of

the reasons

that can be part of the process when we

actually go to the writing of the paper

we can decide what claims we want to put

in what order

but we are making an argument here and

it is your

argument so you need to think about the

sources and the evidence you have

in terms not of what it's saying but how

what it's saying can be used

to make your argument

after you do that now we're going to go

back and say where's the evidence

what evidence can be used to support

extend or even complicate your claims

because in the irr we really focused on

credible and

relevant evidence now for the iwa

because you're building your own

argument

we really care about that idea of having

sufficient evidence

one of the questions that kids always

ask is how many sources should i have

and that's really going to be up to you

in terms of how many you need to make a

really strong well-rounded argument

so there is no right answer but

sufficient is going to be how many do we

need to convince

readers i would encourage you that for

every point that you're making you

should have

multiple sources and pieces of

information that can help defend

because in order to convince me i need

more than one piece of evidence and

that's true for most people

we also want to come back to the

stimulus source here to think about how

we can use that stimulus source maybe

potentially as

evidence either for or in the next slide

we'll talk about

as a counter or alternate perspective

then we're going to think about the

counter claim or opposition this is

what's going to make our claims

feel complex because if we're really

academic and educated in the arguments

that we're making and we're really

seeking to convince we are going to

address the other side

or the counter claim so where and what

is the disagreement

is it holistic or is it attached to

specific

claims because sometimes we have points

that are attached to

a reason right if we forgive student

debt

it's going to some people argue make the

economy suffer

and so then how do we address that point

um

specifically or is that a whole side

that that stance has

okay so we want to think about evidence

to support the opposition

as well as our own side because we do

not

want to straw man or show the weakest

version of the other side

then we are going to think about the

rebuttal

now that we know what the other side is

going to argue

how are we going to address that

one of the questions that students have

in my own classroom a girl actually

asked that the other day was

well what if i i actually have to make a

concession what if i say

they're right this isn't enough but at

least it's a step in the right direction

that's what academic arguments do they

address the gray area

so if you can't fully shoot down the

other side

that's okay that shows that you're

academic it shows that you're being fair

about the argument

we do though want to have some kind of

rebuttal to that so it's not just saying

oh they're right my whole argument's

wrong that's not what we want

but if we have to give concessions or if

there are limitations to our argument we

need to address those

so that we're being fair in what we're

trying to argue okay

and then we are going to come back

to the argument by thinking about the

conclusion

or the call to action or future

directions a big point i want to make

here

is that when we remember on one of the

first slides we talked about that rubric

row it said to a conclusion

you do not have to have a conclusion and

a solution in the tmp you had to have

solutions

and here you do not so if for the whole

paper you've argued for a conclusion

don't add something into your conclusion

and say and now

in this one paragraph i'm going to tell

you how to solve this

i like to call those the do and too much

kids because for 18 of your 2000

words you made one argument in the last

200 you thought

you could make a really complex argument

about how we solve it

pick a lane pick a purpose right mr

gonzalez and i have both emphasized that

and stay true to that we do not need to

be going back and forth

so when we're thinking here it's really

remind us of the value

what can be gained what are the

limitations and implications what are

the consequences

but also think about what's the next

step you don't have to say

this is the solution you can say we need

to look into a solution because now that

we all agree this is a problem

we don't want to just sit here we need

to do something but don't then try to

bring in an entirely new

argument so as you can see on the screen

um the parts of the process that we just

talked to are really addressed to

the things that we talked about on the

first slide we're going to refine our

question we're going to put sources in

conversation we're going to think about

the stimulus and then we're going to go

through that whole process

of outlining our argument we have not

actually written our paper yet

on the top of the screen you will see a

link to a tiny url

this will bring you to the section of

this powerpoint that really walks you

through the steps if you do want to use

that so

hopefully you didn't take notes this

whole time but if you did that's great

too

but we are giving you that um for you to

use as well

so what's the takeaway well the takeaway

is that writing an effective argument

begins with carefully outlining

your argument in advance look at all the

work that we went through in this

process today to get to the point of

framing our

argument as you go forward a great

task for you right now is to start

thinking about your

argument outline it and go through the

process we'll talk a little bit more in

the next video of some

more specifics of what that's going to

look like as we transition from the

outline to

the actual argument itself but at this

point you should have the resources and

the sources that you've already found

to start going through that outlining

process

as always thank you for watching i hope

you find some joy in your day and we

look forward to seeing you next time

bye