AP Seminar Performace Task 2: Integrating Evidence in to your Argument

Summary

In this educational video, Mrs. Malloy discusses the crucial aspects of Performance Task Two, focusing on the integration of evidence within academic writing. She emphasizes the importance of not just selecting evidence but also integrating it with commentary to advance an argument effectively. The video illustrates the difference between an Integrated Writing Assignment (IWA) and an Integrated Reading Response (IRR), highlighting the need for a clear and logically organized argument that connects claims and evidence. Mrs. Malloy provides strategies for evaluating the integration of evidence, including color-coding sources and examining the balance between evidence and commentary. The takeaway is that evidence must be used purposefully with commentary to enrich and support the writer's argument.

Takeaways

• 📚 The focus of the lesson is on the integration of evidence in argumentative writing, emphasizing the balance between evidence and commentary.
• 🔗 Commentary acts as a bridge, connecting evidence to the writer's purpose and argument, which is crucial for a convincing argument.
• 📝 Evidence alone is not enough; it must be accompanied by commentary to advance the main claim or thesis effectively.
• 💡 The importance of having more commentary than evidence is stressed, as depth in argumentation is preferred over breadth.
• 📉 In the provided examples, the difference between an Integrated Response Rubric (IRR) and an Integrated Writing Assignment (IWA) is highlighted.
• 🟢 The IRR is more of a report, showing other people's arguments without making claims of the writer, whereas the IWA is an argument that uses evidence to support the writer's claims.
• 📑 The script uses color coding to visually distinguish between evidence (teal), commentary (green), and claims (not color-coded) in the examples.
• 🤔 The complexity and strength of an argument are evaluated based on how debatable the claim is and whether it invites counterarguments.
• 📈 Evaluating the integration of evidence involves checking the reference page for source diversity and sufficiency, and examining the body paragraphs for alignment and balance between evidence and commentary.
• 📝 The ratio of evidence to commentary should favor commentary to ensure that the evidence is being used to support the argument rather than overwhelming it.
• 🚫 The use of stimulus material is discussed, noting that while it is provided, it should not be the only academic source used to avoid penalization in grading.

Q & A

What is the main focus of Mrs. Malloy's presentation?

The main focus of Mrs. Malloy's presentation is on the integration of evidence in academic writing, specifically how to use evidence and commentary to advance an argument.

Why is commentary important when using evidence in an argument?

Commentary is important because it acts as a bridge that unites the evidence with the writer's purpose, transforming the evidence from isolated facts into a part of the argument that supports the writer's main claim.

What does Mrs. Malloy emphasize about the balance between evidence and commentary?

Mrs. Malloy emphasizes that there should be more commentary than evidence. It's better to provide more explanation about fewer pieces of evidence rather than less explanation about more pieces of evidence for the sake of depth.

How does Mrs. Malloy differentiate between an IWW (Inadequate Writing with Evidence) and an IWA (Inadequate Writing without Argument)?

In an IWW, the writer only summarizes sources without making their own claims, essentially reporting on what others argue. In contrast, an IWA includes the writer's own claims and uses evidence to support, complicate, extend, or confirm those claims, with commentary bridging the evidence to the argument.

What is the significance of the 'so what' question when evaluating evidence?

The 'so what' question is significant because it helps determine how the evidence connects to the writer's claim and purpose. It ensures that the evidence is not just presented but is used meaningfully to advance the argument.

How does Mrs. Malloy suggest students evaluate their own integration of evidence?

Mrs. Malloy suggests students evaluate their integration of evidence by color-coding their sources, highlighting main claims, topic sentences, evidence, and commentary in their papers to check for alignment and the balance between evidence and commentary.

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

The stimulus material is provided for the students to use in their arguments. However, it's important to note that the stimulus material is not considered one of the student's own sources for the purpose of the rubric evaluation.

Why might a simple claim not be effective in an argument?

A simple claim might not be effective because it lacks complexity and debatability. If there is no real point of tension or disagreement, the argument may not be convincing or engaging for the reader.

What does Mrs. Malloy mean by 'making a clear and convincing argument'?

Making a clear and convincing argument means not only presenting a logically organized and well-reasoned claim but also ensuring that the argument connects claims and evidence in a way that leads to a plausible and well-aligned conclusion.

How does Mrs. Malloy define the term 'evidence' in the context of academic writing?

In the context of academic writing, 'evidence' refers to the sources and information used to support the writer's argument. It should be used in conjunction with commentary to advance the main claim effectively.

What advice does Mrs. Malloy give for the structure of an argument?

Mrs. Malloy advises that while the claim doesn't always have to start a paragraph or argument, having it at the beginning can act as a roadmap for the reader, showing the direction of the argument and making the connection between evidence and claim clearer.