AP Seminar: Developing a Research Topic within Context of Stimulus Materials

Summary

In this AP Seminar video, Gerardo Gonzalez guides students through the process of developing a research topic for their individual written argument. He emphasizes the importance of distinguishing between a topic and a question and stresses the need for a researchable topic that is contextually linked to the provided stimulus materials. Gonzalez offers strategies for identifying research topics, such as applying philosophical texts to real-world issues and identifying diverging perspectives among sources. He also provides a set of questions to help students refine their topics and shares examples of both successful and unsuccessful attempts to connect stimulus materials to research topics. The video concludes with advice on conducting preliminary research and seeking teacher feedback to ensure a solid foundation for the research question phase.

Takeaways

• 📘 The lesson focuses on developing a research topic for the Individual Written Argument (IWA) in AP Seminar.
• 🔍 The emphasis is on identifying a research topic rather than a research question, highlighting the importance of context and complexity.
• 🎯 The primary objective is to contextualize and identify the complexities of a research problem or issue before moving on to formulating a research question.
• 📚 Students are encouraged to employ appropriate reading strategies, such as reading quickly for a specific purpose and interpreting multiple perspectives on an argument.
• 📝 The importance of linking the stimulus materials to the response, not necessarily to the research question, is stressed for rubric scoring.
• 🚫 Students are warned against rushing into a research question without first understanding the actual topic they are researching.
• 💡 The strategy of combining elements from stimulus sources to formulate a research question is discouraged if it leads to broad or illegitimate topics.
• 🤔 Students are advised to ask themselves specific questions regarding their research topic to ensure it is grounded, connected, and researchable.
• 📈 The use of stimulus sources should be equal to other sources found outside, and they should naturally fit into the research response.
• 📑 Examples from previous students illustrate both successful and unsuccessful attempts at creating a research topic from stimulus materials.
• 🛑 Problem areas to avoid include cherry-picking quotes, mischaracterizing the context of a source, and using a source as a mere jumping-off point.

Q & A

What is the main focus of today's lesson in the transcript?

The main focus of today's lesson is developing a research topic for the individual written argument in the context of AP Seminar.

Why is it important to distinguish between a research topic and a research question according to the transcript?

It's important to distinguish between a research topic and a research question because the research topic forms the foundation for the overall context necessary for an effective research question, which is crucial for earning points in the AP Seminar rubric.

What are the objectives for the lesson as mentioned in the transcript?

The objectives for the lesson are to contextualize and identify the complexities of a research problem or issue, and to identify the steps needed to develop a clear research topic that can lead to an effective research question.

What does the instructor emphasize about the relationship between the stimulus materials and the research topic?

The instructor emphasizes that the research topic and question do not necessarily have to tie in specifically to the concept discussed in the stimulus materials, but they must be integrated as part of the response.

What is the significance of employing appropriate reading strategies as mentioned in the transcript?

Employing appropriate reading strategies is significant for reading quickly for a specific purpose, identifying, comparing, and interpreting multiple perspectives on an argument, and extending ideas from stimulus materials into a new understanding for researching a new topic.

Why is it crucial to develop a research topic that is actually researchable according to the transcript?

It is crucial to develop a research topic that is actually researchable to avoid rushing through the process and jumping directly into a research question without understanding the actual topic being researched, which can lead to a lack of focus and a failure to earn points in the AP Seminar rubric.

What does the instructor suggest as a strategy to avoid when developing a research topic?

The instructor suggests avoiding the strategy of attempting to combine elements of the stimulus sources too literally to formulate a research question, as it can lead to topics that are too broad, not legitimately debatable, or not actual issues.

What is the recommended approach to developing a research topic according to the transcript?

The recommended approach is to use the stimulus sources to identify a debatable issue worth researching, treat the sources as equal to additional sources found outside, and ensure the research topic is grounded in a larger context before moving on to the research question.

What are some questions the instructor suggests students ask themselves while developing a research topic?

The questions include: What is the idea being considered? What are the two sources being connected? How do the sources connect to one another and to the idea? What is the theme shared among the sources? And why are you interested in this topic?

What are some strategies provided in the transcript to identify possible topics for the assessment?

Strategies include applying philosophical texts to a current real-world problem, identifying diverging perspectives among the sources, and considering other feelings, emotions, or experiences associated with the theme of happiness.

What are some potential problem areas to avoid when developing a research topic as mentioned in the transcript?

Problem areas to avoid include cherry-picking quotes, mischaracterizing the context of the source, and using the source as a jumping-off point instead of a solid connection to the research topic.

What is the next step suggested by the instructor after developing a potential research topic?

The next step is to conduct preliminary research on each potential topic by reading non-academic sources to develop a general understanding and determine if the topic is focused enough for further research.

What action can students take if they need access to mobile tools or connectivity for their research?

Students can visit the link CBI.org/tech to fill out a survey providing information and feedback to the College Board, which is working on solutions to help students access what they need for their research.