AP Seminar Performace Task 2: Selecting Effective Evidence

Summary

In this educational seminar, Mrs. Malloy emphasizes the importance of selecting and using evidence effectively in argumentative writing. She explains that a strong argument hinges on the relevance, credibility, and sufficiency of the evidence presented. The seminar delves into how to evaluate sources for these criteria, using examples to illustrate the application of evidence to support claims. Mrs. Malloy also discusses the difference between high-scoring and low-scoring performance tasks, highlighting the need for a deep understanding and critical analysis of sources. The takeaway is clear: the strength of an argument is directly proportional to the quality and application of the evidence used to construct it.

Takeaways

• 📚 The importance of selecting relevant, credible, and sufficient evidence to support an argument was emphasized as crucial for achieving a high score in the performance task.
• 📝 The rubric for assessment focuses on the selection and use of evidence, with a high score requiring evidence that is not only relevant and credible but also in the right amount to support the argument effectively.
• 🔍 A significant difference between high and low scores is the depth of understanding and use of sources, with high scorers demonstrating a careful and critical reading of the sources.
• 🧐 Students are advised to ensure they understand their sources well enough to use them effectively in their arguments, rather than just selecting high-credibility sources.
• 🔗 Relevance of evidence is determined by its clear relationship to the claim, and students should be able to demonstrate this connection to the reader.
• 📖 The use of academic journals and credible sources like the House of Commons or Oxford University is highlighted as important for establishing the credibility of the argument.
• 📑 The reference page or works cited list is a starting point to determine the relevance and credibility of sources, but the key is how these sources are used within the paper.
• 📝 When using sources, students should focus on how the evidence supports their argument, not just on summarizing or listing what the sources say.
• 🤔 The concept of 'sufficient' evidence is subjective and depends on convincing the reader; it requires more than one piece of evidence and a well-reasoned argument.
• 💡 The Chief Reader's notes from 2020 highlight that lower-scoring responses often showed a superficial understanding of sources, whereas higher-scoring ones recognized sources as distinct voices in complex discussions.
• 📈 The takeaway is that the strength of an argument is directly tied to the evidence used to construct it, emphasizing the need for careful selection and effective use of sources.

Q & A

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

The main focus of Mrs. Malloy's discussion is on the selection and use of evidence in Performance Task 2 or the Integrated Writing Assessment (IWA), emphasizing that the strength of an argument is directly related to the evidence used.

What does Mrs. Malloy emphasize about the evidence used in an argument?

Mrs. Malloy emphasizes that the evidence used in an argument must be relevant, credible, and sufficient to support the argument effectively.

What does Mrs. Malloy suggest is the difference between high-scoring and low-scoring responses in terms of evidence?

Mrs. Malloy suggests that low-scoring responses tend to use evidence that lacks credibility or is irrelevant, while high-scoring responses demonstrate a careful and critical reading of the sources, recognizing them as distinct voices in complicated discussions.

Why is it important to understand the sources deeply when using them for an argument?

It is important to understand the sources deeply to ensure that the evidence selected is not only relevant and credible but also used effectively and carefully to support the argument, which is key to achieving a high score.

What does Mrs. Malloy mean by 'effective evidence'?

Effective evidence, according to Mrs. Malloy, refers to evidence that is not only relevant and credible but also used in a way that convincingly supports the argument being made.

How does Mrs. Malloy define relevance in the context of selecting evidence?

Relevance, as defined by Mrs. Malloy, involves a clear or definitive relationship between the evidence and the claim, and the ability to make that connection clear to the reader.

What is the significance of credibility when evaluating sources for an argument?

Credibility is significant as it ensures the accuracy and trustworthiness of the sources. It helps in establishing the authority and reliability of the evidence used to support the argument.

What does Mrs. Malloy suggest when it comes to determining the sufficiency of evidence?

Mrs. Malloy suggests that sufficiency is subjective and depends on what would be enough to convince readers. It involves providing multiple pieces of evidence and ensuring that the argument is well-reasoned and logically organized.

How does Mrs. Malloy advise students to approach the complexity of their arguments?

Mrs. Malloy advises students to be fair, show the other side of the argument, and not just present the weakest version of the opposing side while emphasizing the strength of their own argument.

What is the takeaway message from Mrs. Malloy's seminar on evidence and argument construction?

The takeaway message is that an argument's strength is directly tied to the evidence selected and used within it. It's not just about selecting evidence but also about how effectively it is used to build and shape the argument.

Outlines

00:00

📚 Focus on Evidence in Argument Construction

Mrs. Malloy addresses AP Seminar students about Performance Task 2, emphasizing the importance of selecting strong evidence for their arguments. She refers to the rubric, specifically Row 5, which assesses the selection and use of evidence. To achieve a high score, students must use relevant, credible, and sufficient evidence. The difference between high and low scores is highlighted, noting that low scores often present evidence that lacks credibility or relevance. Middle scores show some relevance and credibility, but to excel, students must ensure their evidence not only meets these criteria but also adequately supports their argument. The Chief Reader's notes from 2020 are cited to illustrate the difference between low-scoring papers, which demonstrate superficial understanding of sources, and high-scoring papers, which show a careful and critical reading of sources. The effectiveness of evidence is discussed in terms of relevance, credibility, and sufficiency, with examples provided to illustrate how to use sources to support an argument.

05:01

🔍 Evaluating Relevance and Credibility of Evidence

This paragraph delves deeper into the criteria for effective evidence, starting with relevance. The discussion uses the example of a paper on asylum seekers in the UK to illustrate how to determine if evidence is clearly related to the claim and how to demonstrate this relationship to the reader. The student's reference page is examined to assess the relevance of sources, and the importance of not only selecting relevant sources but also using specific evidence from them to build a convincing argument is emphasized. The paragraph then moves on to credibility, explaining that sources must be accurate and trustworthy. The student's reference page is again used to evaluate the credibility of sources, looking for academic journals and expert opinions. The paragraph concludes with a detailed example of how a student used credible sources to support a claim about asylum policies leading to increased depression among asylum seekers.

10:01

📘 Establishing and Using Credible Sources

The focus in this paragraph is on the credibility of sources, building upon the foundation laid in the previous paragraph. The student's paper is used to demonstrate how to attribute credibility to sources and how to use them effectively within an argument. The example provided shows how the student acknowledges the credibility of a meta-analysis from the Journal of Vocational Behavior and uses it to support their argument. The paragraph also addresses how to handle dated sources by using other credible sources to establish their continued relevance. The importance of not just stating a source's credibility but also demonstrating it through its use in the argument is highlighted.

15:01

📚 The Importance of Sufficient Evidence

The final paragraph discusses the concept of sufficiency in evidence. It explains that while evaluating others' arguments, it's their responsibility to provide convincing evidence, but when constructing one's own argument, it's crucial to bring enough evidence to persuade the reader. The paragraph emphasizes that no single piece of evidence is sufficient to convince anyone and that multiple pieces are needed. The student's paper is analyzed to show how multiple sources are used within a paragraph to build a strong argument about the relationship between the use of detention centers for asylum seekers and increased depression rates. The paragraph concludes with a reminder that the strength of an argument is directly tied to the evidence used to construct it, and that it's not just about selecting evidence but also about how it is employed to shape and support the argument.

🎯 Conclusion: The Power of Evidence in Argumentation

In the concluding paragraph, Mrs. Malloy reiterates the key takeaway: the strength of an argument is contingent upon the evidence selected and utilized within it. She stresses that having a lengthy list of credible and relevant sources on a reference page is not enough; the evidence must be effectively used to build a strong argument. The importance of understanding and applying evidence to support claims is emphasized, and the video ends on a positive note, encouraging students to find joy in their day and look forward to the next session.

Keywords

💡Performance Task 2

Performance Task 2 (PT2) is a specific assignment or evaluation component that students are expected to complete. In the context of the video, it refers to a significant part of the students' academic assessment, particularly the Integrated Writing Assessment (IWA). The script discusses how the strength of a student's argument in PT2 is directly tied to the evidence they select and use.

💡Evidence

Evidence, in the script, refers to the information, data, or sources that students use to support their arguments in an academic context. It is a central concept because the strength of an argument is contingent upon the relevance, credibility, and sufficiency of the evidence presented. The script emphasizes the importance of selecting and using evidence effectively to achieve a high score.

💡Argument

An argument in this video script represents the main point or claim that a student is making in their academic work. The argument must be supported by strong evidence to be convincing. The script discusses how the quality of evidence directly affects the strength of the argument being presented.

💡Rubric

A rubric is a set of criteria or standards used to evaluate work. In the video, the rubric is used to assess how well students select and use evidence to support their arguments. The script mentions focusing on 'row five' of the rubric, which pertains to the selection and use of evidence for high-scoring work.

💡Relevance

Relevance is a key aspect of evidence selection. It refers to the direct relationship between the evidence and the claim being made. In the script, Mrs. Malloy discusses how students must ensure that the evidence they choose has a clear connection to their argument to be considered relevant.

💡Credibility

Credibility pertains to the trustworthiness and accuracy of the evidence. The script explains that credible sources are typically academic journals and other expert-level materials. Students must demonstrate that their sources are credible to strengthen their argument.

💡Sufficiency

Sufficiency refers to the adequate amount of evidence needed to convincingly support an argument. The script points out that having sufficient evidence means providing enough to persuade the reader, which is more than just one piece of evidence and involves careful consideration of what would convince the reader.

💡Chief Reader's Notes

The Chief Reader's Notes mentioned in the script are insights or observations from an expert who evaluates student work. These notes highlight the differences between high and low-scoring responses, noting that lower scores often involve a superficial understanding or use of sources.

💡Academic Journals

Academic journals are scholarly publications that contain articles written by experts and researchers. In the script, they are cited as examples of credible sources that students should use to build their arguments. The mention of journals like 'Migration Studies' and 'Journal of Vocational Behavior' illustrates this point.

💡Reference Page

A reference page, also known as a works cited page or bibliography, lists all the sources a student has used in their academic work. The script uses the reference page as an example of where students can initially assess the relevance and credibility of their sources.

💡IWA

IWA stands for Integrated Writing Assessment, which is a specific type of academic assessment that requires students to integrate and synthesize information from multiple sources. The script discusses the importance of evidence selection and use in the context of an IWA.

Highlights

The importance of selecting relevant, credible, and sufficient evidence to support an argument in performance task 2 or the iwa.

Evidence must be carefully chosen and used effectively to achieve a high score in the assessment.

The difference between high and low scores is often due to the credibility and relevance of the evidence presented.

High-scoring responses demonstrate a careful and critical reading of sources, recognizing them as distinct voices in complex discussions.

Low-scoring responses often show a superficial understanding of sources, picking out basic elements without a deep analysis.

The need to understand the sources well enough to use them effectively in the argument, not just selecting credible and relevant evidence.

Relevance of evidence is determined by a clear relationship between the evidence and the claim being made.

Credibility is assessed by the accuracy and trustworthiness of the sources, with a preference for academic journals and expert opinions.

Sufficient evidence requires multiple pieces to convince the reader, not just one piece.

The argument must be logically organized and well-reasoned, with enough evidence to support it convincingly.

Using sources to build an argument is not about what the sources argue, but how they can be used to support the student's own argument.

The process of evaluating the sufficiency of evidence involves considering what would be enough to convince readers.

Complex arguments require showing both sides fairly, not just the strongest version of one's own argument.

The use of multiple sources within a paragraph can provide sufficient evidence if they are used to convincingly support the argument.

Acknowledging the credibility of sources and using them effectively is crucial for a strong argument.

Students must demonstrate a critical understanding of sources to achieve a high score in the iwa.

The final takeaway emphasizes that the strength of an argument depends on the effective use of selected evidence.

Transcripts

hey ap seminar students it is mrs malloy

and i am here today to talk to you about

performance task 2 or the iwa

more specifically what are we going to

learn today well today we're going to

focus on evidence and specifically we're

going to focus on the fact that your

argument is only as strong as the

evidence that you select to use within

your argument so let's return to

the rubric to make sure that we know how

we are going to be assessed as it

pertains to

evidence so as you've learned in the

last few videos mr gonzalez and i have

talked you through rows three

four and five well for today we're going

to focus our discussion on row five

because it really focuses on

selection and use of evidence

to get that high score we need to make

sure that the evidence that we're using

is relevant credible and sufficient

to support an argument if you look at

the difference between the

high score and the low score right we

notice that any evidence presented is

lacking

credibility or is maybe irrelevant but

then when we see

the middle we see that it's mostly

relevant incredible

however to get to that high sport we

have to make sure that not only is our

evidence relevant and

credible which is something we talked a

lot about um

in the irr but we also have to make sure

that it's sufficient

to support the argument and that's the

really important part here because it's

not if the evidence is relevant and

credible on its own

and we're working to evaluate it like we

would have in the irr

we have to use that relevant incredible

evidence and the right amount of it

to work to support the argument that we

are making

because remember it's not about what the

sources are arguing

but it's about how we can use those

sources to make our own argument that's

what gets us to that high score

so i also wanted to draw your attention

to the chief reader's notes from this

past year or from 2020.

what you'll notice in what i highlighted

is that these

responses or the iwas that tend to score

in the lower

part of our rubric are ones that

consulted sources that it seemed that

the student didn't understand

they summarized or they demonstrated

only a superficial reading of the

sources

whereas if we noticed for the high score

in row five

those responses demonstrated a careful

and often critical reading of the

sources they recognize them

as distinct voices in complicated

discussions so what does this mean

well this means that the low scoring

samples may have found

high highly credible and relevant

sources but they didn't understand the

sources well enough or they read them so

superficially or surface level that they

just picked out

very basic things to then try to use

within their paper

so they didn't demonstrate a critical or

a

careful understanding of the sources to

get to that high score when it becomes

to evidence it's not just that you

selected this

highly credible and relevant evidence

it's that you also

knew how to use it effectively

and carefully to make the argument that

you're trying to make

so let's talk about what makes effective

evidence

we're going to go through those three

terms that we saw on the rubric

so first let's talk about relevance

right so the questions we want to ask

ourselves as we are

going through our sources and deciding

which ones are going to

be a part of our paper or be used in our

argument is first

is there a clear or definitive

relationship between the evidence and

the claim

and then how will i make that clear to a

reader because i want to make sure that

the stuff that i'm picking

is relevant right that it's related and

we can clearly

show that connection so the first thing

that most of you will do is you'll go

to your reference page or works cited or

bibliography

and you'll look at the titles that you

have and that's an easy way for you to

decide relevance right so if we're

looking at a paper on asylum seekers in

the uk

and we look through what is highlighted

on the screen we notice

access to mental health is in the the

first title should asylum seekers have

unrestricted rights we then see stuff

about governing

asylum seekers and then we see

another source about the migration of

the

asylum seekers to the uk we see access

to health care so we're starting to see

a clear conversation

where all of these are tied to asylum

seekers so we know that they're relevant

but we're also seeing ones that are all

really dealing with taking care of

the mental and physical or just general

health

and well-being of these asylum seekers

so they're all relevant to the argument

that's being made

but looking at it in terms of your

bibliography or your reference page or

your works cited is not going to

really tell you if you know how to use

those sources

instead we need to actually go back into

your paper and see how you're using

those sources so if we look at the

students on the screen you'll notice

that the claim

is on the top current united kingdom

asylum policies lead to notably higher

rates of depression within asylum

seekers

so if we look at this claim and i left

the heading that this student had

um for this this claim or this reason

about inadequate health care leads to

increased

asylum depression we want to then draw

our attention to

the use of sources to see if these

sources are actually relevant to the

claim

and the reason that the student is

trying to

to prove here so many asylum seekers

never receive opportunities for medical

care

so then if we look at that first source

that's in here we noticed that he

picked out a piece of evidence and this

shows careful selection

because it talks about when asylum

seekers are getting that care

and so they're only screened when

they're coming in and this is clearly

relevant to what he's trying to prove

then if we move down to the bell and

zach

citation that's included here it also

talks about

what type of screenings are being done

and so we see that this piece of

evidence about this focus on infectious

diseases and really

that's what they're screening them for

shows again

that they're receiving inadequate health

care which is what he's trying to prove

because there's problems with mental

health and then we see that he uses

another quote

um or ideas from that same source that

are looking at

how there is no mental health or

screening checks so this student when we

look at his

reference page we see that all the

sources are relevant but when we look at

how he's putting them together to build

an

argument we see that it's not just that

he knew what credible and relevant

sources were

or in this case just relevant he knew

that if he picked specific pieces of

evidence from those relevant sources

he could work to authentically and

convincingly

prove his claim

so the next category that will be

evaluated on is

credibility right and we know a lot of

this from the irr in terms of relevance

and credibility because that's what we

focused on heavily so with credibility

we want to ask ourselves

is it accurate is it trustworthy and how

am i going to make that clear to a

reader

again for most of you we start with the

reference page works cited bibliography

you know hopefully at this point in your

seminar journey

what a highly academic source is we're

looking for those

academic journals we're not just going

to a database and finding

anything on there because we all know

that you can find journalistic sources

on databases

we're looking for sources that are that

higher level of experts

that are going to show that expertise in

what they're doing

and so if we look at just the four

sources that you're going to see this

isn't the kids entire reference page

but in this next paragraph we're going

to see something from the house of

commons which is

obviously going to be relevant to the

argument but it also shows credibility

because

this is dealing with how parliament is

governing

we have a we have the next source is

from an academic journal which is

migration studies

which again is going to show that there

was a vetting process it was peer

reviewed

we then have one from oxford university

highly academic and then we've got

another academic journal the journal of

vocational behavior

so we can tell right now that the

sources are credible but again

how are we using those sources to then

shape our argument

so if we come back to the same argument

that the student was making about

asylum policies in the uk and we draw

our attention to the sources

in this paragraph or in this claim the

student is looking at the restrictive

work policies that

result in increased depression in the

asylum seekers

and so that first sentence is obviously

our claim restrictive work policies for

asylum seekers in the uk

increased levels of depression without

approved applications

asylum seekers are unable to work making

fast responses from the home office a

necessity for many

yet right data from the migration

observatory at the university of oxford

showed that the percentage of asylum

seekers receiving an initial decision

within

six months decreased dramatically so

what we want to emphasize here what the

student is trying to emphasize

is that these asylum seekers are here

for a longer period of time

than they should be right and there's a

lot of uncertainty which can then lead

to depression

and so going into that oxford study and

finding evidence that supports the point

he's trying to make

but also is highly credible helps the

student make this argument

in a more academic way we notice that

same thing

which is talking about the lengthy

process

is then continued in this scour source

about how the generally restrict asylum

seekers without approved applications

um so these policies are restricting the

asylum seekers

because they can't have employment and

without employment

that's a major cause of depression and

then again this new source from the

journal of vocational

behavior gets brought in now some of you

will ask when

we were writing our irr we did a lot to

establish the credibility of sources and

giving some of those attributing tags

and making sure we knew who they were

and the student did this in this example

in a meta-analysis of 324 studies

published in the journal of vocational

behavior so the student is

you know directly acknowledging

credibility here

but again it's not just about saying

it's credible it's about how we use it

which you can see

is done really well in this paragraph

okay

i wanted to draw your attention to one

other example from this student's paper

only because some of you will be

or will need to be a little bit more

blatant about credibility especially if

you're going to

use sparingly hopefully and in

moderation some of those

lower tiered sources in terms of

credibility so

in this paragraph as you can see the

student says some studies regarding

british asylum policies used in this

paper are slightly dated due to gaps in

available research however much of the

accuracy is still preserved

and then this student uses a source to

then

add to the credibility of the other

sources saying that

really the policies haven't changed for

the past two decades so even though the

sources

may seem outdated or a little bit older

they're actually very relevant

so you can use other sources to help

establish the credibility

of another source or to acknowledge any

credibility

if you need to be more explicit like the

student is here because you do have some

of those sources that you need to talk

us through

for example if you're using research

that was published in

a um you know credible newspaper

but it's the only place that you can

find this medical professional talking

about something

then we want to give the credibility to

the medical professional but you may

have to do a little bit more work to

establish credibility

but again it's about how we're using

these sources to then

establish that credibility okay and then

the last one which is really what we

want to emphasize here for the iwa is

sufficient

when you're looking at evaluating other

people's um arguments

it's not on you to bring to the table

the evidence to make it convincing it's

on

them right and so when we're doing part

a's we look at the

evaluation of evidence and we start to

evaluate whether it's relevant and

credible

and a lot of times we have the

conversation of is it sufficient is it

enough

well it's easier to do that when you're

evaluating someone else's but when

you're making your own argument you need

to bring enough evidence to the table

to convince us and so one of the

questions that comes up is

what is sufficient well unfortunately

i'm going to give you an answer that

some of you don't like

we have to ask ourselves well what would

be enough

what would be enough to convince readers

there's no right answer

but i can tell you that one piece of

evidence is not going to convince

anybody of anything right we want to

have multiple pieces of evidence

but you have to decide as the empowered

student

making the argument how much you need to

provide to us to then make that

actually sufficient so

i know there's a lot on the screen and

feel free to pause if you want to but i

want to draw your attention to

the highlights because those are sources

that you're going to see

so in this paragraph where the student

is trying to show this relationship

between

the use of detention centers for asylum

seekers and

the relationship with depression we have

multiple sources being included so we

have the home affairs committee amnesty

international this welsh

shuster we've got these three down here

and then we've got keller so we have

multiple sources being used within one

paragraph

now what you'll notice if you actually

dig into this paragraph and read through

it

is that it's never about these

individual sources the student doesn't

veer off and say let me tell you what

these sources found

it is always controlled with the

argument so at all times we know that

this student is trying to make the

argument that the use of detention for

asylum seekers

is causing concerns for depression or

causing them to be depressed

and so when he's using all of this

evidence it's sufficient because it's

convincing us

that this is true now one of the things

with complexity

or with being sufficient in convincing

us too is having a complex argument

so making sure you're being fair and

showing the other side and not just

showing us the weakest version of that

side and all the strength on your side

but how much do we need to include

and in here the student did a really

great job of providing enough evidence

to even if we don't necessarily agree

he's given us enough

for us to say well i see that that

argument is

logically organized but also sound in

terms of being well reasoned

so what's our takeaway from today well

our takeaway is that your argument is

only as strong as the evidence that you

select to use within your argument

so what you put on your reference page

works cited bibliography though it might

be highly credible and relevant

and maybe it's sufficient because you

have like 15 sources listed there

if you're not actually using that

evidence to build your argument

your argument is not going to be strong

so again

the takeaway is that it's not just about

selecting the evidence it's about how we

use the evidence to build and shape

our argument as always thank you for

watching

i hope you find some joy in your day and

we will see you next time

bye