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.