AP Seminar, by the book, is a foundational course that engages students in cross-curricular conversations that explore the complexities of academic and real world topics and issues by analyzing divergent perspectives. We will read and analyze articles, research studies and foundational, literary and philosophical texts and we watch and listen to speeches and broadcasts and personal accounts and we experience works and performances in this inquiry based course framework. We will synthesize information from multiple sources, develop our own perspectives and deliver oral presentations. Ultimately, this course aims to equip students with the power to analyze and evaluate information with accuracy and precision in order to craft and communicate evidence based arguments.
I like to look at our course as an exploration of communication. And at the very core lies the concepts of argument construction and rhetorical analysis through modes of persuasion. We have been trying to convince people to take our point of view for ages. We want to stay up later when we are kids and we want people to see our favorite film, as was the original intension of this blog, or dine in our favorite restaurant. We try to convince people to read our screenplay and we try to convince Cornell to accept us. And it is through the concepts within this course that we build our case for ourselves or our favorite pizza place.
I’ll have a go a the latter. In the fall of 2018 a brand new pizza restaurant opened in the Old North End of Burlington. With limited seating and pies nearing $40, it certainly doesn’t seem as if it is place that could find success. However, it is by far the best pizza, tossed by an eccentric in the air of high volume Grateful Dead tunes that values authenticity over any other aspect of his business, some people might say over service. He uses naturally leavened dough, fresh everyday, and true to the motherland San Marzano tomatoes. He sells square pies and traditional pies and, in fact, one of his most amazing feats was to rework his Neapolitan dough during the past couple years into the traditional crust to accommodate the carry out craze! It is my special occasion establishment and it should be yours too.
Some people would instantly balk at the price without even coming within a mile of Riverside. However, you do not have to go every night? The ingredients are superior and come at greater cost so he is basically breaking even. Some people want to be greeted, seated and waited on hand over feet. This will not happen at Ida. You will simply make a new friend a leave as you escape under the hypnosis of the most wonderful pizza.
AP Seminar Assessment
Performance Task 1
In this project, three to five students collaborate as a team to identify a real world problem or issue (local, national or global, academic, theoretical or philosophical). Each team develops a team research question and conducts preliminary research. They identify approaches, perspectives, or lenses and divide responsibilities for individual research that will address the team’s research question.
Individual Research Report
Individually, you investigate your assigned approach, perspective or lens on the issue or topic of the team research question. The IRR is essentially a well written, 1200 word, lite literature review to present to your team that does the following.
(a) Identifies the area of investigation and its relationship to the overall problem or issue.
(b) Summarizes, explains, analyzes and evaluates the main ideas and reasoning of the chosen sources. This report essentially gets your sources talking to one another.
(c) Identifies, compares and interprets a range of perspectives within your chosen lens about the problem or issue.
(d) Cites all sources used and includes a list of works cited in either MLA or APA format. Either is acceptable but choose one or the other.
Team Multimedia Presentation
Now, working collaboratively, your team considers all of the research and analyses presented in the IRRs for the purpose of proposing one or more solutions or resolutions to the problem or issue and does the following.
(a) Collaboratively synthesizes and evaluates individual findings and perspectives to create a collective understanding of different approaches to the problem or issue.
(b) Considers potential solutions or resolutions and conducts additional research in order to evaluate different solutions within the context of the problem or issue.
(c) Proposes one or more solutions or resolutions and prepares an argument to support your proposal.
The team will then develop an 8-10 minute presentation that presents a convincing argument for your proposed solutions or resolutions. We should be sure the claims made are supported by evidence which should be attributed. We should ensure you have considered different perspectives and the limitations and implications of their proposed solutions or resolutions.
Oral Defense
After your presentation, I will ask each member of your team one question. The questions are scripted and designed to prompt reflection on your experiences with group collaboration. You should be able to answer questions about each aspect of the presentation.
Performance Task 2
Individual Written Argument
Each year, our friends at the College Board will release cross curricular stimulus material representing a range of perspectives connected through range of themes with one or two emerging overarching themes. You will read and analyze these stimulus materials to identify these thematic connections and possible areas of inquiry. Your inquiry must be based on a thematic connection between at least two of the stimulus material. It really can be anything and you should make sure it is something that is of interest!!
(a) You then compose your own research question.
(b) Conduct research, analyze, evaluate and select evidence to develop an argument!!
(c) Present and defend your conclusions and the final paper must integrate at least one of the stimulus materials as part of the actual response.
We must have at least 30 school days with the stimulus materials to complete your research, compose your essays and develop your presentations and the presentations will be scheduled outside of the 30 day window. Once the stimulus materials are revealed we will explore the connections in class and discuss possible topics through different texts and artifacts like documentary films.
For the IWA, you will read and analyze the stimulus material to identify the thematic connections as stated above. Once you discover your areas of inquiry and research question prompted by the stimulus materials. Once you gather additional information through research, as the majority of your paper will be derived from sources outside of the stimulus relevant to your area of inquiry, you will analyze and select evidence to develop a logical and well reasoned argument of 2000 words. Mind your sources and plagiarism.
Individual Multimedia Presentation
In this component of Performance Task 2, you will develop a 6-8 minute presentation to convey your perspective and present your conclusions from your IWA. You can assess your topic of inquiry through different lenses and different perspectives within the lens to make your argument. You will present your evidence to support your claims and plant your perspective in a larger context instead of simply summarizing your research. This is called argumentative synthesis! The presentation and media will consider audience, context and purpose.
The Oral Defense
In conclusion, after the presentation, I will ask you two questions. This is designed to assess your response to, and understanding of, your reflection on the research process and your extension of the argumentation through effective questioning and inquiry.
Dates
On May 1, 2023, your IWA and IRR are to be submitted via the Digital Portfolio on the College Board website for them to score. It is recommended that you stay ahead and submit earlier than the last minute to avoid any glitches and deliver a fantastic paper on both tasks!! The presentations are expertly scored by Darren and recorded to be submitted to the College Board. The TMP will take place in early to mid March with the IMP taking place the week after spring break
In early May, we will be taking the End of Course Exam for AP Seminar. The exam consists of four items. Three short-answer questions which assess analysis of an argument in a single source or document. The essay question assesses students’ skills in synthesizing and creating an evidence-based argument.
There will be five sources included in each exam. Sources and readings on the exam will represent a range of disciplines and perspectives. If we have a look at the components of the exam we can share how they are assessed!
In Part A, there is one source provided and you are asked to analyze an argument using evidence.
(1) Identify the author’s argument, main idea, or thesis.
(2) Explain the author’s lines of reasoning by identifying the claims used to build the argument and the connections between them.
(3) Evaluate the effectiveness of the evidence the author uses to support the claims made in the argument.
This will count as 30% of 45% for the exam. The suggested time for this section is 30 minutes.
In Part B, you are asked to build your own argument using at least two of the four sources that are provided. Each the the four sources will explore a common theme through a different lens allowing multiple entry points for student’s to approach the topic. We suggest 90 minutes for this section.
The instructions will ask you to read the four sources, focusing on a theme or issue that connects them and the different perspective each represents. Then, you will write a logically organized, well-reasoned and well written argument that presents your own perspective on the theme or issue you identified. You must incorporate at least two of the sources provided and link the claims in your argument to supporting evidence. You may also use the other provided sources or draw upon your own knowledge. In your response, refer to the provided sources as Source A through D or by the author’s names.
AP Lang!!
An exciting aspect of the AP Seminar course is that many of the concepts integral to the course are mirrored through AP Language and Composition. It is therefore encouraged to sit for the AP Language exam!!
AP Lang aims to test our understanding of the literary concepts covered in the course units, as well as our ability to analyze texts and develop written arguments on our interpretations. It is a long exam, at 3 hours and 15 minutes, and comprised of two sections.
In Section 1, we have 1 hour to do 45 questions and this makes up 45% of the score. Excepts from nonfiction texts accompany the questions. In 23-25 of the questions, you’ll be asked to read and analyze nonfiction texts. In 20-22, the writing questions, you’ll be asked to read like a writer and consider revisions to the text! This is the reading comprehension portion of the program
In Section 2, the free response section, there are 3 questions that make up 55% of your score and you are given 2 hours and 15 minutes to complete this section which includes a 15 minute reading period. In the free response section, you’ll respond to three questions with written answers. This section tests your skill in composition in three areas!!
(1) Synthesis: after reading 6-7 texts about a topic, including visual and quantitative sources, you will compose an argument that combines and cites at least three of the sources to support your thesis.
(2) Rhetorical analysis: you will read a nonfiction text and analyze how the writer’s language choices contribute to the intended meaning and purpose of the text. We can do this now!!
(3) Argument: you will create an evidence based argument that responds to a given topic.
Course Essentials!!
Throughout the course we are going to learning about arguments, lines of reasoning, claims, synthesis, rhetoric, irony, logical fallacies, rhetorical strategies and evidence through interaction with what we call artifacts or texts. This interaction can be through (a) reading articles and research studies (b) reading foundational, literary and philosophical texts (c) viewing and listening to speeches, broadcasts and personal accounts and (d) experiencing artistic works and performances.
Argument
Argument is probably the most important aspect of this course and broadens your portfolio in communication and reasoning. The argument that may first come to mind is that of an exchange of diverging views, typically a very heated one. Like a quarrel or row. In literary terms, an argument is a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. Take a great look at the this classic clip from Monty Python featuring the great John Cleese!
In academic writing, the kind of writing central to Sem, an argument is usually a main idea, often referred to as a claim or thesis statement backed up with evidence that supports the idea. In the majority of all the writing you will do in your academic life, you will need to make a claim and use evidence to support it. This profound ability will separate your work from students that view assignments as mere accumulations of facts and details. Therefore, we don’t take a topic and simply write anything anymore. We must take a position and prove why it’s a good position for a thoughtful person to hold (writingcenter.unc.edu).
(a) USWNT deserves to be paid equally.
(b) Rogue One is best Star Wars film outside of Empire.
(c) Cinnamon makes everything taste better.
In each case, the rest of my paper will detail the evidence that has led me to believe that my position is the best. That is, “What is my argument?”
As we have defined and reiterated, argument is a reason or set of reasons given with the aim of persuading others that an action or idea is right or wrong. Let’s make sure our thesis takes a clear stand!! We want to always avoid expository writing or writing to convey factual information. It is the language of learning and understanding the world around us like a how-to article or a textbook where it is simply the facts. This type of writing simply offers the reader information and is encapsulated in the following sentence.
“Steven Parker says that language is a way of understanding human nature.”
Developing an Argument!
As we develop our arguments, we must remember that arguments use reason and evidence to convey perspective, point of view or some version of the truth that is stated or implied in the thesis or conclusion. Arguments are supported and unified by carefully chosen and connected claims, reasons and evidence. An argument may acknowledge other arguments and respond to them with counterarguments. The line of reasoning is a clear, logical and sequential path leading the audience through the reasons toward a conclusion. This is sometimes referred to as the train of thought and is organized based on the argument’s purpose.
We always want to connect claims and evidence during our stream of thought!! When writing an argument, it is important that you organize the points you want to make in a clear sequence that makes the overall argument easy to follow. The other important part of developing an argument is the commentary which is the explanation of how the evidence relates to the claims being made and how that supports the overall thesis and argument! Evidence should be sufficient, typical, relevant, current and credible to support the conclusion.
In particular, one way to signal to the reader relationships between ideas is through the use of transitions. Transitions are words or phrases that provide sign posts to help the reader understand the point you are trying to make. Let’s look at a few examples. This will also be very prevalent in our AP Lang prep!
(a) If the relationship between ideas is example or illustration; “For example, thus, therefore, for instance, to illustrate, in particular, specifically, namely, such as.”
(b) Contrast or exception; “However, nonetheless, in spite of, in contrast to, conversely, while this may be true, on the contrary, on the other hand, rather.”
(c) Addition; “In addition, furthermore, moreover, besides, likewise, similarly, as well as, next, equally important.”
(d) Cause or result; “Accordingly, so, hence, therefore, consequently, as a result, for this reason, in other words, due to.”
(e) Summary; “In short, in brief, finally, in conclusion, on the whole, to sum up.”
Whenever you’re reading a text, always ask yourself what the author is doing. Again, the main idea of an argument, which can be its conclusion or thesis, is the main point the author is trying to make the reader accept and the line of reasoning is the reasons or claims the author uses to support their main idea. Sometime the argument can be explicit and it can be difficult to discern the claims into the premises and the conclusion or thesis. Is this the main point or is this a reason to believe another claim? Luckily, this is where our transition words can really come into play and we can think of it like since (premise) versus hence (conclusion)!!
Synthesis
The writing process for composing a good synthesis essay requires curiosity, research and original thought to argue a point. Let me reiterate that curiosity and original thought are integral to writing as you cannot simply list data points or summarize a text. The subject must be interesting to you and allow for exploration of an original idea. Synthesis essay writing involves a great deal of intellectual savvy, but knowing how to compose a compelling written discussion of a topic can give you an edge in so many fields from social sciences to screen writing.
A synthesis essay gathers information from a variety of sources to form a new idea, question or argumentative thesis. Writers composing a synthesis essay will discuss ideas, data and evidence from a series of sources to either explain or argue something original. There are two different types of synthesis essay.
(a) Explanatory synthesis uses different sources to explain a particular point of view. These synthesis papers objectively examine the similarities and differences between ideas but does not necessarily choose a side or attempt to sway the reader in a certain direction.
(b) Argumentative synthesis follows the same structure as a typical argumentative essay where the thesis will argue one specific point.
Writing Synthesis
A great synthesis essay walks readers through a series of ideas and sources to prove or explain a larger point. Here are some tips!
(1) Choose a topic you are curious about! Brainstorm a few ideas for your synthesis essay topic prioritizing subjects you feel passionate about.
(2) Do your research! This will help develop a point of view that is backed up by concrete information. Use credible sources that are unbiased and objective.
(3) Be aware of your point! Your entire essay should focus on either explaining a certain perspective or making an argument. Discuss how each of your sources relate to your theme and support your idea.
(4) Write your introduction! Present the general premise of your paper providing any necessary background information and capture the reader’s attention and contains a strong thesis statement or conclusion. This is where you will state the point of view that you’re explaining or the argument you are making.
(5) Include body paragraphs! A good body paragraph contains a topic sentence, relevant supporting sentences and a transition sentence. The structure keeps your paragraphs focused on the main Idea, providing clear and concise information. Each paragraph should discuss different elements and supporting arguments of your thesis, along with evidence. It is here where you would explain the common theme between your resources and synthesize your argument and include counterarguments as well as how source material can discredit those claims and support your own ideas!
(6) Write a great conclusion!! A strong conclusion is the final piece of your research paper, essay or article that summarizes the entire piece. This paragraph of your synthesis essay will restate your thesis, summarize the key supporting ideas you discussed throughout and offer your final impression of the central idea.
(7) Proofread!! This is extremely important!! I cannot tell you how many pieces were turned in with obvious grammatical errors spotted through Docs!! This ensures grammar, syntax and flow are as accurate and clear as possible. This is the final impression on your reader as a credible source!
Rhetoric
Rhetoric, as defined by the Oxford English Dictionary, is the art of using language so as to persuade or influence others; the body of rules to be observed by a speaker or writer in order that they may express themselves with eloquence. Rhetoric is speech or writing intended to be effective and influential. In the past, rhetoric was reckoned to be one of the seven “liberal arts” being comprised of grammar, logic, arithmetic, astronomy, music and geometry. Logical arguments are those which determine whether a particular statement is true or false. Rhetorical arguments are those which attempt to persuade a person or audience that a particular statement is true or false, regardless of whether it actually is true or false.
The art of persuasion, along with grammar and logic is one of the three ancient arts of discourse. Discourse is simply an orderly and formal expression of thought on a subject. It is somewhat of a linguistic unit larger than a sentence.
Rhetorical Appeals!!
If rhetoric is regarded as the art of persuasive language and speaking, it reasons that there would be modes of persuasion. These were characterized by Aristotle as the three artistic proofs. The first depends on the personal character of the speaker; the second on putting the audience into a certain frame of mind; the third on the proof, or apparent proof, provided by the words of the speech itself. Ultimately, these are strategies of rhetoric that classify a speaker’s or writer’s appeal to their audience. This is the rhetorical triangle!!
(1) Ethos; appealing to ethics, morals, and character.
(2) Pathos; Appealing to emotion.
(3) Logos; Appealing to logic, reason, arrangement, facts and evidence.
The initial persuasive appeal, ethos, has reference to the speaker and leads to the entire notion of the spokesperson. Ethos is Greek for “ethics” which is inherent to character and has been made to represent the credibility of the person making the communication, the speaker. Ethos is established through a variety of factors including status, awareness, professionalism, celebrity endorsement, research and so forth. We build ethos to make our audience trust what we are saying!
The second persuasive appeal, pathos, references the audience and is the Greek term for “emotion”. This persuasive appeal has been made to represent how an audience feels or experiences a message. The appeal of pathos makes us feel excited, sad, angry, motivated, jealous or any other emotions that persuade us to act based on the speakers words.
The final persuasive appeal that we will consider is logos which is the Greek term for “logic”, logically, and references the message. It has been made to represent the facts, research and other message elements that provide proof or evidence to a claim. We use logos to convince our audience that what they are hearing or reading or seeing is well researched, well built or otherwise worth their time and investment.
The Many Faces of Rhetoric
Rhetoric comes in all shapes and sizes and we actually use the term quite frequently in our daily lives. Rhetoric is omnipresent but I believe we can sum up its many faces in the following few sentences.
Rhetorical questions guide the reader in a certain direction. Rhetorical or logical fallacies distract the reader with various appeals instead of sound reasoning. Rhetorical devices use words in specific ways to strengthen an argument. Rhetorical analysis is close reading that examines the interplay between author, text and audience. Rhetoric, as we have stated before, is the art of persuasion.
A rhetorical question is a question that either doesn’t require an answer and is posed simply to make a point. It can also be a question where the answer is so obvious that it doesn’t need to be stated or doesn’t have an answer. Simply, a rhetorical question is where the asker is not expecting an answer or the question has an extremely obvious answer that is does not need to be stated.
Recently, during the epic final episode of the Season 4 of Stranger Things, Eddie asks Dustin if he is ready for the most metal concert in the history of the world and Dustin responds, “Is that a rhetorical question?” It’s a brilliant line in a brilliant scene. Famously, George Carlin once posed, “Isn’t a bit unnerving that doctor’s call what they do “practice?” George is simply making a humorous point or observation and not actually expecting someone in his audience to answer him. Think about this Geico Ad campaign or simply ask someone, “Can you believe this is happening?”
Rhetorical or logical fallacies are flaws in reasoning that appear as trick or illusions of thought. And those who can wield them to their advantage are truly magicians, or just bombastic liars. They are flawed, deceptive or false arguments that can be proven wrong with reason. Arguments are an important part of academic discourse but not every argument is perfect. Fallacies can be very persuasive and it’s important for us to understand these types of appeals so we can make sure we are making sound and logical arguments. In this video and this text we can become familiar with over 20 common logical fallacies and we can see how prevalent they are in our rhetoric. Let’s look at a couple of popular ones.
False Equivalence
This fallacy involves drawing an equivalence between two subjects because they share some characteristics but ignores the significant differences between them. This is often called the apple to oranges fallacy.
Apples and oranges must tastes the same. After all, they are both round fruits!
Strawman
This is a common fallacy that misrepresents an opposing argument, showing it to be more extreme than it actually is so that it is easier to attack. If someone wants to legalize cannabis, their argument can be construed to include the legalization of all drugs. Or the ACA makes healthcare a government run entity.
Ad Populum or Bandwagon
This is a fallacy extremely common in advertising as the assumption that the opinion of the majority has to be valid. Everyone believes it, so should you! This is represented in fashion trends, weight loss trends and sports and social media challenges. “Cousin Greg wore Crocs to the Emmy’s so I just bought mine today.”
Rhetorical Analysis
Rhetorical analysis is the cornerstone of a liberal arts education. Rhetorical studies prepares students to thrive intellectually in whichever situations they might encounter, while also expanding their capacities to reflect on the human condition and serve the public good. I
A singular rhetorical analysis attempts to break down an artifact into its components and then continues on to offer an explanation as to how each part of the piece work to combine to create a certain effect. Artifacts or texts can be in classical essay or article form but can also present as cartoon, advertisement, interview or speech and the role of the analysis is to decipher whether the text is intended to persuade, entertain or inform.
We want to explore the artifacts of discourse which includes words, phrases, images, gestures, style and performance that speakers, directors, teachers, YouTubers and TikTok stars use to communicate. This may seem like a daunting task as we must develop observational and analytical skills. As we write our rhetorical analysis, we are not agreeing or disagreeing with the argument but we are discussing hoe the speaker makes the argument and whether or not this approach facilitated success! What are the speaker’s goals, techniques used and are those techniques effective. Think about what the movie preview is trying to accomplish!!
There are several methods of analysis and SPACECAT is my favorite for obvious reasons!! This link offers a purposeful guide to the vital ability to break down a text!
Rhetorical Devices
Rhetorical devices are the playful side of language as the author writes through creativity and imagination. These linguistic tools use a specific type of sentence structure, sound or pattern of meaning in order to elicit a particular reaction from the audience. As we have been saying, any interaction in which you try to inform or persuade an audience or argue with someone, you engage in rhetoric. This is where we find all of our good friends such as metaphor, juxtaposition, oxymoron, alliteration and hyperbole and a list can be found in this article. We could also have a look at this list which has a link to common rhetorical devices in pop songs!! One of these devices was commonly used by Yoda as hyperbaton inverts the idiomatic order of a phrase like, “enjoy ice cream, do you? or “run to the market, will we?” It’s very Irish as well!!
It is important to realize that there are many literary devices and it is pretty difficult to memorize all of them. The easiest process to apply is to ponder what the author is actually doing in the text. Are they beginning each sentence with the same phrase? If so, just mention that in your analysis as you recognized the manifestation of the tool. If you remember that it’s anaphora that’s great but tying up your analysis with the Greek terminology, besides the commonest gadgets like metaphor, may be slightly distracting.
A metaphor, as defined by the Oxford Dictionary is a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable. Or simply poetically calling something something else. Or as defined by Grammarly a metaphor is a figure of speech that describes an object or action in a way that isn’t literally true, but helps explain an idea or make a comparison. Are really a couch potato? A night owl? An early bird? A spark plug?
Metaphors are part of figurative language where we tap our reader’s imagination by taking a flat or factual statement and inject it with life color, humor to make it more interesting.
Irony
The 1994 hit film Reality Bites, starring Ethan Hawke and Winona Ryder, captures a generation that, according to the Atlantic, preferred to be overlooked. Troy (Hawke) famously defines irony to Lelaina (Ryder) as “when the actual meaning is the complete opposite of literal meaning.” According to StudioBinder, this fundamental difference can present in language in the form of what we say v. what we actually mean or circumstance in the form of what we expect to happen v. what actually happens.
The three different types of irony are (a) dramatic irony, (b) situational irony and (c) verbal irony. Irony can be sad or tragic and funny and satirical which renders the technique limitless. It creates suspense, conflict and complexity which are the pillars of good storytelling.
Masterclass talks about dramatic irony as when the writer lets their reader or viewer know something that the characters don’t. The obvious example is Romeo & Juliet as this is also regarded as tragic irony. This fills the audience with suspense and anticipation and relief and is a classic tool in horror films! Also, see The Matrix!!
Next we have the dog chews up the “Dog Training for Dummies” book! Situational irony is at play when the expected outcome is subverted like the classic story of the Gift of the Magi or Remy as a master chef in Ratatouille!
Lastly, verbal irony is when the speakers mean something very different than what he or she is saying. My favorite example of this is this clip when Donkey asks if he can stay with Shrek!! This commercial also exemplifies verbal irony as everything he says is completely opposite to what would be expected after each unfortunate circumstance!!
The Written Assessments Refined!
IRR
(1) A Performance Task 1 assessment of 1200 words with a 10% cushion and focuses on one (1) lens of a research question and typically at least two perspectives.
(a) A lens is something that facilitates and influences perception, comprehension or evaluation; a way of looking at a problem.
(b) A perspective is a particular way of considering something defined as a point of view conveyed through an argument. Perspectives are easiest to identify by grouping sources by common theme or reason for agreement or disagreement.
(2) We are investigating a self-selected topic with a group of our peers.
(3) Again, this is considered a lite literature review that explains existing information that addresses the Research Question through the lens of our choice. In the IRR, no argument is made as it is only a report of existing research.
A quality IRR identifies and explains a complex problem with a wide variety of appropriate sources and connects the problem to a larger context. It utilizes appropriate source material using strategic selection of evidence in support of claims. It explicitly addresses the credibility of the sources and organizes source material into clear perspectives and addresses the line of reasoning of the chosen source material. Remember the line of reasoning is how the author gets from A to B using claims and evidence referred to as the train of thought.
Let’s talk about a fantastic Research Question!!
We need to develop a wonderful research question. Without this, we can end up picking a question that is too broad to be properly researched or does not allow for debate between perspectives within a lens. Good research questions require judgment or evaluation to made and they are researchable with possible relevant and credible sources lined up. The question involves genuine points of ongoing debate, invites engagement with alternative perspectives and are simple without containing multiple or nested questions. (Seminar Workbook)
A good research question pinpoints exactly what you are trying to find giving your work clarity and purpose. As conceptualized in this Scribbr article, we want our research question to be focused on a single issue, researchable using primary and secondary sources, feasible to answer within practical restraints, specific, complex enough to develop the answer within a thesis and relevant to society or your work.
The IRR adheres to all standard rules of grammar and syntax and accurately attributes information to sources using in text citations and a full bibliography. The rule of thumb is about 200 words filtered from each source and therefore we should have at least seven sources.
IWA
(1) A Performance Task 2 component of 2000 words also with a 10% cushion and allows for multiple lenses and perspectives.
(2) Your paper must be aligned with the a stimulus theme from the college board stimulus material that connects at least two of the artifacts.
(3) The IWA is a well-supported and aligned argument based a round a research question which requires a position to be taken and argued for and the line of reasoning and the quality of evidence is the biggest component of the paper!
Let’s look at the IWA!!
The IWA requires development of a well-reasoned, well-supported argument or a broad theme based on stimulus material from the College Board. For example, the material contains literary, artistic, scientific and mathematical resources all related to the idea of work. At least two of these sources must be used as an integral or central piece of evidence or context of the argument.
In the IWA we must have a line of reasoning that progresses from a main claim through evidence based sub claims to a logical conclusion. Continuing the work example, Jolene defines the Puritan work ethic and ties this top the idea of overwork, connects the idea of overwork to increased mental illness and depression and concludes the Puritan ideals around work are detrimental to a healthy life.
The IWA requires a logical conclusion or solutions to the topic being explained. The argument addresses the problem. Jolene can argue for changes in work regulations to reduce overwork or cultural shifts in understanding a solid work life balance. She could just as easily defended her conclusion by addressing counter claims.
A quality IWA does the following:
(1) Demonstrates understanding of the stimulus material theme and sources by utilizing at least two sources as a keystone component.
(2) Contextualizes and situates the research question and argument as part of a larger idea.
(3) Utilizes multiple perspectives and clearly explains how they are related to one another.
(4) Identifies limitations, connects claims or implications of the chosen perspectives.
(5) Provides a logical, well-reasoned and well-supported argument by applying lines of reasoning.
(6) Tightly connects claims and evidence which leads to a sound and logical conclusion.
(7) Utilizes evidence from appropriate and credible sources (RAVEN and CRAAP) although explicit and extensive evaluation of credibility is not needed.
(8) Adheres to all standard rules of grammar and syntax and accurately attributes information to sources using in text citations and a full biography.
Report v. Argument!
For the IRR in PT1, we need to write an analytical report presenting the most important perspectives they have discovered in their research into a single lens of the team’s problem or issue of the day. In contrast, the IWA in PT2 requires students to present their own perspective in a well-reasoned argument.
The IRR draws on scholarly and credible sources. The different perspectives within a lens should be in conversation with one another to convey the most important aspect of the topic and what experts have to say about them. This involves examining details of different perspectives to explain points of overlap, agreement, contention or conflict that help a reader understand the complexity of the problem or issue.
In terms of our voice, we should NOT make an argument. Our report presents an analysis of the. Ian issue and perspectives in our chosen topic that will contribute to the team’s overall research question. The only argument present in the IRR is an implicit one that what is in the report is the most important issue for that topic and the most important perspectives. The IRR is a small scale literature review on one lens of the problem or issue. It is a scaffolded step in analyzing and synthesizing what experts say prior to the team forming their own argument for the TMP.
On the other hand, the IWA should draw on scholarly and credible sources as well. The different perspectives should be in conversation with each other to draw conclusions that support our argument. This involves examining the details of the perspective and drawing on them to support the individual claims and the overall argument we are making.
Our voice must be driven by our argument. The argument needs to be organized in such a way that our perspective should be accepted. These reason’s and claims should be supported by credible and relevant evidence that is clearly explained so the audience understands how that evidence supports our overall argument. Our argument needs to reach a plausible conclusion that either answers our question or converts our thesis!!
Look at Lenses!!
Lenses are particular ways to look at a problem or issue and in order to sift through the different lenses, we can ask a few questions. How is your research connected to the understanding of the group topic? What type of professional or academic might study the subject or teach about the subject? The College Major Paradox. Please do not write, “my lens is (blank) in the IRR” and always remember that not all lenses are logically connected to your theme, issue or topic. The eight lenses generally considered for the College Board are as follows:
Cultural and Social; how do people interact? Explain how daily issues have an impact on our daily lives, relationships, customs or beliefs.
Artistic and Philosophical; explore how artwork expenses ideas about the issue and what philosophers think.
Ethical; explain an issue at a moral level considering human and animal rights and laws.
Political and Historical; explore an issue’s effect on government decisions and consider the background.
Futuristic; explore the impact of this issue on the future.
Environmental; explore the effects on the environment and surroundings or how the environment effects the issue.
Economic; explore the economic impact of the issue from economists.
Scientific; explore the issue based on or characterized by the methods and principals of science
With the AP Seminar course, we will make cross cultural connections within a theme by looking at the theme through different lenses. A lens is ultimately a working tool to help generate issues for further investigation. Also, when searching for texts, we want to gather sources that view the theme through some of the different lenses for the cross curricular approach.
Finally, we have a way to examine our sources. With Tier 1 sources being peer-reviewed journals and Tier 5 sources including Wikipedia and blogs, we need a way to distinguish between them. RAVEN is a tool to evaluate how evidence needs to be evaluated, presented and considered.
Reputation; do past actions indicate unreliability? Is the author in a position of authority?
Ability to Observe; Is the author allowed access to reliable evidence? Did the author actually observe the event?
Vested Interest; does the author have personal stake in the topic or event? Would the author gain anything by lying?
Expertise; does the author have specialized knowledge on the topic?
Neutrality; is the author neutral or bias?Is the source of the evidence bias?
Film Clas 