Navigating Part B of the AP Seminar End-of-Course Exam

Mrs. Malloy from Carmel High School guides AP Seminar students through the Part B section of the end-of-course exam. She explains the task, process, and rubric, emphasizing the importance of planning and understanding the sources. Common misconceptions are addressed, and a step-by-step approach to crafting a well-reasoned argument is provided. The video also covers scoring criteria and the effective use of evidence, concluding with final tips and encouragement for students.

What is the minimum number of sources you must incorporate into your argument for Part B of the AP Seminar exam?

• One source

• Two sources

• Three sources

• All four sources

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

How should you handle a source that seems too complex or difficult to understand during the exam?

• Ask for a simpler source

• Skip it entirely and focus on other sources

• Read it quickly and move on

• Spend extra time trying to understand it

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

Which of the following is NOT a recommended approach when preparing for the AP Seminar Part B exam?

• Reading all sources thoroughly regardless of difficulty

• Writing the essay before planning

• Planning your argument before writing

• Outlining your essay to organize thoughts

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

What should you do if your main claim is not aligned with the stimulus material?

• Adjust the claim to align with the sources

• Ignore the misalignment and continue writing

• Focus on other aspects of the essay

• Use only the sources that align with your original claim

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

What is a key element to achieving a high score in the 'line of reasoning' component of the AP Seminar Part B evaluation?

• Focusing solely on personal opinions

• Using a large number of sources

• Summarizing each source individually

• Linking claims with evidence and commentary

Tags

CCSS.RI.3.5

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.9-10.9

What does the teacher suggest is a significant issue related to consumer culture?

• The influence of music on consumer habits

• The role of technology in consumption

• The impact on environmental sustainability

• The importance of fashion trends

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

According to the teacher, what is essential when linking two sources for building an argument?

• Identifying a common theme between the sources

• Using sources from different media formats

• Choosing sources from the same decade

• Finding sources that contradict each other

Tags

CCSS.RI. 9-10.7

CCSS.RI.11-12.7

CCSS.RI.8.7

CCSS.RL.11-12.7

CCSS.RL.9-10.7

What is the primary focus when framing a perspective for an argument?

• Calculating the word count of the paper

• Deciding the number of sources to include

• Choosing the font and style of the paper

• Determining if the paper will be a position or solution paper

What does the teacher emphasize about the main claim or thesis of an argument?

• It should avoid referencing any sources

• It should be a general statement to cover various aspects

• It needs to be as long as possible

• It must be clear, specific, and argumentative

How does the teacher suggest using evidence in constructing an argument?

• By integrating it superficially to support the argument

• By mentioning it without explaining its relevance

• By fully integrating it to make the argument authentic

• By using evidence only from online sources

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1