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2021 Exam Information The AP Seminar end-of-course exams will be offered on paper in early May and as a digital exam in late May and early June. Student presentations will still be delivered live in real time (and not prerecorded) as usual, though they can be delivered in a remote, hybrid, or in-person setting. All versions of the end-of-course exam will cover the full scope of course content, giving students the opportunity to qualify for college credit and placement. Both the paper and digital versions of the end-of-course exam will consist of the typical free-response section. There are differences between the paper and digital versions of some 2021 AP Exams, and those variations differ by course. The information below applies to AP Seminar only. View a summary of all 2021 AP Exam formats. Learn more about 2021 testing. 2020-21 AP Seminar Presentations GuidanceThe Team Multimedia Presentation and Defense (TMP) and Individual Multimedia Presentation and Oral Defense (IMP) must be delivered live in real time, and not prerecorded. Equity and access for students is a primary goal; therefore, student presentations can be delivered in a remote, hybrid, or in-person setting. Learn more. AP Classroom and AP Daily Teachers and students can access short, searchable AP Daily videos in AP Classroom. These videos will cover every proficiency outlined in the CED, which you'll see on your AP Classroom homepage. Videos can be assigned as homework to encourage students to watch on their own, so you can use class time to focus discussions where students need more help, whether teaching online, in person, or both. Sign in to AP Classroom to access the AP Seminar question bank and AP Daily videos. Sign In to AP Classroom 1 AP Seminar IWA Directions & RubricSpring 2018 2 Main Directions Read and analyze the provided stimulus materials to identify thematic connections among the sources and possible areas for inquiry. Compose a research question of your own prompted by analysis of the stimulus materials. Gather information from a range of additional sources representing a variety of perspectives, including scholarly work. Analyze, evaluate, and select evidence. Interpret the evidence to develop a well-reasoned argument that answers the research question and conveys your perspective. Throughout you research, continually revisit and refine your original research question to ensure that the evidence you gather addresses your purpose and focus. Identify opposing or alternate views and consider their implications and/or limitations as you develop resolutions, conclusions, or solutions to your research question 3 Directions, con't Compose a coherent, convincing and well-written argument in which you: Identify and explain the relationship of your inquiry to a theme or connection among at least two of the stimulus materials prompted by your reading. Incorporate at least one of the stimulus materials (as evidence). Place your research question in context. Include evidence form a range of sources. Establish an argument that links claims and evidence. Provide specific resolutions, conclusions and/or solutions. Evaluate objections, limitations or competing perspectives and arguments. Cite all sources you have used, including stimulus materials, and include a list of works cited or a bibliography. Use correct grammar and style. Do a word count and keep under the 2000-word limit. 4 Important Things to Note:Even if you use a stimulus material, and mention it in one sentence, you can still receive a 0! GOAL: IF your reference were to be deleted, your LOR/argument would be weaker This row is 5 points or NOTHING! Easy to lose points! 5 Important Things to Note:It should be clear to your reader as to WHY this is an important topic to discuss Check at the end to make sure your research aligns with your question This is another row that is 5 points or nothing! Be careful! 6 Important Things to Note:Now we have 3 options to receive points: 0, 6, or 9 Main focus = multiple perspectives High score = elaboration & places sources in dialogue together Avoid opinion/subjective perspectives! 7 ROW 3 IN A NUTSHELL Do not just describe and summarize sources, claims, and perspectives ANALYZE, CRITICALLY DISCUSS Strengths, weaknesses of claims and perspectives (Careful though, this is argumentative, not discursive) Possible implications and limitations ? explain the significance of quotes and claims 8 Important Things to Note:Still 3 score options, but now worth more points: 0, 8, or 12 => Big Jump! Focus = evidence-based argument Middle will have evidence and claims, but the writer does not explain the connection to WHY the evidence supports the claim. High score will have SIGN POSTS Check that solution/conclusion ANSWERS the question 9 ROW 4 ? Good example Don't just summarize quotes, evidence, and sources. Explain why it is significant, what does it represent, how does it support your claim. Explain who/what your source is, why are they relevant, what do they do, why are they academic/credible/reliable/an expert in the field. 10 ROW 4 ? Bad example Don't just summarize quotes, evidence, and sources. Explain why it is significant, what does it represent, how does it support your claim. Explain who/what your source is, why are they relevant, what do they do, why are they academic/credible/reliable/an expert in the field. 11 Important Things to Note:Back down to 9 point max: 0, 6, or 9 Focus = credible sources & relevant evidence Emphasis on scholarly work in high score & evidence connections High score also looks for more thorough vetting of sources 12 ROW 5 ? Good vs. Bad 13 Important Things to Note:We are back down to 5 points, but this time you get the option to receive a 0, 3, or 5! Make sure ALL the in-text citations show up on your works cited, and also vice versa. Make sure you do not have any quotes sitting on its own ? always include them in a sentence. 14 Important Things to Note: EDIT YOUR ESSAY! You can earn up to 3 points, the easiest 3 points of the entire paper! Ask a friend to read it, your parents, another teacher, or an old AP Seminar student! EOC SampleFile Size: 1951 kbFile Type: pdfDownload File Student Essay Sample 1File Size: 87 kbFile Type: pdfDownload File Student Essay Sample 2File Size: 101 kbFile Type: pdfDownload File Student Essay Sample 3File Size: 86 kbFile Type: pdfDownload File ap18-sg-seminar-pt1.pdfFile Size: 213 kbFile Type: pdfDownload File IWA Samples (from College Board - ONLY look at A, the BEST)File Size: 958 kbFile Type: pdfDownload File Welcome AP Seminar teachers and students! THIS BLOG IS MOVING! Please bookmark my new Google Site: Over the past 5 years, I've loved receiving and responding to emails from all over the country - and world! - from teachers and students embarking on their AP Capstone journey. I'm thrilled that so many of you have benefited from the resources here, and I plan to update this blog and continue to make it available to the public in the future. For more in-depth content and resource help, however, I would love to tell you more about my "AP Seminar Teacher's Guide." Please email me at hilaryminich@ if you would like more information. Thanks, everyone - and best of luck with AP Seminar in 2020-2021! ----------------------------------------- How this blog is organized: Everything in black font are my notes to all you Seminar teachers out there. Everything in green reflects content I share with my students. General Resources: Below are a few general resources that will hopefully help you as you plan out your year. This list includes lots of examples and strategies for teaching the skills necessary for students to be successful on performance tasks. Rubrics for Performance Tasks and Exam: Effective PPT Examples: Writing Research Questions: Source Gathering & Assessing Source Credibility: Writing Support/ Resources: List of Colleges and Universities that Acknowledge and Accept Capstone for College Credit: Using Databases: Argumentation: TED Talks: APA Style Resources Good news! There are no specific formatting requirements (no required style sheet) in AP Seminar. Instead, students are allowed to choose a style, but they need to achieve consistency within that style. I start day 1 working in APA format. I also teach AP Research, and I've found that many of my students' topics require that style of them senior year. It's a gift I can give them early on that pays off later. How to cite more than 7 authors in the references page (from OWL Purdue): Three to Seven Authors List by last names and initials; commas separate author names, while the last author name is preceded again by ampersand. Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., Harlow, T., & Bach, J. S. (1993). There's more to self-esteem than whether it is high or low: The importance of stability of self-esteem. Journal of Personality and Social Psychology, 65, 1190-1204. More Than Seven Authors List by last names and initials; commas separate author names. After the sixth author's name, use an ellipses in place of the author names. Then provide the final author name. There should be no more than seven names. Miller, F. H., Choi, M. J., Angeli, L. L., Harland, A. A., Stamos, J. A., Thomas, S. T., . . . Rubin, L. H. (2009). Web site usability for the blind and low-vision user. Technical Communication, 57, 323-335. Writing an Annotated Bibliography An annotated bibliography is a great way to teach students how to think about credibility and relevance of sources, while requiring students to process and summarize content at the same time. I have my students complete one as a starting point for their practice IWA in the fall, then again in the spring. Holistic 5-Source Annotated Bibliography Rubric: Download 5 source holistic PT1 annotated bib rubric Common Citations Issues from Annotated Bibs: &Amp in the middle of journal titles (Easy Bib is doing this for some reason; need to double check citations after imported) ALL CAPS article titles or authors (need to physically change this to sentence or lower case) Titles of journals, newspapers, books, and websites are all italicized All font should be 12 point TNR (make sure to change your header font) Titles of databases, such as Academic Search Complete, are italicized Periods and commas go inside the end QM: "High-Tech Bullies." Don't forget your hanging indents (every line except for the first in citation) Capitalize the first letter of all major words in journal titles (Journal of Canadian Medicine) Only capitalize the FIRST letter of the FIRST word (as well as proper nouns) in article titles (The relationship between frequency of Instagram use, exposure to idealized images, and psychological well-being in women) Use a comma before et al: Minich, Hilary, et al. Tips for a Successful Spring Semester in AP Seminar The most successful AP Seminar students take genuine ownership of and pride in their projects. Work diligently and consistently on it throughout the time allotted, and think of it as a brilliant piece of work that you are producing as opposed to an assignment you must complete. Help foster productive and open communication with your team. Be patient, yet honest. Use class time productively. At least a few days a week will be headphone days and minimal talking to give everyone a peaceful working environment. Set daily and weekly goals and stick to them. Stay ahead of my schedule. You will be so proud of yourself and consequently will be excited about working on your project. Performance Task 1: IRR (Individual Research Report) and TMP (Team Multimedia Presentation): 20% of overall score This task is critical to practice in the fall so students get a feel for working with a team as well as who they work or don't work well with. It also helps prepare them for skills necessary for PT1 (many of which are unfamiliar to students) such as how multiple perspectives fit together to form a complete picture of a problem and how to dive into solutions and evaluate them for effectivity. PT1 Scoring Rubric: PT1 Power Point Examples: Download Crispr Download United States and Cubas Current Relationship.pptx High Scoring Sample Papers: Notes and Other Resources for PT1: Download PT1 Seminar Notes Final IRR Checklist: A few things before we upload: Make sure you check your paper against my checklist (it includes how to format the first page) BEFORE class tomorrow. Make sure you check your paper against the sample APA paper below (under APA Style Resources) Make sure you have a digital copy, completely edited and ready to upload when you get to class tomorrow. We'll walk through submission together. Make sure you remember your College Board login - you need it to access the Digital Portfolio Finally, make sure you've submitted a copy of your IRR (draft is fine) to . Next Up: Tackling PT2: The IWA (Individual Written Argument) and The IMP (Individual Multimedia Presentation) Assuming your students have run through a practice PT2 in the fall, the first thing to do when embarking on the 30-day to 6 week adventure that is PT2 is to 1) Refamiliarize students with the rubric 2) Peruse the scoring notes available in the online training modules (these are created at the reading and are invaluable for rubric interpretation) and 3) Determine a plan for working through the stimulus materials. Below is what I do with my students: Next on the agenda is class discussions of each stimulus material and a topic brainstorm session following each discussion. The first 5 points on the rubric cannot be earned without a relevant integration of one of the stimulus materials into your argument. To give you an opportunity to hone your speaking skills, I'm going to have groups of you (or individuals, in some cases) lead discussions on different stimulus texts. You will all read and annotate all texts, but will only be responsible for leading a discussion of one. Below is a list of who is leading which discussion (please make note of the dates on the calendar). This generally takes us about a week and involves students reading and annotating a new piece each night. I read and annotate as well to trouble-shoot during the discussions, but my primary role is note-taker. I'm including one of our brainstorm sessions as an example: Topic Ideas from Stimulus Materials Discussions: Download Topic Options PT2 Seminar 2018 After that, it's topic-selection time! ** Remember as you're thinking through topic options to filter them through the following: - Is the topic original, complex, and nuanced (we want to avoid clich?, overdone topics) - Does the topic lend itself to a strong argument? - Is topic tangible enough to be rooted in concrete evidence (philosophical arguments do not work) Helpful Research Sites: During the weeks of drafting, I like to divide days like this: Monday = Teacher-led instruction (review rubric, score/ discuss sample high, medium, low papers, direct writing instruction, etc.) Tuesday, Wednesday, Thursday = Draft days (I use a participation rubric and require all students to show me progress the last 10 minutes of class) Friday = Reflection/ presentation days (This is a great day for a class Q&A, which might involve topics like APA format, using Design Ideas in Office 365, incorporating the stimulus material, etc. OR this day might involve short "Work in Progress" presentations (we do this in AP Research) to keep students in the habit of presenting to an audience). Once outlining and drafting are complete, it's time for editing: Editing Buddies for PT2: (Required Editing Assignment: Give edited draft to your buddy on Monday, April 16th. Due back to the writer by Wednesday, April 18th) Assignment: Use the annotated scoring rubric below to score and provide written feedback in the form of commentary to your writer. Due to the writer on Wednesday, April 18th. A copy is due to me on Thursday, April 19th. Download IWA_FINAL_RUBRIC_and_Scoring_Notes Download Task 2 Peer Review Before Uploading the IWA: Make sure your name, my name, and school are all removed from your paper Include word count, AP Seminar 2020, and your title on your title page Make sure your title is engaging and specific Triple-check internal citations Make sure to edit references Check font on running head / header and make sure it's consistent with text font Run your paper through Grammarly If you have time, read it out-loud to yourself; you'll catch confusing / unclear phrasing Final Consideration for PT2: Rubric for IMP: Oral Defense Questions (PT2): 20Capstone%20Seminar%20Handouts%201%20and%202.pdf Sample Papers: AP Seminar Written Exam (End of Course Test): 45% of AP Score Because the exam is weighted so heavily and because it's timed, as teachers, you'll want to plan plenty of practice opportunities for students throughout the year. EOC A is easy to work into lesson plans, as it's 30 minutes in length. EOC B is a little trickier...I practice in a few ways: Practice over 2-3 days (day 1 is reading and outlining, day 2 is drafting) Make EOC B the final exam (our final exam length is 90 minutes, so it's perfect) Head up to the school on a Sunday afternoon, order some pizzas, and practice EOC B about 2 weeks before the actual exam. Best practice ever. Below is my review 2 weeks prior to the exam: Day 1 Day 2 Based on yesterday's source breakdown, take 25-30 minutes and create a detailed outline (including textual examples) Write an introductory paragraph that addresses the prompt If absent: complete the above tasks Day 3 In groups, evaluate sample essays (3) in a round-table rotation, making note of reasons for high scores in each rubric row If absent: get packet from me with sample essays and notation sheet / complete individually Day 4 Class discussion: sample essay scores and potential challenges for this section / strategies for overcoming those challenges If absent: make a list of potential challenges and possible strategies for tackling this section Part A Resources: Exam Part B Resources: Tips for AP Exam Essay Writing: High-Scoring Examples from 2017 Practice Test: Last Minute AP Exam Reminders:

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