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AP Capstone - Research
Course Syllabus
2015-2016
AP Capstone Research is a year-long course. AP Seminar is a pre-requisite. We are dividing
this class into two sections, one dealing with research topics of social studies and the other one
with scientific research topics including having internship in research labs in the nearby medical
schools, research institutes and universities.
I will abide to the AP equity and access policy set by the College Board. I will make equitable
access as guiding principle for the AP programs by dividing all willing and academically
prepared students the opportunity to participate in my AP classes.
Since many of my students have or will have internships in various labs in the nearby medical
center, to make the research methods feasible on the primary research level, I will train the
basic techniques in biotechnology commonly needed in a research lab during cycle1 in addition
to the content of unit one before the students are sent to the various research labs or stay in my
lab if they choose me as their mentor. I will be assigned to a classroom and a lab adjacent to it
and the school provides a safe environment of the lab program. Recommended safety
equipment is available. The lab has a chemical hood, gas/water outlets, water sinks, benches,
fire extinguishers and eye washer. My lab also has dissection tools, PCR machines and a realtime PCR machine, incubation hood, shakers, water baths, DNA gel and protein gel apparatus,
Western, Southern Transfer apparatus, UV light box, autoclave, in-door green house,
incubators, digital-camera equipped microscope and micropipettes. Lab top computers are
available to all students as provided by the district free of charge.
Throughout the year, students will be provided a timeline curriculum to follow in order to meet all
the learning objectives to be assessed in the required Academic Paper and Presentation and
Oral Defense by the end of April in the second semester.
Big Ideas and Enduring Understandings
Students will follow the AP Capstone Curriculum set by the Collegeboard to develop and apply
discrete skills identified in the learning objectives following the five big ideas also known as
QUEST.
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AP Research is not tied to a specific content area. Rather, it emphasizes, and strives for
competency in, core academic skills. Students gain Essential Knowledge (EK) and develop and
apply discrete skills identified in the Learning Objectives (LO’s) of the Enduring Understandings
(EU's) within the following five Big Ideas, represented by the acronym QUEST.
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Question and Explore: EU1.1-1.4
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Understand and Analyze: EU 2.1-2.3
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Evaluate Multiple Perspectives: EU 3.1-3.2
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Synthesize Ideas: EU 4.1-4.5
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Team, Transform, and Transmit: EU5.1-5.4
Formative and Summative Assessments
As a pre-requisite, AP Seminar course helped students move from discussing and analyzing texts
to building an argument through inquiry, the AP Research course continues building upon AP
Seminar skills to form new understandings of a topic selected by the student and deemed
appropriate by me, the teacher. As in the AP Seminar course, students will present their findings in
a written work (in AP Research, the Academic Paper) and through a Presentation and Oral
Defense which will be video-recorded. Unlike AP Seminar, there is no formal group work or final
written exam for AP Research: the AP Research summative assessment is based solely on the
Academic Paper (75%) and the Presentation and Oral Defense (25%) done independently.
The Academic Paper (AP) is an original 4,000 to 5,000 word academic paper that includes these
c o m p o n e n t s : Introduction; Method, Process, or Approach; Results, Product, or Findings;
Discussion, Analysis, and/or Evaluation; Conclusion and Future Directions; and Bibliography.
While the AP Research Teacher and/or a consultant will provide guidance in the development of
this paper, it is the student's own work and clear guidelines regarding the roles of the Teacher and
Consultant will be shared with the student at each step of the process. Students must understand
that plagiarism will NOT be tolerated: any sources used by the student, through direct quotations
and/or paraphrasing, must be properly cited. Failure to do so will result in a ZERO grade for that
component of the course (See "Plagiarism Policy" below).
The research process in AP Research is not simply about collecting evidence or facts and then
piecing them together. Instead, the research process is about inquiry - asking questions and
coming to solutions and conclusions through serious thinking, discussion, and reflection. The
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student researcher will seek relevant information in articles, books, and other sources and
develop an informed perspective built upon, but not merely derivative of, the ideas in the
examined material. As a result the research process is recursive, meaning that students will
regularly revisit ideas, seek new information when necessary, and reconsider and refine their
research question, topic, and/or approach. While the Academic Paper and Presentation and Oral
Defense are the assessed manifestations of this process, other products, exhibits, and/or
performances may be used by students to develop their ideas further.
To keep track of this process of inquiry, students are required to keep a digital Process and
Reflection Portfolio (PREP) journal, a formative assessment tool which will be shared with the
AP Research Teacher. The PREP will allow students to document their experiences in the
course. Students can continually use the PREP to chart their engagement with the QUEST
ideas, with special attention paid to:
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Their choice of a research question and what prompted their interest in the topic
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Their research process, including important sources (documents, people, multimedia)
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Analysis of evidence as it becomes available
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Changes in the direction of the project and/or initial assumptions
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Ways in which the students have worked on their own or as part of a larger intellectual community
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Challenges encountered and solutions attempted
To demonstrate these experiences, the PREP may include annotated bibliographic entries of
important sources, conversations with the Teacher and Consultant, personal reflections,
commentary about course assignments and class notes, and any other insights that contribute to
a rich description of the development of the student in the course. As students will be required to
have a one-on-one appointment with their AP Research Teacher each week to discuss their work,
it is hoped that the student will be able to manage his or her time effectively and use these meetings
to continue developing and revising their work throughout the year. In-class, assignments may also
be collected digitally through the PREP.
Upon completion of the Academic Paper, students will be required to plan and deliver a final
summative assessment in the form of a Presentation of their work and an Oral Defense (POD).
The presentation is expected to use various media to support and enhance the student’s report of
key findings, description of the chosen approach and challenges arising from the same, and a
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defense of the findings by answering questions posed by a panel of AP Research "experts"
composed of the AP Research teacher and the student's consultant(s).
Inquiry Proposal Form
Prior to engaging ln their research, students will submit to the AP Research Teacher an Inquiry Proposal
Form, which clearly identifies the topic of study, research question, preliminary research, and
methodological and ethical considerations. Only once approval has been granted will the student be
allowed to seek a consulting expert and begin the research process as soon as possible. If the
proposed inquiry requires a more extensive consideration of ethics and potential harm (for example,
involvement of human subjects), approval will not be granted until the Proposal has also passed review by
an Institutional Review Board (IRB).
Plagiarism Policy (p. 49, Course and Exam Description)
A student of team of students who fails to acknowledge through citation, through attribution, by reference, and/or
through acknowledgement in a bibliographic entry of the source or author of any and all information or evidence
taken from the work of someone else will receive a score of zero on that particular component of the AP Seminar
and/or AP Research Performance Assessment Task. (In AP seminar, a team of students that fails to properly
acknowledge sources or authors on the Written Team Report will receive a group score of 0 for that component of the
Team Project and Presentation).
AP Research students will be held to high standards of academic honesty and ethics. Preparing fairly and effectively
for the completion of the paper and presentation tasks requires advanced planning and time management: many
difficulties with plagiarism arise when students leave work to the last minute. Keep track of all sources used so that
he should not procrastinate.
As a safeguard against plagiarism, AP Research work will be regularly submitted to theTurnitin.com to check for
matches.
Fabrication of data, if found and proven, will be dealt with most seriously and will be referred to the administration
for cheating and all policy pertaining to academic probation or suspension will be applied. Cheating in our school
will render a zero in the assignment.
To the best of their ability, teachers will ensure that students understand ethical use and acknowledgment of the
ideas and work of others, as well as the consequences of plagiarism. The student’s individual voice should be
clearly evident, and the ideas of others must be acknowledged, attributed and/or cited.
As for students who will be doing internship off campus, any use or reference of unpublished work or data will
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require the laboratory Principal Investigator’s written approval and cited as such in the text of the final report. If
the mentor or consultant is not the Principal Investigator (PI) of the lab, it is the student’s responsibility to obtain
the PI’s approval. Without such documentation, the student cannot use any of the data even they were obtained
by him or her.
Non-AP Assessment
The school follows a dual-curriculum and, as such, must also provide evidence of learning based on local standards
not addressed in the AP Capstone Course and Exam Description (CED). In addition to classroom training of the general
lab techniques used in the lab as mentioned earlier, various in-class assessments (non-AP assessment) will provide
students with varied opportunities (written and verbal) to practice, improve, and display the core academic skills that
are central to the AP Research course. The classroom assessment and its corresponding criteria are intended to help
prepare the student for the AP Research assessment tasks, including the Academic Paper and Presentation with Oral
Defense. The class awarded mark used by the school will be based on the classroom assignments - including
assessment of entries in the student Process and Reflection Portfolio (PREP) - one-on-one interview sessions,
contributions to peer-review sessions, and written assignments.
AP Equity and Access Policy (p. 2, Course and Exam Description)
The College Board strongly encourages educators to make equitable access a guiding principle for their AP'
programs by giving all willing and academically prepared students the opportunity to participate in AP.
We encourage the elimination of barriers that restrict access to AP for students from ethnic, racial, and socioeconomic
groups that have been traditionally underserved. Schools should make every effort to ensure their AP classes reflect
the diversity of their student population The College Board also believes that all students should have access to
academically challenging course work before they enroll in AP classes, which can prepare them for AP success. It is
only through a commitment to equitable preparation and access that true equity and excellence can be achieved.
To help ensure Equity and Access are achieved, AP Capstone students are required to meet minimum academic
standards, but all exam fees will be covered by the school and AP Capstone students will have full use of on-site
computers and Internet access, as well as the support of our library system through which to access on-line databases of
a wide range of peer-reviewed journals.
Course Textbooks and Resources:
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Booth, W. C, Colomb, G. C, Williams, J. M. (2003). The Craft of Research (3rd Ed.). Chicago: University of Chicago
Press.
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Palmquist, M. (2012). The Bedford Researcher (5th Ed.). Boston: Bedford/St. Martin's.
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Leedy P.D. and Ormrod JE (2013) Practical Research Planning and Design. (10th Ed) Pearson.
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AP Capstone Research Course and Exam Description (2015). New York: College Board.
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Various academic papers (philosophical texts, writing guides, peer-reviewed articles) for specific lessons
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Past AP Research Student work (used with permission) for exemplars and discussion pieces
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Johnson J. (2013) Global Issues, Local Arguments Readings for writing (3rd Ed), Pearson.
Overview of Reasoning Processes: (adapted from p. 11, Course and Exam Description)
The AP Capstone program allows students to develop and practice reasoning processes that help them make
intentional, strategic decisions. These reasoning processes are embedded within the following learning objectives:
Situating - being aware of the context of one's own as well as others' perspectives, realizing that individual bias can
lead to unfounded assumptions
Choosing - making intentional and purposeful choices, realizing that choices have both intended and unintended
consequences
Defending - being able to explain and justify personal choices, logic, line or reasoning, and conclusion.
Connecting - seeing similarities within and across disciplines, concepts, and cultures that may at first seem disparate.
Timeline for the Fall and Spring Semester
June (end of
AP Seminar
Course)
AP Seminar students are introduced to an overview of the AP Research course and asked to collect ideas over the
summer to identify topics of interest.
August
Students create and share their digital PREP journal with the teacher; discuss course expectations and the
Performance Tasks using sample student papers; choose a topic/issue; carry out preliminary research; begin to
develop an annotated bibliography; and finalize their research questions and proposals.
Fall semester
September October
Students present a preliminary inquiry proposal via a poster presentation(via a single Power Point slide) to
their peers for peer review; identify the type of consultant they will need and begin seeking such assistance;
finalize and submit their proposals; and reflect on feedback provided.
Proposals may be further refined through presentation at "Meet the Teacher night for parents. Help out with
AP Seminar "mock-trial" by acting as mentors for students and "jurists" to evaluate arguments.
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October November
Students complete the background component of their inquiry through annotated bibliographies and finalize
the choice and design of their inquiry method, as well as their research question, with careful consideration of
ethical issues that may arise. If necessary, they submit a revised version of their proposal for final approval.
All proposals should be approved by the teacher no later than November 30.
December January
Students implement their inquiry plan while engaging in progress and reflection interviews ("one-on-ones")
with the AP Research Teacher and/or consultant. Summaries of these sessions and ongoing concerns, insights,
research commentary and artifacts should be included in the PREP journal throughout this process.
Students should also select and become familiar with a discipline-specific documentation style that matches
their planned inquiry. Timelines should be modified as necessary in their PREP journals as the inquiry
proceeds.
January February
Students complete their first draft of their literature review and methodology portions of their papers.
In so doing, students should understand the methods they did not choose (and why) and how they will use
their selected methods to support their inquiry. They should also be completing any original work
(interviews, surveys, additional projects, products, or performances) required to support their papers. The
second draft should be ready by the end of Feb. Students may also present a poster at "AP Evening" to
justify their choices and stimulate discussion about their topics.
February –
March
Spring Break
Students write, proof, peer-review, and submit their Academic Papers, ensuring all components are present
and meet rubric criteria. Students will then use Turnitin.com to ensure that they have not misattributed
and/or plagiarized any pieces of their work. Additional scholarly work used to support the paper (project,
product, or performance) will be turned in as well. The third draft is due by March.
March -April
AP Research Teacher scores papers and students deliver their Presentations and Oral Defenses.
Spring Break
March 15 -30: Students complete and finalize their Academic Papers.
April 1- 15: Students prepare, practice, and deliver their Oral Presentations and engage in Oral Defense of
their work. Viewing of any additional scholarly work must be arranged by tile student in consultation with tile
AP Research Teacher.
• April 15 -30: AP Research Teacher finalizes scores and uploads the results to the College Board.
April- May
AP Research students present their work and discuss the AP Research course with current AP Seminar
students; AP Research students begin planning other ways in which to prepare their academic work for
presentation in other venues journals, performances, conferences.
May
Complete AP Exams in other subject areas to qualify for the AP Capstone Diploma. Hand-in a final, curated
copy of the PREP journal which articulates moments of insight, challenge, and change experienced in the
course.
Multiple AP EOC
Late May
Final Exams
End of May
Revise (for different audience) and submit scholarly work to journals, conferences, or other academic
competitions
Final Exams, Celebration, Commencement
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Units of Instruction: Scaffolding and Sequencing the skills and content of the AP Research Course are
grouped into units of instructions. The AP research model can be: 1) Disciplinary Focus (Stem inquiries, Performing and Visual
arts); 2) Internship (Independent study with a discipline-specific mentor to independent study in research of the student’s
choosing; 3) Thematic Survey Linked to AP course (AP research in Biology, Chemistry, Math etc) and General (research
methods to be chosen for his/her investigation). Regardless of their models of choosing, these skills will be taught.
Unit One (week 1-3): Introduction to the core skills of AP Research and Review of AP Seminar
Skills carried forward into AP Research; Strengthening Self-Directedness and Time
Management; Reflection Portfolio.
Learning objective(s)/Essential Knowledge: see footnote
E.K.: 1.1C1; 1.1C2; 1.1C3; 1.1D3; 1.1E1; 1.1E2; 2.181; 2.182; 2.1C1; 2.1C2; 2.2A2; 2.2B1; 2.2B2; 2.2B3; 2.2B4;
2.2B5; 2.2B6; 4.1B1; 4.1B2; 4.1B3; 4.1B4
L.O.:1.1C; 1.1D; 1.1E; 2.1B; 2.1C; 2.2A; 2.2B; 4.1B
Materials and Tools:
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AP Research Handouts/online resources
QUEST Rubrics and Plagiarism policies/IRB
graphic organizers
Mentor agreements
Sample Student Papers
PREP journal
• Annotated Bibliography
Questions Formulation Technique (open)
• I- search
(online)
• CRAAP test (online CSU Chico)
• Elevator Pitch
We have 90 min class and 6 cycles of instruction throughout the year. This is how I organize my lessons
throughout the year:
1) My daily lesson plan will consist of Homework assignments (eg. Cornell notes of chapters in Craft of
Research and Bedford Researcher Textbooks); I check the daily homework assignment in the beginning of
the class, then I go to group meetings for 30 min.
2) The group meetings are grouped by their interests (Environmental Sciences, Molecular Studies,
Human/animal studies). The structure will be in a Socratic setting with inner ring having the participants
and 2-4 wings on the outer ring. Discussions will be guided with handouts. Specific questions will be
focused. Then each group will elect a speaker preferably from the wings to give an elevator pitch with their
posted graphic organizers.
3) The next 30 min will be spent in the lab, whether it is in the computer lab (I-search) or my research
laboratory (molecular studies). They will collect data either from the literature or from the lab experimental
measurements. If it is a survey, they should check the return of the survey and analyze them with
statistical methods and graphing. The choosing of the right statistical methods and forms of graphing will
be instructed.
4) The last 25 min will be used for finalizing their collection of data. I help them to evaluate their information
with the CRAAP test. I will also use some good and bad examples of sample student papers for
demonstration. I will emphasize the multiple perspective requirement: Students will group and highlight
the different perspectives of the topic in terms of pro, con, neutral and unexpected and their relevance to
the topic of inquiry.
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At the end of this cycle, students should focus on the significance of the topic of inquiry and its feasibility of
finishing within the time frame provided. Methodology limitation, sampling limitation, validity, accuracy, availability
of database should be under consideration.
In addition to the skill of literature research, laboratory research technique will be taught before they start the actual
research work in the lab. I have instruments and materials to teach them the molecular technique involved in most
labs: these are DNA preparation, RNA preparation, Protein Preparation, Bacterial cultures, molecular PCR cloning
and sub-cloning, PCR, real-time PCR, spectrophotometry (UV and Visible), Immunoassays, imaging, cameraequipped microscopes for imaging and videos, green-house technique, aquatic ponds, dissolved oxygen sensors,
CO2 sensors, respirometer, animal handling and environmental safety. Statistical sampling methods will be taught.
Students will select appropriate test and control populations and survey methods.
Tasks and Assessment:
Formative Assessment
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Daily homework assignments on Cornell notes
Self-reflective skills audit
"Ways of Knowing" exercise
"What Type of Researcher Am I?" Choosing Research Methods: qualitative vs quantitative.
Primary or secondary.
Rubric exploration with sample papers (past seminar papers, AP teacher community resources)
Graphic representations of processes
What is an annotated bibliography?
Summative Assessment
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Initial PREP entries
GRAAP test analysis
Scholarly Writing analysis assignment
Annotated bibliography entries
Sources:
Practical Research Planning and Design by Leedy, PD. Part III and IV.
What Type of Researcher Am I Activity adapted from http://www.dissertationrecipes.com/page/3/
Palmquist, M. (2012). The Bedford Researcher (4th ed.). Boston: Bedford/St. Martin's.
Unit 2 (weeks 4-8) Choosing a topic; Identifying and Refining Research Questions and
methods; Seeking and Synthesizing Background Information.
This unit will look at various ways of knowing to help choose, focus, and align a research topic, question,
and methods of selecting for and collecting data for analysis.
Learning objective(s)/Essential Knowledge:
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E.K.: 1.1E1; 1.1E2; 1.2A1; 1.2A2; 1.2A3; 1.3A1; 1.3A2; 1.3A3; 2.1B1; 2.1B2; 4.1B1; 4.1B2; 4.1B3; 4.1B4;
4.3A1; 4.3A2; 4.3A3; 4.3A4; 4.3A5; 5.1E2; 5.1F1; 5.1F2; 5.3A2; 5.3A3; 5.4A1; 5.4B1; 5.4B2
LO.: 1.1E; 1.2A; 1.3A; 1.3B; 2.1B; 4.1B; 4.3A; 5.1E; 5.1F; 5.3A; 5.4A; 5.4B
Materials and Tools:
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"A Guide to the Library"
"Source mining"
"Tips for Researching"
Style guides for major styles (MLA, APA, Chicago, Elevator Speech, etc)
Annotated Bibliography
LEADS: Identify other’s studies
PowerPoint one-slide "poster" presentations
Socratic Seminar
In this cycle, students should have their final topic selected and worked on. Their
summary of the literature of all perspectives should be in place. All supportive or
contradictory arguments should be collected. I will emphasize the annotations of
bibliography. One-slide poster presentation should be prepared. In the lab, preliminary
data should be collected and analyzed in their pilot experiments, either encouraging or
not. Students should consider modifying their inquiry in terms of purposefulness,
cohesiveness, correct citations of all perspectives, and formulation of student’s own
voice.
To achieve that, these are some of the Representative Instructional Strategies:
1) Identifying and redefining Research Questions: this process narrows multiple
perspectives on a single research question. These are the strategies involved in
teaching the skills.
a) Graphic Organizers: I will model an example on the Smartboard to provide a visual
system for organizing multiple perspectives and supportive arguments to narrow a
field of interest. Students can do it on his/her notes or computers with Venn
Diagrams, flow-charts, and concept maps.
b) Formulation Technique: such as brainstorming with a stimulating catch; students
should be able to categorize his/her questions as open or closed and enforce them
from then on.
c) Internet Search: various search engines will be introduced and used in the
computer lab. The daily assessment will be a quick-write identifying the research
questions with 3-5 published questions and listing out the criteria that make the
questions capable a sustaining a long-term scholarly study.
d) Peer Review: His or her peer in the research group will critique and students will
revise the questions to be more focused, or open-ended and met the requirement of
sustaining a long-term investigation.
e) Elevator pitch: Students should present a 2 min summary of the chosen topic of
inquiry and the purpose of study and question his peers if they understand his/her
focus of inquiry. The presentation may be graded with the quick-write as a pop-quiz
grade.
2) Seeking and synthesizing primary or secondary data and background
information to form a perspective: this process of becoming familiar withand
synthesizing what others have discovered about the topic so that the scholar
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can verify the existence of a problem or gap in the knowledge base to form the
basis of a long-term investigation.
a) Working with LEADS: Laying the foundation for their own study; Elucidate the selected
problem; Analyze why it is important; Describe why their study is capable of solving a
problem or producing a work and show studies similar to theirs.
b) Annotated Bibliography: Students write a brief summary of a text and a commentary on its
usefulness to the inquiry along with their correct forms of citation.
c) Source Mining: students review the bibliographies of research studies or articles on the
topic to see who are the most cited sources so that the key scholars in the field will be
identified.
Tasks and Assessment:
Formative Assessment
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Cash register story
Library/search skills and tools
Documentation styles identification/selection
Presentation peer-reviews
Summative Assessment
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Annotated bibliography entries using proper citation style
Elevator speech/poster "slide presentation
Sources:
Style Guides:
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APA Style: http://www.apastyle.org/ Chicago Style: http://www.chicagomanualofstyle.org/home.html
CSE Style: http://www.scientificstyleandformat.org/Home.html
Turabian Style: http://www.chicagomanualofstyle.org/16/bib1.html
Documentation styles. (2015). Columbia College. http://www.columbiasc.edu/wid/documentationstyles
Palmquis M. (2012). The Bedford Researcher (4th Ed.). Boston: Bedford/St. Martin's.
Developing Research Questions PowerPoint presentation
Unit 3 (weeks 9-13) Finalize Research Proposal and Plan; Plagiarism
This unit will assist students in their planning and completion of a formal research proposal and plan to be
completed, revised (if necessary), and submitted by the November 30 deadline. We will also be discussing
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plagiarism in this unit to ensure that students are planning and collecting initial information with full-credit for
their sources in mind.
Leaning objective(s)/Essential Knowledge:
E.K.: 1.1C2; 1.1E2; 1.4B1; 1.4B2; 1.4B3; 1.4B4; 1.4B5; 1.4B6; 1.4B7; 1.4B6; 1.4B9; 1.4D1; 1.4D3; 5.4A1; 5.4B1;
5.4B2
LO.: 1.1C: 1.1E: 1.4B: 1.4D: 5.4A: 5.4B
Materials and Tools:
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Socratic Seminar • Inquiry Proposal form and exemplars
Plagiarism policy • "Giving Credit Where Credit is Due: A Guide to Avoiding Plagiarism"
Citation examples/scenarios
Tasks and Assessment:
Formative
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Revisit Plagiarism policies and instruction: is this plagiarism?
Re-writing sample student proposals
Peer-reviewing student proposals
One-on-One interviews with students/PREP journal entries
Summative
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Plagiarism and academic property scenarios
Inquiry Proposal form submitted
Sources:
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Palmquist M. (2012). Avoiding Plagiarism. In The Bedford Researcher, 4th Ed. (pp. 120-134). New York:
Bedford/St. Martin's.
Sample student work
Unit 4 (weeks 14-16) Methods and Mentor Interaction; Aligning Study Design; Engaging
with Discipline-specific Consultants
This unit will focus on students developing their methods in consultation with the AP Research teacher and
consultant to ensure alignment between question type and collection methods. We will also revisit ethics
requirements of selected methods to ensure that proper guidelines are followed in all cases.
Learning objective(s)/Essential Knowledge:
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EK: 1-1D1; 1.4B1; 1.4B2; 1-4B3; 1-4B4; 1-4B5; 1.4B6; 1.4B7; 1-4B8; 1-4B9; 1-4B10; 1.4C1; 1.4C2;
1.4C3; 1-4D1; 1-4D2; 1-4D3
LO.: 1-1D; 1.4B; 1.4C; 1-4D; 4.1B
Materials and Tools:
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Annotated Bibliography of Methods
Poster Presentation and Peer Review
IRQ check list
PREP journal entries and commentary
Online File Access and Feedback (Google docs, Dropbox)
Email or video chat
Rubric review
Compliments and suggestions
Mentored Research in the lab
Tasks and Assessment:
Formative
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One-on-One interviews
Excerpt samples: alignment exercise
Peer-review: aligning and articulating rationale for chosen method
Summative
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Justification for selected inquiry method
Data Collection/lab book documentation.
Sources:
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Booth, W. C., Colomb, G. G., & Williams, J. M. (2011). The craft of research (3rd Ed.), pp. 84-99. Chicago, IL:
University of Chicago Press.
Leedy, P. D., & Ormrod, J. E. (2013). Practical research: Planning and design (10th Ed.) Pearson Press.
Christensen LB, Johnson RB and Turner (2014) LA Research Methods Design and Analysis (12th ED) Pearson
Press.
Unit 5 (weeks 17-20) Complete Literature Review and Conduct Research; Analyzing
and Evaluating Findings
This unit will continue focusing on alignment of method with the literature currently available on the topic and see
the students forming complete drafts of their literature review component of their final papers. Revisions may be
necessary throughout as new sources provide new insights, but at some point the students will need to know
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when they have collected enough data and are ready to focus on collecting data that addresses identified gaps
on the literature review.
Learning objective(s)/Essential Knowledge:
E.K.: 1.4D1; 1.4D2; 1.4D3; 2.1B1; 2.1B2; 2.1C1; 2.1C2; 22A1; 22A2; 2.2A3; 2.2B1; 2.2B2; 2.2B3; 2.2B4,
22B5; 2.2B6; 2.2C2; 2.2C3; 2.2D1; 3.1A1; 3.1A2; 3.1A3; 3.2A1; 3.2A2; 4.4A1; 4.5A1
LO.: 1.4D: 2.1B; 2.1C; 2.2A; 2.2B; 2.2C; 2.2D; 3.1A; 3.2A; 4.4A; 4.5A
Analyzing and evaluating findings: this process to teach the skills of interpreting the significance of the findings,
results and connecting them to the research question.
Flow chart: students will present the connections between the research inquiry and the information collected and
rank the significance of their findings to the purpose of study.
Materials and Tools:
•
•
•
•
•
Socratic Seminar
Literature Review exemplars
Previous work on alignment
"Constructing Meaning" template
"They Say, I Say" template
Tasks and Assessment:
Formative
•
•
•
Student samples/exemplars analyzed with templates
PREP entries (annotated bibliographies with additional commentary)
Transitions between source analyses: building a lit review.
Summative
•
Complete draft form of literature review submitted
Sources:
•
•
Graff, G., & Berkenstein, C. (2007). They say, I say the moves that matter in academic writing. New York:
W.W. Norton and Company.
Leedy, P. D., & Ormrod, J, E. (2010). Practical research: Planning and design (10th Ed.).
15
Unit 6 (weeks 21-25) Complete Research and Conduct Peer-Review; Showcasing
Scholarly Work; Defending Inquiry Results.
This unit will focus on students independently completing their own research and conducting
in both formal and informal peer-review opportunities to revise their writing and ensure
communication is clear and consistent. Students will also begin planning their oral
presentations as they develop conclusions from their inquiries.
Learning objective(s)/Essential Knowledge (All of the previous and the following):
E.K.: 2.3A1; 2.381; 4.1A1: 4.1A2; 4.1A3: 4.1A4; 4.1A5: 4.1A6; 4.1A7; 4.1A8: 4.1A9; 4.1A10: 4.1A11; 4.1A12;
4.2A1;
4.2A2; 4.2A3; 4.281; 5.1A1[R]; 5.1A2; 5.1B1; 5.1B2; 5.1B3; 5.1B4; 5.1C1; 5.1C2; 5.1C3; 5.1D1; 5.1D2; 5.1E1;
5.1E2; 5.1E3; 5.1F1; 5.1F2
LO.: 1.4C; 2.3A; 2.3B; 4.1A; 4.2A; 4.2B; 5.1A[R]; 5.1B; 5.1C; 5.1D; 5.1E; 5.1F
Materials and Tools
•
•
•
•
•
•
Socratic Seminar
PREP journal entries
Graphic organizers
One-on-One interviews
Presentation tips
The oral defense questions
Tasks and Assessment:
Formative
•
•
•
Peer-review personalities video (https://www.youtube.com/watch?v=iBuq4qgRhCc) and sheet
Graphic organizer for peer-review process
One-0n-One interviews concerning findings
Summative
•
Peer-review assessment (assessing the reviewer)
Sources:
•
http://peerreview.cis.unimelb.edu.au/resources-3/teaching-resources-2/
•
http://techspeaking.denison.edu/Technically_Speaking/Delivery.html
•
https://www.gvsu.edu/ours/oral-presentation-tips-30.htm
16
Weeks 26-28 AP Research Course Assessment (teacher hands-off)
Timeline and Overview: (Learning Objectives and Essential Knowledge carried over from previous Unit).
1.
•
•
•
•
Academic Paper (AP)
Weight: 75% of AP Research score.
Recommended completion date: mid-March
The paper includes the following: (1) Introduction; (2) Method, Process, or Approach; (3) Results, Product,
or Findings; (4) Discussion, Analysis, and/or Evaluation; (5) Conclusion and Future Directions; and (6)
Bibliography.
Task Overview. Students design, plan, and implement a yearlong, in-depth study or investigation in an area of
personal interest through a chosen or designed inquiry method and develop a well­ reasoned argument based
on the evidence collected in an academic paper of 4,000-5,000 words. Throughout the inquiry process,
students communicate regularly with their teacher and, when appropriate, consult with an internal or external
expert.
2. Presentation and Oral Defense (POD)
• Weight: 25% of the AP Research score.
• Recommended Completion Date: early April.
The POD includes the following: Individual Multimedia Presentation; and Oral Defense.
Task Overview.
As a culmination of their research, students deliver (using appropriate media) a 15 - 20 minute presentation about their
research design, approach, and findings to a panel of three evaluators. Students whose academic paper is
accompanied by an additional piece of scholarly work (e.g., performance, exhibit, and product) must arrange for
the teacher and panelists to view this work prior to the presentation and oral defense.
After the presentation, each student defends his or her argument/aesthetic rationale or design choices, inquiry process,
use of evidence or discipline-specific information, analysis, evaluation, and conclusions through oral responses to three or
four questions posed by the oral defense panel. Three of these questions must be chosen from the oral defense
question list, which is provided to students in advance (but the specific questions will NOT be shared with the
students in advance).
17
Foot note: EU LO and EK extracted from “AP Capstone Research Curriculum Framework”
(EU 1.1 continued)
LO 1.1C: Identifying a topic of inquiry.
EK 1.1C1: Topics of
inquiry may come
from personal
interest, passion for a
discipline/field, desire
to better understand a
topic, or desire to
address an issue in
the world.
EK 1.1C2: The inquiry
process involves
exploring the
knowledge base
associated with the
topic of interest,
including a variety of
perspectives, and
adjusting the scope of
the topic to the
parameters,
requirements, and
resources available
for the project.
EK 1.1C3: Inquiry
allows for the
discovery of
connections that can
increase curiosity or
understanding and
lead to further
questions.
EK 1.1D1: Scholars
explore, explain, and
create.
LO 1.1D: Articulating the
purpose and significance of
the scholarly inquiry.
EK 1.1D2: The
purpose of scholarly
inquiry is to address
various kinds of
problems (e.g.,
practical, theoretical,
interpretive, aesthetic)
and/or corroborate,
challenge, or extend
an existing idea.
EK 1.1D3: Scholarly
inquiry should be
situated within a
broader
understanding of the
scholarly community
and of importance and
relevance to that
community.
18
LO 1.1E: Developing and revising a focused
research question/project goal.
(EU 1.1 continued)
EK 1.1E1: A research
question/project goal
emerges from the scholar’s
purpose (i.e., to explore,
explain, and create).
EK 1.1E2: A research
question/project goal often
requires multiple revisions
to ensure it is appropriate
in terms of scope and
feasibility (time, resources).
EU 1.2: Strengthening understanding of a
concept or issue requires questioning existing
ideas, using what is known to discover what is
not known, and making connections to prior
knowledge.
LO 1.2A: Retrieving,
questioning, organizing, and
using prior knowledge about a
topic.
EK 1.2A1: Understandin
not only through collec
information but also fro
variety of other factors
experience, external so
cultural context, assum
EK 1.2A2: A variety of
strategies (e.g.,
brainstorming, concept
mapping, prewriting,
exploration of space,
drafting) can be used to
illustrate, organize, and
connect ideas.
EK 1.2A3: Inquiry confirms
or challenges one’s existing
understandings,
assumptions, beliefs, and/or
knowledge.
LO 1.3A: Accessing and managing information
using effective strategies.
EU 1.3: The investigative process
is aided by the effective
organization, management, and
selection of resources and
information. Appropriate
technologies and tools enable the
scholar to become more efficient,
productive, and credible.
Enduring Understandings
Learning Objectives
(Students will understand that ... ) (Students will be skilled at ... )
EK 1.3A1: Information
used to address a problem
may come from various
secondary sources (e.g.,
articles, other studies,
analyses, reports) and/or
primary sources (e.g.,
original texts and works,
material culture, or
personally collected data
such as from experiments,
surveys, questionnaires,
interviews, observations,
personal narratives).
(Essential knowledge
statements continue)
Essential Knowledge
(Students will know that ... )
19
(EU 1.4 continued)
LO 1.4B: Designing, planning, and implementing EK 1.4B1: Methods for data collection,
analysis, innovation, and/or
a scholarly inquiry.
interpretation should be aligned with the
research question/project goal.
EK 1.4B2: Methods of inquiry may
include research methods (e.g.,
qualitative, quantitative, or mixed) or
artistic processes (e.g., generating,
conceptualizing, testing, and then
refining aesthetic approaches).
EK 1.4B3: Throughout the process of
determining scope and feasibility, the
scholar may, where appropriate, adjust
the course of inquiry and/or develop
different tools, methods, and processes.
EK 1.4B4: Artistic processes can
include elements of research methods
as well as the exploration and
shaping/reshaping of media and form
through activities such as
workshopping, storyboarding,
composing, choreographing, staging,
and model-making.
(Essential knowledge statements
continue)
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
20
(EU 1.3 continued)
(LO 1.3A continued)
(continued)
EK 1.3A2: Online databases
(e.g.,
EBSCO, ProQuest, JSTOR,
Google Scholar) and libraries
catalog and house secondary
and some primary sources.
EK 1.3A3: Advanced search
tools, Boolean logic, and key
words allow scholars to
refine, focus, and/or limit their
searches based on a variety
of factors (e.g., date, peerreview status, type of
publication).
EK 1.3A4: Consulting the
bibliographies of other sources
may provide additional ideas
or resources.
EK 1.3A5: Social media may
be used as a potential source
of information, but an
understanding of its
limitations is necessary to
maintain credibility.
EK 1.3A6: Software (e.g.,
Microsoft Word, EndNote)
and online tools (e.g., citation
generators, WorldCat) are
used by scholars to manage
and catalog sources and
produce bibliographies.
EK 1.3A7: Software and
online tools (e.g.,
SurveyMonkey, SPSS) can be
used to survey participants
and analyze large data sets.
21
(EU 1.4 continued)
(LO 1.4B continued)
(continued)
EK 1.4B5: Based on the
research question or project
goal, methods of data or
information collection may be
qualitative (e.g., openended
survey questions, interviews,
observational notes,
interpretation of texts); may be
quantitative (e.g., precise
measurements, modeling, using
structured and validated data
collection instruments and
procedures); or could include a
combination of both qualitative
and quantitative (mixed)
EK 1.4B6: Scholars analyze
data or information in a variety
of ways appropriate to the
inquiry.
EK 1.4B7: Scholars identify
reasons for choosing a sample
of information, a population, or
artifacts and understand the
limits of the inferences or
conclusions made based on
the sample chosen.
EK 1.4B8: Descriptive or
inferential statistics can be
used to display and/or analyze
data.
EK 1.4B9: Scholars often
organize and categorize (or
code) data/information to
identify patterns or themes.
EK 1.4B10: Scholars can
combine qualitative and
quantitative data/information to
triangulate and corroborate
trends, patterns, correlations,
and/or themes.
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
22
(EU 1.4 continued)
LO 1.4C: Demonstrating perseverance through
setting goals, managing time, and working
independently on a long-term project.
EK 1.4C1: Scholars carefully
plan methods of inquiry,
analysis, and other feasible
research activities, taking into
account deadlines, priorities,
risks, setbacks, and the
availability of others.
EK 1.4C2: Scholars learn that
setbacks are inevitable; they
need to focus on the essential
goals of the inquiry or project
and be prepared to try alternate
approaches or look to other
disciplines in order to achieve
them.
EK 1.4C3: Experts in the field
may provide guidance and/or
discipline-specific knowledge or
perspective. Scholars must
understand how to seek advice
while maintaining selfsufficiency.
LO 1.4D: Employing ethical
research practices.
EK 1.4D1: Scholars have
ethical and moral
responsibilities when they
conduct research.
EK 1.4D2: There are laws,
rules, and guidelines that
govern the conduct of
researchers, in particular when
studies involve humans and
animals. Accordingly, scholars
gain approval to conduct
research with humans through
an Institutional Review Board
(IRB).
EK 1.4D3: There are copyright
and patent laws and guidelines
that govern the use and
reproduction of others’
instruments, work, personal
information, and intellectual
property.
23
(EU 2.1 continued)
LO 2.1B: Summarizing and explaining a text’s main EK 2.1B1: The main idea of an argument is
often expressed in the thesis statement, claim,
idea or aim while avoiding faulty generalizations
or conclusion, or implied throughout a work.
and oversimplification.
EK 2.1B2: Artistic works (e.g.,
painting, film, music, dance) convey a
perspective. Analysis of a work’s
context, subject, structure, style, and
aesthetic is critical to understanding
its aims.
LO 2.1C: Summarizing and
explaining the reasoning of
an argument.
EU 2.2: Authors choose
evidence to shape and
support their arguments.
Individuals evaluate the line
of reasoning and evidence to
determine to what extent
they believe or accept an
argument.
EK 2.1C1: Authors use reasons to support
their arguments. The line of reasoning is
composed of one or more claims justified
through evidence.
EK 2.1C2: A lack of understanding of the
complexities of an argument (tone, implications,
limitations, nuance, context) can lead to
oversimplification and/or generalization.
EK 2.2A1: Inductive reasoning uses specific
observations and/or data points to identify
trends, make generalizations, and draw
conclusions. Deductive reasoning uses broad
facts or generalizations to generate additional,
more specific conclusions about a
phenomenon.
LO 2.2A: Identifying,
explaining, and analyzing the
logic and line of reasoning of
an argument.
EK 2.2A2: An argument’s line of reasoning
is organized based on the argument’s
purpose (e.g., to show causality, to define, to
propose a solution, to lead to a conclusion).
(Essential
knowledge
statements
continue)
24
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential
Knowledge
(Students will
know that ... )
(EU 2.2 continued)
(LO 2.2A continued)
(continued)
EK 2.2A3:
Effective
arguments
acknowledge
other arguments
and/or respond to
them with
counterarguments
(e.g., concession,
refutation,
rebuttal).
LO 2.2B: Describing and analyzing the relevance and credibility
of evidence used to support an argument, taking context into
consideration.
EK 2.2B1: An
argument’s
context (time and
purpose) and
situation (in
relation to other
arguments)
inform its
interpretation.
EK 2.2B2:
Writers use
qualitative and/or
quantitative
evidence (e.g.,
facts, data,
observations,
predictions,
analogies,
explanations,
opinions) to
support their
claims. Evidence
has varying
degrees of
validity.
EK 2.2B3:
Authors
strategically
include evidence
to support their
claims.
EK 2.2B4:
Writers appeal to
(or possibly
manipulate)
readers through a
variety of
strategies and
techniques (e.g.,
language,
authority,
qualifiers,
fallacies,
emphasis).
25
EK 2.2B5:
Evidence may be
used to identify
and explain
relationships
(comparative,
causal, or
correlational)
and/or patterns
and trends.
EK 2.2B6:
Credibility is
compromised
when authors fail
to acknowledge
and/or consider
the limitations of
their
conclusions,
opposing views
or perspectives,
and/or their own
biases.
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
26
(EU 2.2 continued)
LO 2.2C: Evaluating the validity of an argument.
EK 2.2C1: An argument is
valid when there is logical
alignment between the line
of reasoning and the
conclusion.
EK 2.2C2: Validity is most
often achieved when the
presented evidence is
aligned with the conclusions.
The strength of an argument
depends upon an author
acknowledging and/or
considering the limitations of
his or her conclusions,
opposing views or
perspectives, and/or his or
her own biases.
EK 2.2C3: Conclusions are
contextual and their validity
must be affirmed, qualified, or
refuted.
LO 2.2D: Evaluating and
critiquing others’ inquiries,
studies, artistic works,
and/or perspectives.
EU 2.3: Arguments have implications and
consequences.
EK 2.2D1: Scholars analyze
and evaluate others’ studies
and artistic works in terms of
internal coherence and
alignment of the purposes,
goals, and methods of inquiry.
EK 2.3A1: The implications
and consequences of
arguments may be intended
or unintended.
LO 2.3A: Connecting an
argument to broader issues
by examining the
implications of the author’s
claim.
27
LO 2.3B: Evaluating potential resolutions,
conclusions, or solutions to problems or issues
raised by an argument.
EU 4.1: Scholarly works convey perspectives
and demonstrate effective reasoning that have
been selected for the intended audience,
purpose, and situation.
LO 4.1A: Formulating a
complex and well-reasoned
argument.
EK 2.3B1: Arguments are
significant and have realworld impact because they
can influence behavior (e.g.,
call one to action, suggest
logical next steps).
EK 4.1A1: Effective arguments
use reason and evidence to
convey a perspective, point of
view, or some version of the truth
that is stated or implied in the
thesis and/or conclusion.
EK 4.1A2: Effective arguments
are supported and unified by
carefully chosen and connected
claims, reasons, and evidence.
EK 4.1A3: Qualifiers place limits
on how far a claim may be carried.
Effective arguments acknowledge
these limits, increasing credibility
by reducing overgeneralization or
oversimplification.
EK 4.1A4: Effective arguments
may acknowledge other arguments
and/or respond to them with
counterarguments (e.g.,
concession, refutation, rebuttal).
(Essential knowledge
statements continue)
28
(EU 4.1 continued)
(LO 4.1A continued)
(continued)
EK 4.1A5: The line of
reasoning is a clear, logical
path leading the audience
through the reasons to a
conclusion.
EK 4.1A6: The logic and
reasoning of an argument
may be deductive (claim
followed by evidence) or
inductive (evidence leads to
a conclusion).
EK 4.1A7: A line of
reasoning is organized based
on the argument’s purpose
(e.g., to show causality, to
evaluate, to define, to
propose a solution).
EK 4.1A8: Claims and
supporting evidence are
arranged (e.g., spatially,
chronologically, order of
importance) to convey
reasoning and relationship
(e.g., comparative, causal,
correlational).
EK 4.1A9: The same
argument may be organized,
arranged, or supported in
multiple ways depending on
audience and context.
EK 4.1A10: Whether
developing an argument or
conceptualizing an idea or
work of art, scholars
thoughtfully choose and
implement a process aligned
with the inquiry or project
goal.
EK 4.1A11: An aesthetic
rationale is an argument in
that it is a reasoned
articulation of specific formal
and stylistic choices made
in the course of devising the
artistic work.
(Essential knowledge
statements continue)
29
(EU 4.1 continued)
(LO 4.1A continued
)
(continued)
EK 4.1A12: Artists need to
articulate their choices, even when
those choices deliberately or
inadvertently result in ambiguity or
lack of clarity.
LO 4.1B: Selecting and consistently applying
an appropriate disciplinary or interdisciplinary
approach to form a scholarly argument or
aesthetic rationale.
EK 4.1B1: Each discipline has its
own conventions and ways of
knowing, questioning, and
communicating.
EK 4.1B2: Scholars apply
disciplinespecific terminology in the
analysis of scholarly works.
EK 4.1B3: The different
disciplines and associated ways
of knowing and valuing
information are discovered in part
through engaging with
disciplinespecific foundational
texts and works.
EK 4.1B4: Disciplines may be
broadly or narrowly defined.
Disciplines can intersect or be
combined to provide new
understandings or perspectives.
EU 4.2: Scholars responsibly
and purposefully engage with
the evidence to develop a
compelling argument or
aesthetic rationale.
LO 4.2A: Interpreting, using, and
synthesizing qualitative and/or quantitative
data/information from various perspectives
and sources (e.g., primary, secondary,
print, nonprint) to develop and support an
argument.
EK 4.2A1: Evidence can be
collected from print and nonprint
sources (e.g., libraries, museums,
archives), experts, or data
gathered in the field (e.g.,
interviews, questionnaires,
observations).
EK 4.2A2: Evidence is used to
support the claims and reasoning
of an argument. Compelling
evidence is sufficient, accurate,
relevant, current, and credible to
support the conclusion.
(Essential knowledge
statements continue)
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
30
(EU 4.2 continued)
(LO 4.2A continued)
(continued)
EK 4.2A3: Evidence is
chosen based on purpose
(e.g., to align an argument
with authority; to define a
concept, illustrate a
process, or clarify a
statement; to set a mood; to
provide an example; to
amplify or qualify a point).
LO 4.2B: Providing insightful and cogent
commentary that links evidence with claims.
EU 4.3: Responsible participation in the
scholarly community requires acknowledging
and respecting
the prior findings and contributions of others.
EK 4.2B1: Commentary
connects the chosen
evidence to the claim through
interpretation or inference,
identifying patterns,
describing trends, and/or
explaining relationships
(e.g., comparative, causal,
correlational).
EK 4.3A1: Plagiarism is a
serious offense that occurs
when a person presents
another’s ideas or words as
his or her own. Plagiarism
may be avoided by
acknowledging sources
thoroughly and accurately.
LO 4.3A: Attributing
knowledge and ideas
accurately and ethically,
using an appropriate citation
style.
EK 4.3A2: Source material
should be introduced,
integrated, or embedded into
the text of an argument.
EK 4.3A3: Quoted and
paraphrased material must
be properly attributed,
credited, and cited following
a style manual. Quoting is
using the exact words of
others; paraphrasing is
restating an idea in one’s
own words.
EK 4.3A4: Academic
disciplines use specific style
guides for citing and
attributing sources (e.g.,
APA, MLA, Chicago, AMA).
(Essential knowledge
statements continue)
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
31
(EU 4.3 continued)
(LO 4.3A continued)
(continued)
EK 4.3A5: Appropriation in works of art has
potential legal and ethical implications that
scholars need to consider (e.g., scholars must
credit works that are used in visual/audio
sampling, parody, choreography).
EU 4.4: Forming one’s own perspective
and reaching new understandings involve
innovative thinking and synthesis of
existing knowledge with personally
generated evidence.
LO 4.4A: Extending an idea,
question, process, or product to
innovate or create new
understandings.
EU 4.5: Arguments, choices, and
solutions present intended and
unintended opportunities,
consequences, and implications.
EK 4.4A1: Innovative solutions and arguments
identify and challenge assumptions,
acknowledge the importance of content, imagine
and explore alternatives, and engage in reflective
skepticism.
EK 4.5A1: When making choices and proposing
solutions, the advantages and disadvantages of
the options should be weighed against the goal
within its context.
LO 4.5A: Offering resolutions,
conclusions, and/or solutions based
on evidence as well as considering
consequences and implications.
EU 5.1: How a perspective or argument is
presented affects how people interpret or
react to it. The same perspective or
argument may be developed or presented
differently depending on audience,
purpose, and context.
EK 5.1A1[S]: An argument may include the
following elements:
LO 5.1A[S]: Planning, producing,
and presenting a cohesive argument,
considering audience, context, and
purpose, and using appropriate
media (e.g., essay, poster, oral
presentation, documentary, research
report/thesis).
LO 5.1A[R]: Planning and producing
a cohesive academic paper,
considering audience, context, and
purpose.
•
Introduction: engages the audience by
providing background and/or context
•
Thesis: conveys the main idea of an
argument
•
Reasons, evidence, and commentary:
provide support for the argument
•
Counterargument, concession, refutation,
and rebuttal:
acknowledge and/or respond to opposing
arguments
(EK 5.1A1[S] continues)
32
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
(EU 5.1 continued)
(LO 5.1A continued)
(EK 5.1A1[S] continued)
•
Conclusion: synthesizes
reasoning, considers
possible implications for
the future, and ties back to
the introduction
•
Bibliography: identifies
works cited
EK 5.1A1[R]: Inquiries result
in conclusions that can be
presented in different formats
and that typically have the
following elements:
•
Introduction: provides
background and
contextualizes the
research question/project
goal, reviews previous
work in the field related to
the research
question/project goal, and
identifies the gap in the
current field of knowledge
to be addressed
•
Method, process, or
approach:
explains and provides
justification for the chosen
method, process, or
approach
•
Results, Product, or
Findings: presents the
results, product, evidence,
or findings
•
Discussion, Analysis,
and/or Evaluation:
interprets the significance
of the results, product, or
findings; explores
connections to original
research question/project
goal; discusses the
implications and limitations
of the research or creative
work
•
Conclusion and Future
Directions: reflects on the
process and how this
project could impact the
field; discusses possible
next steps
•
Bibliography: provides a
complete list of sources
cited and consulted in the
appropriate disciplinary
style
33
(Essential knowledge
statements continue)
34
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
(EU 5.1 continued)
(LO 5.1A continued)
Essential Knowledge
(Students will know that ... )
(continued)
EK 5.1A2: Coherence is
achieved when the elements
and ideas in an argument
flow logically and smoothly.
Transitions are used to move
the audience from one
element or idea to another by
illustrating the relationship
between the elements or
ideas.
LO 5.1B: Adhering to
established conventions of
grammar, usage, style, and
mechanics.
EK 5.1B1: A writer expresses
tone or attitude about a topic
through word choice,
sentence structure, and
imagery.
EK 5.1B2: Effective
sentences create variety,
emphasis, and interest
through structure, agreement
of elements, placement of
modifiers, and consistency of
tense.
EK 5.1B3: Precision in word
choice reduces confusion,
wordiness, and redundancy.
EK 5.1B4: Spelling and
grammar errors detract from
credibility.
LO 5.1C: Communicating information using
effective techniques of design.
EK 5.1C1: Effective
organizational and design
elements (e.g., headings,
layout, illustrations, pull
quotes, captions, lists) may
aid in audience engagement
and understanding by calling
attention to important
information and/or creating
emotional responses in the
audience. Ineffective use or
overuse of these elements
disrupts audience
engagement and
understanding.
(Essential knowledge
statements continue)
35
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
(EU 5.1 continued)
(LO 5.1C continued)
(continued)
EK 5.1C2: Data and other information can be
graphically (e.g., infographics, graphs, tables,
o aid audience understanding and
EK 5.1C3: Effective communication
requires choosing appropriate media
according to context, purpose, and
audience.
tion.
LO 5.1D: Adapting an
argument for context,
purpose, and/or audience.
EK 5.1D1: Arguments can be adapted by
strategically selecting and emphasizing
information considering audience, medium, and
purpose.
EK 5.1D2: Scholars should articulate their
choices and content in a language that is not
disciplinespecific to communicate effectively to
nonexperts or people outside the discipline.
36
EK 5.1E1: Speakers vary elements of delivery
(e.g., volume, tempo, movement, eye contact,
vocal variety, energy) emphasize information,
convey tone, and engage their audience.
LO 5.1E: Engaging an
audience by employing
effective techniques of
delivery or performance.
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
(EU 5.1 continued)
(LO 5.1E continued)
EK 5.1E2: Scholars present, perform, and/or
produce their work in multiple ways. This may
take discipline-specific forms (e.g., portfolios,
exhibits, performances, showcases, premieres,
posters), but may also cross disciplinary
boundaries.
(Essential knowledge statements continue)
Essential Knowledge
(Students will know that ... )
(continued)
EK 5.1E3: Scholars present,
perform, and/or produce their
completed work after
multiple revisions or
rehearsals (e.g., responding
to audience feedback, selfcritique of recorded
performance) and polishing.
LO 5.1F: Defending inquiry choices and final
product with clarity, consistency, and conviction.
EK 5.1F1: Scholars
effectively articulate the
rationale for inquiry choices in
relation to the completed
work.
EK 5.1F2: Scholars engage
thoughtfully with their
audiences’ critiques and
questions.
37
EU 5.2: Teams are most effective when they
draw on the diverse perspectives, skills, and
backgrounds of team members to address
complex, openended problems.
EK 5.2A1: Knowing and
communicating one’s
strengths and challenges to a
group allows one’s
contributions to be more
effective.
LO 5.2A: Providing individual
contributions to overall
collaborative effort to
accomplish a task or a goal.
LO 5.2B: Fostering
constructive team climate,
resolving conflicts, and
facilitating the contributions
of all team members to
address complex, openended problems.
EK 5.2B1: Teams are built
around tasks. Low-risk
teambuilding activities and
simulations enhance a
team’s performance.
EK 5.2B2: Teams function at
their best when they
understand the diversity of
their social–cultural
perspectives, talents, and
skills.
EK 5.2B3: Teams function at
their best when they practice
effective interpersonal
communication, consensus
building, conflict resolution,
and negotiation.
EK 5.2B4: Effective teams
consider the use of online
collaborative tools.
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
38
EU 5.3: Reflection increases learning, selfawareness, and personal growth through
identification and evaluation of personal
conclusions and their implications.
LO 5.3A: Reflecting on and revising their own
writing, thinking, and creative processes.
EK 5.3A1: Reflection is an
ongoing and recursive
process in inquiry, often
leading to changes in
understanding. Strategies for
reflection may include
journal writing, selfquestioning, drawing,
exploration of space, and/or
guided contemplation.
EK 5.3A2: Learning requires
practice through an iterative
process of thinking/rethinking,
vision/revision, and
writing/rewriting.
EK 5.3A3: Scholars are
mindful of the rationale behind
the chosen method for data
collection, information
gathering, analysis,
production, and presentation.
EK 5.3A4: Scholars reflect
on how the inquiry process
helped them deepen their
understanding, make
important connections, and
develop greater selfdirection.
EK 5.3B1: Reflective
contributors acknowledge the
impact of their actions on the
outcome of the group’s
efforts, noting the reasons for
such actions, assumptions
made, and whether or not
such actions and
assumptions hindered or
helped the achievement of
the group’s goals.
LO 5.3B: Reflecting on
personal contributions to
overall collaborative effort.
LO 5.3C: Reflecting on the larger significance of
engaging in the overall inquiry process and
producing a completed scholarly work.
EK 5.3C1: Reflective scholars
explore potential future
directions for their inquiries
and the development of their
own scholarship or bodies of
work.
(Essential knowledge
statements continue)
Enduring Understandings
(Students will understand that ... )
Learning Objectives
(Students will be skilled at ... )
Essential Knowledge
(Students will know that ... )
39
(EU 5.3 continued)
(LO 5.3C continued)
(continued)
EK 5.3C2: Reflective scholars
acknowledge how their inquiry processes
and resulting works can be
transformational for their own and others’
understanding as well as for their personal
identities as scholars.
EU 5.4: Scholars perform, present
and/or produce their work within a
larger community. Throughout the
inquiry process, scholars interact
with and benefit from the scholarly
community through thoughtful
engagement with the opinions and
critiques of others.
LO 5.4A: Engaging in peer review to provide
constructive responses to one another’s work,
appropriate to the stage of a project’s
LO 5.4B: Engaging in peer
review to receive and
consider responses to their
development. work.
EK 5.4A1: Peer review should be based
on guidelines and defined criteria
appropriate to the work.
EK 5.4B1: Peer review is an effective
way for scholars to strengthen their
critical eye as well as strengthen their
own work.
EK 5.4B2: Communities of scholars
produce, present, and perform effectively
when participants actively seek and
provide feedback.