AP Seminar Performance Task 2: Individual Research-Based Essay and Presentation

TASK OVERVIEW 

College Board’s AP Program will annually release cross-curricular stimulus material (texts) representing a range of perspectives focused on a single theme. Students read and analyze these stimulus materials to identify thematic connections among them and possible areas for inquiry. Their inquiry must be based on a thematic connection between at least two of the stimulus materials. Students then compose a research question of their own; conduct research; analyze, evaluate, and select evidence to develop an argument; and present and defend their conclusions. The final paper must integrate at least one of the provided stimulus materials as part of the response. 

CRITERIA FOR STIMULUS MATERIAL In early January each year, College Board will release academic, cross-curricular stimulus material (texts) focused on a theme representing a range of perspectives from each of the following domains:

• Natural Sciences, Technology, Mathematics, Environment

• Social Sciences, Politics, Economics, Psychology

• Arts (Visual Arts, Music, Dance, Theater)

• Culture, Languages, Linguistics

• History

• Literature, Philosophy, Critical Theory/Criticism 

The following will be represented in the texts:

• Multimedia text (e.g., photographs, artwork, video, music)

• Quantitative data 

COMPONENTS 

The following components are formally assessed: 

TASK GUIDELINES 

Cross-curricular stimulus materials supplied by College Board are released to teachers in early January each year through the AP Digital Portfolio. Teachers decide when to release these materials to students. Students must be given at least 30 school days to complete their research, compose their essays, and develop their presentations. Student presentations must be scheduled after the 30-day window. Teachers should engage students with in-class activities to explore issues and discuss topics and perspectives emerging from the stimulus materials. Students must address the current year’s stimulus material in their responses. 

The Individual Written Argument

Students read and analyze the provided stimulus materials to identify thematic connections among them and possible areas for inquiry. Their inquiry must be based on a thematic connection between at least two of the stimulus materials. Students then compose a research question prompted by their analysis of the stimulus materials; gather additional information through research; analyze, evaluate, and select evidence; and develop a logical, well-reasoned argument of 2,000 words. The final paper must integrate at least one of the stimulus materials as part of the response. Students must avoid plagiarism by acknowledging, attributing, and/or citing sources throughout the paper and including a bibliography or works cited (see the AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information, posted to the AP Seminar page). Students should check their work for plagiarism prior to final submission. 

The Individual Multimedia Presentation 

Each student develops a 6- to 8-minute presentation to convey their perspective and present their conclusions from their individual written argument. Students should use and attribute, either orally or visually, evidence to support their claims and situate their perspective in a larger context, rather than merely summarizing their research. The presentation and the media used to enhance the presentation should consider audience, context, and purpose. The exact size and composition of the audience for the presentation can be determined by teachers locally; usually this is an audience of students’ peers. Students should design their presentations to be appropriate for an educated, non-expert audience. 

The Oral Defense 

Following the presentation, teachers will ask two questions of the student. This component is designed to assess the student’s response to and understanding of the two criteria below, and a question must be asked to address each of them. Teachers may select questions from the list or formulate more specific questions appropriate to a student’s presentation, as long as the questions posed address the two criteria below. Teachers may also ask follow-up clarifying questions to allow students the opportunity to fully explain their answers.