​Choosing a topic can be difficult, but be sure to choose one that you are genuinely interested in. The best topics are ones that explore current issues/problems. It also helps to pick a topic that holds value for you and that hasn’t been done over and over. For example, researching whether the US school system should be reformed doesn’t connect much to our school here in Brazil. And the legalization-of-marijuana debate has been done so many times, would you be able to contribute something new to the discussion? Explore topics being discussed in the news or podcasts -- what is happening in our world and how can that problem be solved?

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In order to help you generate topic ideas, everyone will give an elevator pitch with the intention of recruiting team members to research that particular topic.  Use this presentation to help you!

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Remember, as you start to read about possible research ideas, the topic of research should be:
- timely

- controversial
- broad enough to look at from multiple perspectives
- researchable (established well enough to have a body of literature available)
- interesting to others class members (After groups are formed, you will be married to it for several weeks!)

Check out some helpful videos! One is "Research Questions Worth Answering" from the Baltimore Writing Center at the University of Maryland. The other is on Edpuzzle: "Developing a Research Question" from the University of Melbourne.

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This presentation offers a great review on how to develop an effective research question and nicely recaps the video.

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Finally, put what you just learned into practice with this "Evaluating Research Questions Activity."

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Remember, an effective research question has the following features:
- is simple
- requires judgment
- leads to debate
- has multiple lenses and perspectives
- is manageable in scope
- uses clear vocabulary (KISS!)
- is researchable
- allows for middle ground

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If you'd like, take a look at some previous Capstone questions.

​After you and your group develop a possible question, evaluate it using this checklist.  Adjust your question and wording as needed. From there, you need to decide on lenses!

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Think of our lenses through which issues can be viewed. As a group, determine a different lens that each member will use to focus their research on answering the question. Each group member is responsible for a separate and unique lens that addresses multiple perspectives within that lens.

​Here is when you must practice the "re" in "research." You will need to sift through numerous articles. Do not just find and settle on any article topically related to your question. Find sources that address your question and lens. Read many articles to get different perspectives of the issue under your lens. Find the general consensus of research on your topic. Identify authors and studies that are referenced as important or seminal works on that issue. Remember, do NOT let your biased opinion guide your research. You MUST let the research inform your argument.

Some tips to remember:

- Do not underestimate the power of a normal Google search - use it to get a general idea about topic/question.

- EBSCO and JSTOR are your friends! Select the box for peer-reviewed journals. See tutorials here: EBSCO and JSTOR.

- Find a variety of sources

- At least half of the sources should be scholarly.

- Make sure authors and sources are credible - RAVEN!

- Keep a running list of sources with brief descriptions and an e-folder of favorites/bookmarks for easy re-location.

​You should be well acquainted with your sources by now, but you're going to need to convince me of that via the dating game.

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Create an APA annotated bibliography for your sources. Get all the assignment details here.

​Let's begin by looking at your outline as a roadmap. Check out this Edpuzzle video.

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​Don't lose sight of answering your research question. Make sure you have enough sources to answer your RQ using your lens. What is the evidence telling you? Get to organizing and synthesizing in order to develop your thesis. Remember, each claim (perspective) needs relevant evidence from your sources. Choose evidence that is the strongest (think of RAVEN, sample size, correlation, etc). Remember, you are NOT listing evidence. Instead, this is a discussion of how and why the evidence supports your claim and, therefore, supports your thesis. Everything MUST relate back to and support your thesis. Your thesis is how you are answering the group’s RQ based on YOUR lens.

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Use this IRR Outline to organize your ideas.

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Thesis Statement Checklist:
□ Limited to one main idea
□ Short, simple, clear
□ No qualifiers (might, maybe, perhaps, probably, kind of, etc.)
□ Clearly answers the question
□ Cannot be misinterpreted
□ Debatable/informative
□ Indicates a clear stance

Start writing your Individual Research Report! It may help to think of this as a 5 paragraph essay, but it doesn't have to be. Refer to TSIS as needed - the templates work wonders! 

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Points to remember:

1. Introduction that offers contextualization, question, and thesis

2. Body that explores a range of perspectives in conversation with each other within your lens

3. Solution/resolution/conclusion that is supported by your line of reasoning and points back to your thesis

4. Proper citations for ALL information directly quoted, paraphrased, and referenced. Think quote sandwich!

5. "References" page ONLY contains sources used in the text of the essay

6. Use the HIGH student example from CB as a model.

7. Refer to the Writer's Toolbox as needed.

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A note about your introduction: Don't let your intro bore your reader!

• Imagine you are craving ribs from Outback. When you get to the restaurant, you find a huge line. The wait will be at least 2 hours. That's going to leave you craving ribs for a while.

  • Rib-craving example intro sentence: Slavery was one of the greatest tragedies in American history. There were many different aspects of slavery. Each created different kinds of problems for enslaved people.

• Now, imagine you are craving ribs from Outback. Your bff happens to text you that they already got a table at Outback. When you get to the restaurant, you find the ribs already waiting on the table for you.

  • Rib-satisfying example intro sentence: Eight minutes and forty-six seconds. That is how long a Minneapolis police offer kneeled on George Floyd’s neck, killing him on May 25, 2020. Floyd became a symbol of the Black Lives Matter (BLM) movement, bringing discussions of race and racism to the forefront of people around the globe.

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No writing task would be complete without a handy IRR checklist! 🧐😃

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Feel free to consult the video from the College Board for AP Seminar: "Reviewing Your Individual Research Report." Sometimes it helps to hear ideas explained from another person. Let me know if you have any questions.

​​Now that you have your draft, you need to share it with your team members for review. You will use the peer review feature on Turnitin give and receive team feedback.

This step is for AP Seminar students completing actual Task 1. It is not required for the mock task.

AP Student - Give your outside reviewer this letter along with your IRR. Be aware that there is information YOU must fill out in the letter before passing it on to your reviewer. It must be done via email. Please note that this step should be done AFTER you have done considerable revising, editing, and evaluating. Conference and debrief with your reviewer afterward. Do not simply rely on written comments. Then, complete this outside reviewer reflection.

​The purpose of the group presentation is to bring your understanding of the chosen issue together. Work with your teammates to integrate your knowledge and offer solutions on how to solve the problem presented by your question. Digest ALL the information/perspectives and create a multimedia presentation that offers a collective (team) argument for a solution. Stay within the time limit. Scoring will stop once the time limit has been reached. At the end, the team will need to field questions about their research. This means that you are expect to be able to discuss each of the team perspectives as a whole - NOT JUST YOUR OWN PAPER/RESEARCH!

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To help us on our quest, let's watch some videos:

• "Life After Death by PowerPoint 2012" by Don McMillan

• Student presentation - US Penitentiary System

• Student presentation - Prison System

  • Both above student presentations ​dealt with the same topic. Compare and contrast the presentations. What worked? Why?

Here is another HIGH example:

• Student presentation - Animal Testing

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Don't forget to review the TMP documents at the top of this page. A list of questions you may be asked at the end of your presentation are found in the "Task 1 Description."

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There is not a specific, required formula to follow, but the presentation template at the top of the page can help. You should definitely include:
- brief contextualization of issue
- clearly stated question of inquiry
- team argument for a solution/resolution
- weighing of potential options in response to the problem identified in question
- evaluation of implications (impacts) and limitations (problems) for each solution
- references page (include the picture citations)

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Points to remember:
- Address the question at all times
- Have an explicit team argument for a solution to the problem your team identified
- The presentation is A CONVERSATION! Each speaker's section should be in conversation with the others. 
- Answer the oral defense question with specific details; responses should not be able to be applied to other group projects. Answers should reflect an understanding of other members' work as well.

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Want to see more TMP videos? Just ask in class.

Give your peers feedback using this TMP Class Observation Form when we watch the TMPs in class.

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​​Use this Google Form to evaluate your own TMP after you present.