Week of May 23-May 27

Your goal for this week is to do more research and develop an interesting and possibly researchable question for next year’s paper (whether you will be in the class or not). This question should be at the top of your paper. Then, you should have an annotated bibliography of at least three VERY useful sources related to this question.

References should be in APA format.

File should be in your Capstone folder in Google Drive.

ALSO, please read the following message from the College Board:

Dear AP Seminar/AP Research Student:

The College Board is conducting a study of the AP Capstone program’s operational launch in a sample of 34 participating schools.

Because you are enrolled in the AP Seminar or AP Research course, you are an essential part of this effort. Please tell us about your AP Seminar/AP Research experiences in this survey. We expect this survey will take about 20 minutes to complete.

The survey will be available until Wednesday, June 1.

Thank you,

Sarah Leonard
Director, Research and Analysis, AP Program Management

  1. Emily Asplin
  2. Ava Beck
  3. Emily Greene
  4. Noah Huang
  5. Noah Jones
  6. Rebecca Meekhof
  7. Sage Miner
  8. Patrick Naylor
  9. Marjorie Rodgers
  10. Joshua Stewart
  11. Claire Stromberg
  12. Emerlynne Terrell
  13. Zoe Brown
  14. Caitlin Cleary
  15. Veronica Greer
  16. Benjamin Read
  17. Alexandria Sowers
  18. Alexandra Vilar

Here is a survey for AP Seminar students: https://www.surveymonkey.com/r/KYZNX85.

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Tuesday, May 17

Go to http://ncurproceedings.org/.

Either browse or search for a paper you find interesting. (Note that the most recent issue is 2014.) Also, it should be the type of paper you are considering researching this year and writing next year.

On a sheet of paper, outline the NCUR paper. Include the major headings, and give a brief summary of each section of the paper.

When you are done, write a brief paragraph describing the DIFFERENCES you noticed between this paper and the papers you wrote for Capstone this year.

This assignment should be no longer than the front and back of one sheet of paper.

Presentations

I haven’t checked to see if these work. Please let me know if there’s a problem with your link.

Isaac Caruso
Caleb Hindman
Sage Miner
Ava Beck
Emily Greene
Caitlyn Cleary
Grace Rodgers
Adam Blake
Max Gillmer
Anne Farley
Ally Sowers
Finn McGuinness
Ben Read
Em Terrell
Isabella Campbell
Grace Ralston
Hannah Kinsella
Claire Stromberg
Garrett Robison
Noah Jones
Veronica Greer
Becca Meekhoff
Sophie Carter
Kendall Bailey
Maddy Derby
Noah Huang
Zoe Brown
Kelsie Anderson
Emily Asplin
Patrick Naylor
Christian McGovern
Jenna Haines
Alex Vilar
Josh Stewart
Dakota Mangum-Turner

Notes from presentations today

Many people went too long. Presentations are supposed to be 6-8 minutes. Plan accordingly.

Include reference to one of the stimulus materials.

Make sure your fonts are large enough to read.

Cite your sources in your presentation, either in the text of the PowerPoint, or verbally. Don’t just do it at the end.

Watch what you’re doing with your arms and legs.

Remind yourself of the rubric:

  • The presentation uses minimal (or no) notes or written script to effectively convey the material. The presentation establishes connections between the spoken and the visual.
  • Effective techniques of media design enhance the oral presentation.
  • Communication strategies (e.g., eye contact, vocal variety & energy, expressive gestures, movement), coupled with an effective execution of those strategies, strongly support the communication of the argument.
  • Spoken and visual cues clearly convey the organization of the presentation.
  • The presentation identifies the argument and clearly situates the student’s research within the larger context
  • The presentation makes a cohesive argument, showing in detail how the evidence supports the claims. The presentation analyzes information and evidence gathered from sources and explains in detail why the evidence supports the argument.
  • The presentation incorporates synthesizes and interprets evidence from various perspectives and correctly cites sources (orally or visually) including at least one provided source and outside source material to develop and support the argument.
  • The argument presents resolutions, conclusions, and/or solutions that are unambiguously linked to evidence and fully address the research question.
  • ORAL DEFENSE QUESTIONS
  • The response provides evidence of active and purposeful discrimination among sources based on both their relevance and credibility.
  • The response provides evidence of rich understanding of the connectedness of research to both prior and future research and real-world consequences.

Presentation schedule

4th Period
Monday, April 18
Claire Stromberg
Grace Ralston
Noah Huang

Tuesday
Kendall Bailey
Noah Jones
Becca Meekhoff

Wednesday
Em Terrell
Grace Rodgers
Finn McGuinness

Thursday
Ava Beck
Emily Greene
Sage Miner
Jackson Williams

Thursday lunch:
Caleb Hindman
Isaac Caruso

Monday
Kelsie Anderson
Emily Asplin
Patrick Naylor
Jordan Steinbach

TBD
Liv Kindl
Dakota Mangum-Turner
Josh Stewart

5th Period
Monday, April 18
Garrett Robison
Hannah Kinsella
Maddy Derby

Tuesday
Zoe Brown
Sophie Carter
Veronica Greer

Wednesday
Isabella Campbell
Ben Read
Ally Sowers

Thursday
Caitlin Cleary
Alex Vilar
Max Gillmer
Adam Blake

Monday
Anne Farley
Jenna Haines
Chris McGovern

TBD
Adam Blake

April 11

In the next two days, submit your paper to the College Board. Directions are here.

VERY IMPORTANT: WHEN YOU FILL OUT YOUR AP BUBBLE SHEETS, SAVE YOUR AP NUMBER SO YOU CAN ENTER THAT IN THE CAPSTONE SITE.

This week, prepare your 6-8 minute presentation. I will give you a handout today. Also, review often what the rubric is looking for:

  • The presentation uses minimal (or no) notes or written script to effectively convey the material. The presentation establishes connections between the spoken and the visual.
  • Effective techniques of media design enhance the oral presentation.
  • Communication strategies (e.g., eye contact, vocal variety & energy, expressive gestures, movement), coupled with an effective execution of those strategies, strongly support the communication of the argument.
  • Spoken and visual cues clearly convey the organization of the presentation.
  • The presentation identifies the argument and clearly situates the student’s research within the larger context
  • The presentation makes a cohesive argument, showing in detail how the evidence supports the claims. The presentation analyzes information and evidence gathered from sources and explains in detail why the evidence supports the argument.
  • The presentation incorporates synthesizes and interprets evidence from various perspectives and correctly cites sources (orally or visually) including at least one provided source and outside source material to develop and support the argument.
  • The argument presents resolutions, conclusions, and/or solutions that are unambiguously linked to evidence and fully address the research question.

Presentations will begin on April 18