Performance Task Corner

Now that we've looked at and used stimulus materials for the EOC, it is time to begin discussing Performance Task 2 and how stimulus materials are utilized in it.

This performance task asks you to review a packet of stimulus materials, choose two and conduct your own research alongside them. We'll use the analysis and writing skills you learned in the first half of the class as we develop new skills by figuring out how to work with a stimulus in this setting.

Need a Reminder of your Performance Task 2 Requirements? See them here.

Part 1 - Individual Written Argument (2,000 words)

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.

Your question must relate to a theme that connects at least two 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 your research, continually revisit and refine your original research question to ensure that the evidence you gather addresses your purpose and focus.
Identify and evaluate opposing or alternate views and consider their implications and/or limitations as you develop resolutions, conclusions, or solutions to your research question.

Required Checkpoints
While you are working on your research for the IWA:

you will be required to submit evidence of the original sources that you have found and read to your teacher.
your teacher will arrange a time for you to discuss your research and sources with them. For that discussion you should be prepared to talk about your sources, and the perspectives and ideas you have found in your research.

When you begin planning your argument you will also be required to present and discuss your argument outline with your teacher. For that presentation you should explain your decisions about the structure of your paper and what information you decided to include.

Compose a coherent, convincing and well-written argument in which you:

Explain the significance or importance of your research question by situating it within a larger context.
Establish a well-organized argument that links claims and evidence and leads to a specific and plausible conclusion, resolution or solution that addresses your research question.
Integrate at least one of the stimulus materials as part of your argument. (For example, as providing relevant context for the research question or as evidence to support relevant claims.)
Evaluate different perspectives by considering objections to them, and their limitations and/or implications.
Include relevant evidence from credible sources to support your claims. You should include evidence from scholarly work.
Cite all sources that you have used, including the stimulus materials, and include a list of works cited or a bibliography.
Use correct grammar and a style appropriate for an academic audience.
- Abide by the 2,000-word limit (excluding footnoted citations, bibliography, and text in figures or tables). Word count does include titles, sub-headings, and in-text citations.
- Remove references to your name, school and teacher.
- Upload your document to the AP Digital Portfolio as directed by your teacher.

Part 2 - Individual Multimedia Presentation (6–8 minutes)

Develop and prepare a multimedia presentation that will convey the argument from your final paper to an educated, non-expert audience.

Be selective about the information you choose for your presentation by focusing on key points you want your audience to understand.
Design your oral presentation with supporting visual media (e.g., presentation slides, a poster, a website), and consider audience, context, and purpose.
Prepare to engage your audience using appropriate strategies (e.g., eye contact, vocal variety, expressive gestures, movement).
Prepare notecards or an outline that you can quickly reference as you are speaking so that you can interact with supporting visuals and the audience.
Rehearse your presentation in order to refine your design and practice your delivery.
Check that you can do the presentation within the 6- to 8-minute time limit.
Deliver a 6- to 8-minute multimedia presentation in which you:
- Contextualize and identify the importance of your research question.
- Explain the connection between your research and your analysis of the stimulus materials.
- Deliver a well-organized argument that connects claims and evidence.
- Incorporate and synthesize relevant evidence from various perspectives to support your argument. Make sure you cite or attribute the evidence you use to support your claims (either orally or visually).
- Offer a plausible resolution(s), conclusion(s), and/or solution(s) based on evidence and consider the implications of any suggested solutions.
- Engage the audience with an effective and clearly organized presentation design that guides them through your argument.
- Engage the audience with effective techniques of delivery and performance.

Part 3 - Oral Defense

Defend your research process, use of evidence, and conclusion(s), solution(s), or recommendation(s) through oral responses to two questions asked by your teacher. Be prepared to describe and reflect on your process as well as defend and extend your written work and oral presentation. Make sure you include relevant and specific details about your work in your answers.

Sample Oral Defense Questions
Here are some examples of the types of questions your teacher might ask you during your oral defense. These are examples only; your teacher may ask you different questions, but there will still be one question that relates to each of the following two categories.

Reflection on the Research Process

How did some preliminary information you gathered inform your research?
What evidence did you gather that you didn’t include? Why did you choose not to include it?
How did your research question evolve as you moved through the research process?
Did your research go in a different direction than you originally expected?
What information did you need that you weren’t able to find or locate?
How did you approach and synthesize the differing perspectives in order to reach a conclusion?

Extending Argumentation through effective questioning and inquiry

What additional questions emerged from your research? Why are these questions important?
What are the implications of your findings to your community?
How is your conclusion in conversation with the body of literature or other research sources you examined?
How did you use the conclusions or questions of others to advance your own research?

You can download a copy of the Scoring Guidelines for Performance Task 2 here.

Let's start by exploring the types of stimulus materials provided. View the video below to see 2 example materials and learn more about how to analyze them.

The College Board will release the full set of stimulus materials in late winter. Generally, the collection includes 7 items such as scientific papers, articles, memoirs, photographs, videos and more. Your job will be to choose two to focus on. These materials will help inform your research and should be incorporated into your final product. Watch the video below to learn more about how to incorporate the stimulus material into your argument.

Let's take a closer look at the idea of essential and non-essential use of a stimulus as discussed in the video:

Essential Use

as evidence to support your argument
as evidence to support your counterclaim
as evidence to support other evidence
as evidence to establish the value of the topic

Non-essential use

justification for how you got to your topic
unanchored quote(s) or discussion of the stimulus thrown into a paragraph
distorting your argument to fit a stimulus in
brief reference in the introduction and/or conclusion

[CC BY-NC-SA 4.0] UNLESS OTHERWISE NOTED | IMAGES: LICENSED AND USED ACCORDING TO TERMS OF SUBSCRIPTION - INTENDED ONLY FOR USE WITHIN THE LESSON.

VIDEOS COURTESY OF THE COLLEGE BOARD AND AVAILABLE FROM YOUTUBE AND AP CLASSROOM.