An AP Opportunity for Sophomores
Usually when incoming sophomores are choosing their classes, there aren’t many AP (Advanced Placement) classes to consider. There’s AP Computer Science principles, but that can only be taken with the completion of art, programming, and health credits. There’re also AP Precalculus and AP Calculus AB, but if one were to take AP Precalculus following Honors Algebra, they’d need to take a summer course.
To take AP Calculus AB, you would need to test up to Pre-AP Geometry and Algebra II as a freshman, then get an A in that and pass a Calculus Readiness test.
However, there is one class that one could consider the most plausible for a sophomore to take— AP Seminar. Despite being often overshadowed by the countless other AP classes that Central Catholic offers, AP Seminar is definitely a class that incoming sophomores coming from Honors English I should consider.
Essentially, AP Seminar is a research based course offered to sophomores at Central Catholic if they managed at least an A- in Honors English I. The course focuses on reading and analyzing articles, research from divergent perspectives, and synthesizing information from various sources in order to form an argument or research question.
In addition, after the completion of AP Seminar, a student can decide if they want to take AP Research, which is very similar to Seminar, but instead of smaller research pieces, students conduct a longer and more involved research project over the course of the year. Doing this, and passing both exams, can grant one the AP Capstone Diploma at graduation, yet another benefit of Seminar.
How Does AP Seminar Work and What Determines Your Score?
Like all AP Classes, people who take AP Seminar will get an AP Score from 1-5, but unlike most other APs, the score you receive is not entirely based on your End of Course exam. There are two papers and two presentations completed throughout the year that also affect your score— these are known as performance tasks. In this way, AP Seminar is a class not like many others.
The first set of performance tasks is the IRR (Individual Research Report) and the TMP (Team Multimedia Presentation).
The Individual Research Report is a research paper of around 1200 words. Since the College Board allows a cushion of 10%, the paper is ideally 1080 to 1320 words. A student begins the IRR by formulating a research question with a group of three to four peers. The research question must be narrow enough to have a feasible solution or conclusion, and every member of the group researches this question from a different lens; whether that be an ethical, political, social/cultural, economic, or scientific lens. After researching and planning, students write their IRR from an unbiased point of view, addressing multiple perspectives regarding the topic.
After the IRR’s are written, students compile their research together to begin working on the Team Multimedia Presentation. The TMP is presentation delivered orally, through the use of flashcards and a slideshow, putting all of the group’s lenses into consideration to formulate a plausible conclusion or solution to the investigated research question.
The second set of performance tasks, the IWA (Individual Written Argument), and the IMP (Individual Multimedia Presentation), are more argumentative and individual-based than the first set of performance tasks.
The Individual Written Argument is an argumentative essay of around 2000 words. Like the IRR, the College Board’s permission of a 10% cushion makes the paper 1800 words to 2200 words. This performance task also begins with a research question, but instead the student chooses a solution or conclusion based on provided data and argues on behalf of it instead of providing all unbiased perspectives.
The Individual Multimedia Presentation is a presentation based on the IWA. Essentially, the job of the student is to turn the 2000 word paper into a 6-8 minute presentation.
Finally, there is an End of Course Exam, like most AP Classes. This 2 hour long exam has a section where you analyze the argument of a paper, and a section where, after being provided 4 sources, you form and argue for an opinion.
A current AP Seminar student, Avery Berkeley would describe AP Seminar as a class with a large workload, but one that is worthwhile for becoming a better speaker and writer. According to Avery, the biggest difference between Sem and a regular English class was the amount of presentation opportunities available in AP Seminar, while there were few in Honors English I. She preferred the team tasks, because you can have fun and build a community within the class, especially if you work with your friends in the class, which you can do. She feels well-prepared for AP Lang because she understands the AP workload. She feels as though time management and presentation skills from Seminar will carry over to future classes. The hardest part for Avery was preparing for presentations, because public speaking is difficult for her.
Another Seminar student, Kailyn Khalil, said it was a challenging class, but that it was worthwhile because it led to an improvement in her writing skills and ability to handle a larger workload.
Conclusion
In conclusion, AP Seminar is a valuable class due to the fact that it’s one of the few AP classes offered to sophomores and it teaches valuable skills that can be utilized in other classes. Although various factors must be considered before enrolling in it, any rising sophomore who takes interest in what this class offers should definitely give it a shot.
