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Tasks
Performance Task 1
IRR: Individual Research Report TMP: Team Multimedia Presentation
Performance Task 2
IWA: Individual Written Argument IMP: Individual Multimedia Presentation Oral Defense
End-of-Course Exam
EOC Part A EOC Part B Tools Practice Rubrics Citations Calendar Overview
Performance Task 2

IWA: Individual Written Argument

Overview

IWA

Individual Written Argument

A 2,000 word argument built from a College Board stimulus packet, worth 70% of PT2 and scored by College Board. You identify a theme across the stimulus sources, draft a researchable question, and argue your own evidence-based answer.

~2,000 words70% of PT2 = 24.5% of your AP score. College Board scored. The single biggest component of the portfolio.

The oral defense happens after your IMP presentation and can ask about your whole PT2 research process, including this IWA. Everything lives on the Oral Defense page.

Next due date: see the calendar

Build it

The Build Path

Step 1

Read the Stimulus Packet

Annotate every stimulus text for themes, perspectives, and the strongest evidence in each.

Step 2

Identify Themes & Connections

Build a connections map: what idea links stimulus sources to a real-world problem you care about? College Board's rule has two halves: your theme has to connect at least two of the stimulus texts, and at least one of them has to do real work in your argument. A text you could delete without changing the argument does not count.

Step 3

Draft a Research Question

Run it through Question Check and refine until every test passes.

Step 4

Research and Track Your Sources

Go beyond the packet. Log every source in the as you research: this is your Checkpoint 1 submission (12 to 15 sources, majority scholarly).

Start in JSTOR and ProQuest through the school library's website. ScienceDirect will stop you at a login wall; skip it.

Step 5

Outline and Draft

The full IWA Outline Planner (foundation, intro, body, counterargument, conclusion, thesis templates, and final checklist) is in the Tools section of this page, along with the Thesis Builder, Stuck on a sentence?, and the Evidence Evaluation Organizer. A thesis is not just a topic or opinion: it is your main argument that you will prove with evidence. Build it, then check it against the five key qualities.

Step 6

Argue with Evidence, Then Revise

Research beyond the packet, build a line of reasoning, and put your sources in conversation. Before you submit, run the IWA Checklist at the end of this section.

Checkpoints

Checkpoints are College Board's way of confirming the work is yours. Checkpoint 1 (required for the IRR and the IWA): your Source Tracker, reviewed by Mrs. Cohen. Checkpoint 2 (IWA only): your outline. Checkpoint 3: a written review of your draft, not a conversation. Mrs. Cohen then affirms your work in the AP Digital Portfolio before the College Board deadline; a paper that is not affirmed scores a zero.

Due: Checkpoint 1, your Source Tracker, February 5. Checkpoint 2, your outline, February 12. The College Board deadline, April 30.

The Skills That Score

Line of Reasoning

The purposeful arrangement of claims with supporting evidence that leads to a conclusion. Each claim should set up the next: if your paragraphs would still make sense in a different order, you are listing, not reasoning.

Open the Line of Reasoning Map

Evidence Integration

Use your Annotated Bibliography to digest each source, and the frames in Stuck on a sentence? to put sources in conversation with your claim.

Complexity & Limitations

A strong IWA acknowledges the best version of the opposing view and names the limits of its own solution. Use the thesis frame: although (counterargument), (main argument) because (supporting reason 1 and supporting reason 2). Then address the counterargument honestly in the body, not as a strawman.

Open the Counterargument Steelman

Before You Submit

IWA Checklist

0/5
My argument grows out of a theme that connects at least two stimulus texts, at least one of them does real work in the argument, and the connection is organic, not forced.
My thesis takes a debatable position and previews my reasoning with "because."
My sources are in conversation with each other, not taking turns paragraph by paragraph.
I address a counterargument or limitation honestly.
I am at or under 2,000 words with full, accurate attribution for every source.

Tools

Question Check

Five tests for your research question. Type your question and press Check my question.

Source Tracker

Log up to 15 sources, then rate each one on Reputation, Ability to observe, Vested interest, Expertise, and Neutrality.

Annotated Bibliography

One entry for every source on your Source Tracker: citation, summary, credibility, relevance. Downloads as one file for Canvas.

IWA Outline Planner

The full outline planner: foundation, introduction, body sections, counterargument and rebuttal, conclusion, thesis templates, and the final checklist.

Thesis Builder

Two modes: an argumentative thesis for the IWA and EOC B (you take a side), and a framing statement for the IRR (a research report frames the conversation and does not argue for a solution). Sentence starters, a five-quality checklist, and weak-vs-developed examples.

Stuck on a sentence?

Sentence templates and transitions for introducing sources, quoting, naming naysayers, conceding, disagreeing, and clinching why it matters.

What is synthesis, anyway?

What synthesis is, what it is not, where it scores, and the three synthesis moves.

Evidence Evaluation Organizer

How to apply RAVEN instead of naming it: the evaluation sentence frame, the limitation menu, and the 4 versus 6 example.

Square Root Curve Chart

How raw rubric scores convert to gradebook percentages for the IRR, TMP, IWA, IMP, Oral Defense, EOC A, EOC B, and current events.

Can I use AI on this?

The Generative AI Acceptable Use Policy, phase by phase: what is allowed, what is not, and what costs you the task.

Samples

High Scoring IWA Samples

A full high scoring IWA below, embedded on the page, plus the complete sample library. Read with the rubric open: stimulus woven into context, a debatable thesis with because, sources in conversation, an opposition section engaged honestly, and a resolution with limitations.

The Full Sample Library

Nine high scoring IWAs. Sample 4 is the full paper on this page; the other eight open when you are signed in to your school Google account:

Sample 4: "Dementia Villages: An Innovative Solution to Aging Care"

Word count: 1997. Watch the structure: context, the village approach, the science (facilitated nostalgia), then a dedicated Opposition section answered by two rebuttal sections, then a conclusion that lands the recommendation with its limits. An annotated version is linked below.

Rubric

Common Mistakes

Forced stimulus connection

What it looks like

This paper connects to the stimulus text "False Nostalgia" by Johan Norberg, which is also about nostalgia. Dementia villages should be created and implemented to a greater extent because they provide increased freedom to patients and relieve the burden placed on unpaid caretakers.

What it should look like

According to Johan Norberg's article "False Nostalgia", evolutionary psychology reveals that nostalgia helps people establish a sense of stability and predictability. Norberg underscores the fact that, "for dementia sufferers, nostalgia can help establish some sense of personal continuity." [...] Dementia villages help residents utilize this mechanism, immersing them in a familiar yet safe environment.

Row 1, Understand and Analyze Context (0 or 5). A reference that "could be deleted with little to no effect on the response" earns 0.

Research question too broad

What it looks like

This leads to the question of what should be done about dementia care as the population both grows and ages.

What it should look like

This leads to the question of whether the creation of dementia villages is justified given both the neurological reliance on nostalgia and the social impacts of dementia on caretakers and patients. [...] Therefore, although many argue that dementia villages are deceptive and show few benefits for recovery, dementia villages should be created and implemented to a greater extent because they provide increased freedom to patients and relieve the burden placed on unpaid caretakers.

Row 2, Understand and Analyze Context (0 or 5). "Overly broad, generalized statements about context" earn 0; the 5 gives "specific and relevant details (i.e., what, who, when, where)" and conveys "a sense of urgency".

Summary instead of argument

What it looks like

Some people say dementia villages present a fake reality, like The Truman Show. Advanced dementia patients can experience hallucinations, delusions, and time-shifting. These are the two views on village care.

What it should look like

While it may be true that dementia villages provide an altered reality for residents, this is no different than the perceived reality of dementia patients. [...] Dementia villages allow for the perceptions of residents to match the reality they live in, reducing the disconnect felt by many patients. [...] The way in which patients interact with the world around them is already distorted to such a level that a slight deception to comfort patients and minimize the burden of care is justified.

Row 4, Establish Argument (0, 8, or 12). A response that "summarizes information (no argument)" or seeks "to explain a topic, rather than take a position" earns 0.

Tier 3 sources doing Tier 1 jobs

What it looks like

This puts an immense burden on these caregivers; a blog post says that over 11 million Americans provide unpaid care for a friend or relative, which contributes nearly $350 billion to the nation.

What it should look like

This puts an immense burden on these caregivers; for example, the article "2024 Alzheimer's Disease Facts and Figures" from the Alzheimer's Association explains that over 11 million Americans provide unpaid care for a friend or relative, which contributes nearly $350 billion to the nation when calculating using the wage of a paid health aide.

Row 5, Select and Use Evidence (0, 6, or 9). Sources that are "primarily non-scholarly" cap the row at 6; "general reference guides such as encyclopedias and dictionaries do not fulfill the requirement for a well-vetted source."

Practice

Line of Reasoning Map

Take a real argument apart. Spot the claims, map how each one builds on the last, then run the shuffle test.

Open the Line of Reasoning Map

Counterargument Steelman

Steelman the opposing view (the other side at its strongest), then respond with concede, refute, qualify.

Open the Counterargument Steelman

What's next

Next in the year: IMP: Individual Multimedia Presentation.