EOC B

What Am I Doing?



College Board needs to know you can craft a first draft argument essay “on the spot” as an application of your AP Seminar skills. Basically, you will be doing what you did for IWA, but with four sources to choose from and a time constraint. You will be given 4 articles with a common theme underlying all of them. Your job is to use at least 2 of these sources and write an argument essay, but try to use 3-4. You will have to think of at least one new solution, resolution, or conclusion based on the four sources and it cannot be the same as a conclusion in a document. 



The most effective ways to complete this task is to identify and analyze real world issue or problem in the introduction and first body paragraph. If you can, you want to show multiple perspectives of each problem in the first two paragraphs. Then in your second body paragraph identify and analyze one real world solution and comment about how it’s limited, or how the world might be different if your solution is implemented. Finally, finish strong by restating your thesis.



Step 1: Read & Analyze Sources A-D

  • You technically get 90 minutes, but it is recommended to utilize ~45min on A and ~75min on B. That gives you 5 min a source, with 55 minutes to write. Look at the titles of the article to see how you can tie them together.

  • What is the argument in each document? Based on the argument, what question is the argument answering? What perspectives (points of view, opinions, arguments from shareholders, etc)/potential themes are in the document?

  • This is VERY rough draft. College Board knows you only have your brain and no spell check. Use details, real world examples, outside knowledge from other classes, etc.

  • What is the common theme throughout all of the documents? (How are the sources related?)

  • Create an argument/thesis statement that answers the question you’ve created.

  • Be sure your argument is not the exact same argument as one of the documents.



Step 2: Outline your “Mini IWA”



(1) Introduction/Context + Thesis: 

  • Needs a hook or lead, use an example, or anecdote, imagery, simple life observation, why do we care, some background, does anything need to be defined? 

  • No citations needed  in the intro, somewhat descriptive, very much based off personal thought. It’s kind of like a DBQ with contextualization, but much less specific, instead of focusing on only industrial capitalism, it focuses on capitalism more holistically. If possible, use a source as part of the context, to set up the issue.

  • This might be the only time in your life where your introduction is the same length as your body paragraphs. If you have knowledge in your brain. Even the most tangentially related information that could contextualize the issues, you would want to add it here.



(2) Body Paragraphs (Problem-Solution Structure)

  • Structure

    • Strong topic sentences, somewhat broad is okay. 

    • Typically you will have a Problem paragraph and a Solution paragraph. It is okay to have multiples, meaning you can break up your problem into multiple “lens” paragraphs, or have multiple solutions.

    • Your problem paragraph should include evidence from more than one of the sources, as well as detailed information from your brain and research you may have completed in AP Seminar. 

    • When introducing a document, instead of DOC C, introduce Author, credibility, from source letter OR credibility author. Credibility is your friend, the more sources that support your claim the better.

  • Solutions

    • A strong solution should do three things: (1) Explain who has the power to act, (2) explain how the solution would work in practice, and (3) acknowledge why the solution might struggle or fall short.



  • Solution Type 1: Congressional Action (Federal Government)

    • What this solution looks like: Congress passes a law using its powers under Article I, Section 8 of the Constitution, often justified through the Necessary and Proper Clause (aka Elastic Clause because it is “stretchy”). This works best for nationwide problems that cross state borders or require federal coordination, such as public health, infrastructure, civil rights, environmental protection, etc

    • How students should explain it: Students should briefly explain what Congress would pass, why Congress has the authority to act, and how the law would address the problem. Naming the clause or constitutional justification strengthens credibility.

    • Common limitations to acknowledge: Funding is a major barrier because many Americans already feel overtaxed and new programs may not be prioritized. Political polarization in Congress may prevent legislation from passing or being fully enforced. The Tenth Amendment limits federal power, since areas like education, voting administration, and public safety are traditionally reserved for state and local governments.



  • Solution Type 2: Education Policy (State-Level Action)

    • What this solution looks like: States create, revise, or expand educational standards or curriculum to address the problem. This is effective for long-term social issues such as cybersecurity, misinformation, financial literacy, public health, civic engagement, environmental awareness, or ethnic studies. While is could work with Congress, traditionally educational standards are passed by states with the notable exception being No Child Left Behind (2002).

    • How students should explain it: Students should identify the level of government responsible, usually state legislatures or state boards of education, and explain what would be taught, to whom, and why education is an appropriate solution. Referencing state standards or graduation requirements strengthens the argument.

    • Common limitations to acknowledge: Education reforms take time to implement and results may not be immediate. Funding varies widely by state and district, limiting implementation. Local culture and social norms may resist certain content, especially on controversial topics, leading to uneven adoption or political backlash.



  • Solution Type 3: United Nations Action (International Cooperation)

    • What this solution looks like: An international body within the United Nations (UN General Assembly or Security Council) addresses a global issue through resolutions, programs, or coordinated action. This is best for problems that cross national borders, such as climate change, humanitarian crises, human rights, pandemics, or armed conflict.

    • How students should explain it: Students should name a specific UN body, such as the General Assembly, Security Council, or a UN agency (UNEP, UNICEF, IAEA), and explain what action it would take and how it would encourage cooperation among states.

    • Common limitations to acknowledge: State sovereignty limits enforcement, since the UN cannot force compliance and the UN Charter restricts intervention in domestic affairs. In the Security Council, veto power held by the P5 (USA, Britain, France, China, Russian Federation) can block action even when a majority supports it.



(3) Conclusion:

  • Much like an IWA call to action, generally 1-2 sentences are a good wrap up point, it very much recaps an idea.

  • Good spot for a potential implication of a solution you discussed in your response.

  • Example: “Overall, it is vital that the modern worker learns to prioritize the qualitative over the quantitative. Leisure time is essential when it comes to living a healthy, productive, and fulfilling life that one can look back upon in admiration rather than exhaust.