AP Research: Complete Guide to Teaching the Course and Paper

All right, let's talk about AP research. Now, this is a College Board course that's part of the capstone. Uh, often

students may take AP research after AP Seminar, but it's also a course um that is quite a bit different from AP Seminar

in some key ways. So today's video is going to be all about what is AP research about? How do you approach

introducing this to students? Uh and then really understanding how to run a successful AP research course. So let's

go ahead and get started. Let's first start with how AP research is different from AP Seminar.

Now in AP Seminar, I like to explain to students that we are sort of downstream from evidence. We are using evidence to

build effective arguments, right? All of the papers are pretty much argument papers. We're using evidence from media

sources, academic articles, etc. to build these effective arguments. So, we're really downstream from the

creation of evidence. So, I like to explain that AP research is different. AP research, we are upstream to explore

methods of creating evidence, right? We are creating data. we are gathering new understandings and so in this way we've

been downstream so far in most students e uh academic career and now we're headed upstream to the creation of

evidence and data. So, one key thing that is different in AP research is that we're

going to be exploring the academic conversation that previously students would have relied on for evidence. But

now we're exploring that conversation not to find evidence as much as to find okay where can we add a new

understanding to the academic literature and that existing conversation. So this simple uh chart here you can see you

know upstream AP research downstream AP seminar. It's also useful to note that this is what students tend to go towards

as they head to undergrad and then obviously postgrad. Uh we continually move upstream as we move through sort of

the academic pathways. All right. So at its core, the goals of AP research and what makes an AP research paper a

research paper is that it accomplishes really two things. Number one, it develops a method of gathering new

evidence in a reproducible way. Ideally, at the end of this course, their paper should be reproducible enough that

someone can read their method, read their paper and then reenact this research or change variables, but uh be

able to reproduce. The other thing is that it discovers and supports a new

understanding. So, these papers should be new. Now, one way that they can be new is by changing sort of the

participants if they're dealing with a survey or changing the content if they're doing content analysis. But what

we don't want to see from our students in their papers is them regurgitating research that already exists because

then we're not fulfilling the two goals of AP research, which is reproducible method and secondly supporting and

discovering a new understanding. All of this can really be explained as big R research. Uh students may think of

research as you know scrolling the web, reading Jtore articles, but research in AP research I like to refer

to as big R research. It is the research that is about the discovery and development of knowledge, skills, and

techniques that are new to the field. This kind of research is really designed to push the boundaries of what's been

known or done before. and it innovates rather than imitates. The goal here is to progress culture, provide new

insights, uh and then to open up new opportunities. Like I mentioned earlier, this big R research uh is also what

students experience as they go through our university education system. Right? In undergrad, we start with little R

research using other people's evidence and data to support ideas. and then by you know masters and doctoral programs

we increasingly are just engaged in big R research. So this is one key difference in the research paper versus

the sort of papers that students probably have been writing up until this point in their academic

career. I always check this with the students when they have a paper I do a big R check. Does the research provide

new understanding? And then does it have a reproducible method? If it has these two things, it can look so many

different ways, but it's probably a research paper. All right. Now, what does the paper itself entail? The

research paper, it's four to 5,000 words, topic of the students choice, and then when that paper is done, they

present in what is usually a 15 to 20 minute presentation of the research and findings, usually mirroring the same

structure as the paper. Now, some students, they get really excited when they find out they're just

focusing on one paper all year long. Other students, they might get excited about that topic and then

halfway through the year, h they're so tired of it. So, it's super important that you as the AP research teacher

really make sure they pick something that can actually be explored in a year and more importantly, they're going to

be able to hold interest throughout the year. It's also a really great chance for them to really hone in on what they

might be interested in in a way that other courses don't really allow for uh and even for them to feel like wow I'm

starting to contribute to this academic conversation that I may become a part of when I go to undergrad or uh further

education. So here are some key differences between the actual performance task between the actual

paper. In the blue column you can see what's indicative of a AP seminar paper and

then in the green column the AP research paper. Now a research paper like many of us may have un uh experienced in

undergrad it usually starts with an introduction and a literature review. So these are multiple paragraphs that

really introduce the audience to the topic but also establish and explore the academic conversation. very much

different than the AP seminar introduction, which just kind of gives context, maybe sets up the argument. And

then there's two entirely new sections that they're not going to really be used to doing for AP research. The first of

it is the method section. The method section is where they really make sure that it's reproducible, right? They go

into detail of how they approached gathering their data and how someone might also be able to reproduce this.

And then of course once they have done that the next section would be the results section. And here students may

even represent results with charts and graphs or tables. And this is really where they get to show forth their data

and sets up for the rest of the paper. Now this the rest of the paper is discussion analysis and conclusion. Now

the discussion they should have some experience discussing data and evidence from you know even AP seminar but in

this case they're discussing their own evidence uh and sort of evaluating what are the significance of these results

what are maybe some of the limitations of the data they collected or their method and then the conclusion like AP

seminar it often looks forward in AP research they are reflecting on uh sort of their process and maybe even making

recommendations for future future work to further the academic conversation that they just engaged in. Uh and then

of course you need a bibliography but for the research paper this is going to be considerably

longer. All right so those are the key differences between AP seminar and AP research and how to sort of roll that

out to the students. I would say the key thing for you if you're teaching this course for the first time is read read

example papers. There's really no better way to understand this course than to understand the performance task that

you're going to be asking students to develop all year long. I remember my first year uh I should have read more

because there was moments as I went through the process that I really started to understand the performance

task and then I was having students adjust. So please go have the students read it. You should read it. Really

familiarize yourself with what the paper is supposed to look like. All right. So, let's define some

key vocabulary as we get into talking about unit one. Unit one is all about establishing

the academic conversation. It's getting the students into picking a topic and then beginning to explore this academic

conversation. So, I often start with some vocab so that we have some shared language as we approach this. The

academic conversation is really what is happening between scholars. Now scholars are different

from journalists, right? It's different from the sort of sources we see on social media. This is really like what

is happening between people in university settings or in some cases NOS or think tanks. Uh and so this is sort

of a conversation that exists around a certain topic or lens. Now, academic literature is the

published academic journal articles and academic texts. This is where academic conversation takes place. And it's

interesting to sort of let students know that like this is a job. This is what their professors will be doing. Most of

their professors probably will be publishing or have published. Uh and so it's a it's sort of a window into the

future. So, academic conversation, academic literature, really important for them to understand and be able to

differentiate between that and other kinds of texts. Now, what they're looking for in unit one is the gap. The

gap is really just that it's a gap in the academic literature. They need to find that and

fill it. So they may pick a topic and they maybe have an idea for a paper and then if it already exists then they need

to find okay I'm in the right academic conversation but what's an actual gap in the understanding that I can contribute

to. Uh and so having them pick a gap is essential and it also takes place in the first part of their

paper. Now how would you use all of these terms in a sentence? Well, you might say something like this. Scholars

ensure that their research will arrive at a new understanding by becoming familiar with the academic conversation

that is published in the academic literature in order to determine where a gap exists in our current understanding

of a given topic. Voila. All right. So, how do they identify a gap? Well, you really are

starting with the existing knowledge. they have to spend some time reading and understanding what has been said about

this topic and then we are ending up with a deeper knowledge right new conclusions understandings that's that

one of the goals of big R research so in the middle in order to close the gap students employ a method students should

be reaching a new conclusion in maybe a study or an experiment students can apply an

existing theory or experiment to a new context text. Students may even perform a metaanalysis of existing studies. So,

they look at it and sort of offer something new in terms of understanding the academic conversation. This one's a

little complex. I usually only encourage my real highf flyers for that. Number four, students might create, adapt, or

even translate works of art. specifically if you have a student who's really interested in maybe a BFA or

exploring more more of an art path. Um there's definitely some great examples of that working for AP research. And

then lastly, students may apply an action to a new context. Um these are five ways in which they might close the

gap. So maybe it would be helpful for us to kind of talk about what that might look like. So there's this great example

which uh actually I have an example to this in the curriculum that I sell. I I use this example with my students and

all these slides that you can see you can see there as well. But there's this article called virtual ideas and in this

article a researcher essentially sees whether students who are playing a video game where they can design their

character. um sort of are influenced by body image and whether that impacts how they play. It's interesting. Students

often recognize the game. Uh and so this is one I like to use. But in this research, there's basically an existing

conversation that it's entering, which is that popular media has been cited as having negative influence on body image

and self-esteem by perpetuating unrealistic ideals. Typically though this media has been TV, movies,

magazines and so what virtual ideas is doing is they are really asking okay how does playing video games that emphasize

an unrealistic male body image impact the player's uh body image. So here they're putting it in a different

context, right? They're looking at video games and throughout this article they end up closing the gap by taking one of

these five ways um in this case a new experiment. They have students sit down and play this game and then they have

their a measurement with sort of a post survey uh of sort of their some of these key body image

indicators. That's not super important. What is important here is to see how this process works. Students first

understand an existing conversation. They put forth a research question that has already identified a gap and then

they close that gap in their methodology by approaching it in any of these five ways. There you go. The deeper knowledge

that's achieved is the author actually finds that there was a significant decrease in the body esteem survey after

playing like really muscular body ideals in video games. fascinating,

interesting, similar to the existing knowledge but different in its context.

Okay. So once they've picked a gap, now they can start to think about how their paper should go and what the flow of

that will look like. What we're talking about right here is really they're still figuring out their literature review,

right? The questions they're asking themselves at the beginning of their paper is how does my research fit into

the context of the academic conversation and then what is the gap? So they will first explain the academic conversation

in a literature review and then they'll end with a gap. This sets them up to do the next thing. Now the next thing they

have to do is not actually write the method section as much as usually they have to design a research instrument

that'll be effective in gathering data. Then in the method section they will explain how that instrument is designed,

how they're going to gather data, their process, as well as defend the choices they make for their

method. Then's the fun part, the data collection. This is often my favorite part of the course. Students are

analyzing content. They're doing experiments. They're sending out surveys throughout the school or online and

they're really excited to see data start to come in. The result section then takes that data and asks what does it

say? Now, it is not saying what are the conclusions of it. The result section is literally just here's my

findings. No analysis. The next section is where the student starts to give their voice. Now, it's

not opinion, right? They're just analyzing data, but this is where you start to see some of their writing

skills come out, maybe some of their ideologies. This is an interesting section because they sort of explain the

significance, implications, and limitations of their data and conclusions. Lastly, they really in

their conclusion just offer future direction. They do some summarizing and they might even relate it back to their

literature review between their discussion section and their conclusion section. Then I usually have them

prepare the presentation while they do revisions and after presenting we focus on just revisions so we have a final

draft to submit to College Board. That's the paper. We started by really looking at the setup to it which

is identifying the gap. And in order to do so, they have to dive into the academic

literature. All right. So, what about the introduction? The introduction I'm going

to use to talk about, yes, the opening paragraph, but also the uh uh the literature review. So, here are the

three jobs of the introduction. Number one, students should convince the reader that their research project matters.

It's relevant. It has implications. it exists out here in a larger context. Then they're going to situate their

research within the academic conversation. And then lastly, in their introduction/literature review, they're

going to justify that their research question actually addresses the gap that they've already talked about in the

sense in their academic literature which existed in their lit review. These are the three jobs of the introduction and

literature review. Now, here's how I usually have the students approach outlining this. I

think they usually can give enough context to introduce their reader within like two to four paragraphs. Usually two

I think is enough. Then they go into their literature review. I always tell them pick three at least studies. Four

would be great. And these are academic sources that they really explain and connect to one another so that we have a

understanding of what is happening in the academic conversation. The last part is to draft the gap. And I actually

often have them draft the gap before their literature review so that they can really see how the literature review is

supposed to set them up for the gap. All right. So here's an example. Let's say you have a student who's a

skater and they really want to explore how skateboarding culture and weed use interact. So you might ask, what sort of

context does your reader need to know? Well, in the first paragraph, I might have to talk about skateboarding

culture. What is the history of skateboarding? How did this exist as the suburbs grew? As sort of counterculture

and teen culture grew. And then maybe I also want to do uh the second paragraph on sort of recreational weed and

marijuana and how that grew out of sort of 60s counterculture and 70s counterculture but then sort of bled

into this MTV 1990s skateboarding youth culture more generally. Uh and then I might even explore in the third how that

works. All of that is just context. Notice I'm not diving into the academic literature as much as I'm just making

sure my reader understands enough to get the academic literature and then of course get the rest of the paper. Then I

dive into my academic literature. So let's say I found three really good sources. One on the subculture of

skating, one is a study of male skaters and drug use. And then the last one is maybe an analysis of how marijuana

exists in popular skate culture. Now, the gap that the student may find is, "Hey, these studies talk about

skaters, but they don't focus on New York City in particular." Or maybe the study is on male skaters in California,

and they're like, "Yo, we really want to do something on the East Coast." And so, the population is the gap. They've

found, hey, there no one is focusing on New York City, so I want to focus on New York City. And that would be a

successful way that a student might approach their introduction, literature review, literature review, and

gap. All right, there we go. There you can see it all. There's even these are real articles that I found to sort of

demonstrate to students that how this is how I might approach doing this first part of the paper. You can see there the

first one there's an actual uh sort of skate subculture academic research. Another one here, this is a study was

done with survey method that g sort of took at how the relationship between unstructured leisure time and substance

abuse co correlate with male skateboarders. And then what I would have them do before they start d like

writing the actual paper is to start to organize their sources in regards to where they belong thematically in their

paper. There's another example. All of these examples, all of these slides, you can find in my materials linked in the

bio. Okay, so that is how I would have them approach it. And that's the introduction/literature review. It finds

a gap in the knowledge base. It introduces their own question and then how they're going to fill that gap. All

right, so let's move on to the second part of the paper, the method section. The method section is the part that

really often guarantees that their paper is a big R research paper. It should be reproducible and this is something new

for them. They have not done method sections before most likely. And according to the rubric, the method

section logically defends the alignment of a detailed and replicable research method to the purpose of the inquiry.

All right. So there we are again. We've already talked about the literature review. They should have built their

research instrument and this is their method. So I'm going to talk about these two items

here. All right. So what is the job of the method section? Well, number one, it gives a clear and precise description of

how the method is carried out. Number two, it offers and defends a rationale for why specific experimental procedures

are chosen. And then lastly, it provides information by which the study's validity can be judged. So

description defends rationale and then of course provides enough information that it can be analyzed and its validity

judged. Okay, here's sort of the CFS, which at my school we refer to as criteria for

success, is that the method section sets up a study that can actually answer the research question. Do not stop go or

pass go. This is something you have to check with the with your students. Like they might have a great research

question and then they have a method that doesn't actually gather the data to answer it. So make sure once you've seen

their research question and once they have an idea of their method that the two can actually work together. Also the

method section should generate unbiased results. If they already know that the content they want to analyze produces

the results that they think they're going to get, then of course it's going to work like that. The method section

has to be unbiased. So, if they're selecting content or they're selecting participants for a study, you want a

method section that sort of removes the ability for them to self- select or be sort of selective of their data in a way

that's just going to confirm their hypothesis. And then importantly, the method section should be so clear that

the reader can replicate the experiment in the same or a similar context. Now, College Board doesn't go into a lot

of detail on how to write this section, but I usually like to have the students write their method section in four parts

and which are usually four paragraphs or uh sometimes more. Usually the method section ends up being like two to four

pages. Sometimes you also may want them to include their materials if they're doing like interview or survey questions

in an appendix. But here's the four parts that I think should be in a method section.

participants. So, who is involved in your research or what is in the case of content analysis? Number two, materials.

What is what do you use? What is your tools for gathering the data? Three, design. How how does it work? How do you

implement it? And then four is like procedure. This often has like first I did this, then I did that. This these

four things really help make sure that it's reputable. All right. So there we go.

Participants. You might include the number. How did you select them? Was it random? Was it intentional? What is the

background on your participants or your content? Number two, are you using physical materials? Are you using Google

Google forms? This really explains what you're using. And then design. Is it an experimental design? Is it not? And this

is often where the rationale comes in. Why did you design it the way you did? And then lastly, I kind of already

talked about this. The procedure is like the schedule. How did you implement this? Okay, so let's practice this. You

start obviously with a question and you think about the data. If the question is, how old are you? You want to find

the age. So then you ask yourself and the students should ask themselves what method is best. Well, if I want to know

someone's age, I could use a survey. Yep. I could also use an interview. Now, I wouldn't want to use a

content analysis, right? And so, this is where you want to make sure their method is not mismatched with their question

and their data. The instrument is the thing, the tool that helps the researcher execute their method and

gather gather the data they seek. The instrument and the method are different, but the two must exist together. All

right? So, if I wanted though to ask, how do you feel about being 17? An interview is probably better than a

survey. Yes, both could give me some feelings about ages based on how I designed my survey. But here's where

it's important for students to note that there are some methods better for their questions than others. And that's

something you should really tease out as you go through the method unit. All right, so let's try a more

complex question. Maybe a student has a question that's like, "How do Disney TV shows portray the late teen years?" Now,

you're not probably going to be able to interview a Disney star. You're probably not going to be able to survey a bunch

of people. Uh that really will tell you sort of how others feel about Disney's portrayals. In this case, you would want

the students to pick a content analysis. And the content that they would be analyzing is sort of plot, dialogue,

filming choices. And the instrument would help them method methodologize convert sort of that into

quantitative or qualitative data, which can be a difficult process for them, but it's way more difficult if they pick the

wrong method. So here's another example of how important it is. Once they have a method selected, then they design their

instrument. All right, key point. I've already mentioned it. I'm just driving it home

as we wrap up here with the method section. The research instrument is the tool you develop to ensure your data

aligns with your research question. Here you can see these are the most common methods. The student of

course starts with their research question and then these blue methods are the most common. You've got content

analysis, quasi experimental, survey, interview, correlational analysis, metaanalysis, observational, and then of

course an actor performance. By and large, I encourage most students to pick survey, interview,

content analysis, or correlational analysis, sometimes observational, but these are certainly the easiest to do

and to make sure it's reproducible. So, for example, if the research question is, you know, what is the

likelihood of the NYPD giving parking tickets on a weekend? You're going to want to do correlational analysis where

you look at a data set of parking tickets on any given date and then you compare that to parking tickets on the

weekend and you make an analysis. Simple example. If I want to understand the complexity of how it is to be in high

school and be a migrant, that's probably an interview. If I want to understand the whole school's opinion on what's

their favorite food, that's like a survey. And so, in that sense, the research instrument uh is really better

equipped for certain ones. But students should know their choices. They probably don't know what these

mean. So that you need to explain their menu to them before they pick one so that they pick the right one for their

data. All right, that's the method section. We're going to wrap up and look ahead at what comes next. Once they have

their instrument, they should collect their data and then they will be ready for their results section.

Now, using the data to answer the question, you need to understand the variables of the research question as

well. So, I'm going to show you what I usually roll out with students. Again, if you want to see these materials,

they're linked in the bio, but I had a student who asked this question. They asked, "How does being surrounded by

other children of immigrants impact children of immigrants cultural identity and feelings about their culture?"

What are the variables of her research question? Variables, things that you are measuring,

right? You can see them cultural identity and feelings about their culture. Those are the variables. This

question will only gather data about their cultural identity and their feelings about their culture. in red

underlined. This is really the part of the research question where you're explaining the context or situation

being studied surrounded by other children of immigrants. How does that impact our

participants, the children of immigrants, cultural identity and feelings about their culture? All right,

so that's step one. Once you have your variables, then you can move on to the next

step. Step two, let's say you have the the data here. You can see the data is already gathered and here is like what

literally this student's work looked like in results in regards to their results section. So here in the results

section you'll see the first thing that they do is talk about the data. So in this case, the student did a research

survey and they're explaining how many of the participants they got 36 students to take their survey, how many were

ninth graders, 10th graders, 12th graders, etc. And then they also explain from their respondents how many of them

are immigrants and from what different cultural backgrounds do they represent. And then you'll notice that they're

talking about tables. So in their result section, they're also going to have tables. And this is basically just where

they explain the data. They're not doing analysis. They're just explaining. So for example, here you can see the data

from the first statement table one shows that 91 91.6% of respondents have met other students who share the same

culture as them. Okay, just talking about trends. All right, so this is some of the ways that they might end up

representing. And if they're using Google forms, often these charts are already made for them automatically in

the Google form. So here was one of the survey questions. It was agree or disagree and it was I feel comfortable

talking about my culture with others in school. There you can see the majority agreed or strongly

agreed. There's another example. Another example. This is our data and it's starting to answer our

research question. So you may ask what part of the research question is this portion of text connected to? This is

something I have the students practice. Uh and you can sort of say okay this one has to do with our variable of cultural

identity. This one has to do with our variable of feelings about their culture. And in this sense we know how

to discuss and present our sort of data. we can match the trends with the variables of the RQ. That's step two.

Step three would be to visualize this. As I've shown, visualization is extremely helpful kind of regardless of

the method. And then lastly, students should use qualitative data to explain quantitative trends.

Here, here's what I mean by this. if they have sort of a interesting piece of percentage or number data and they also

have an open-ended question that helps students expound on that. They can often use that qualitative data to explain the

quantitative trend. All right, so that is the results section. It's what does my data say?

What is my findings? As simple as that. The next section is the discussion section. Now, there are five essential

questions that students should answer for this section. And I think that if students answer these five questions,

they're probably going to have a strong discussion section. So, number one, what is the answer to my research question?

Notice they have not answered their research question yet in the paper. They have talked about data and trends, but

here here is where they're answering the question. Of course, in this discussion, they are talking about what data led

them to this answer. And then here's where they loop it back to where it began. The third essential question is

how does this answer fit within the academic conversation? And then fourth, how does

it fill a gap in the academic conversation? Lastly, the discussion and analysis is often where they should talk

about the limitations. All the students will have a limitation. Does not mean the paper is weak. There are

limitations all over the place. If it's content, I wish I could have seen more content. If it's survey, I wish I would

have had more people or even errors that they made. I noticed I left out a question that I should have had. I

wasn't able to do this, etc. Nothing wrong with limitations, but if they don't acknowledge the limitations,

they're not going to get full points on the rubric. Now, what is the difference

between the results and the discussion section? Let's be super clear. The results section presents the data and

the findings of the study. It uses figures, tables, and statistics to show what was discovered. It does not

interpret or explain the data. It focuses on objective outcomes. All right. So, here's the

discussion qu section. It interprets and explains the meaning of the results. It discusses how the findings

relate to the existing literature. and it highlights the significance, potential impacts while also addressing

limitations and maybe even starting to suggest directions for future research. Notice nowhere in here are

students making a should argument. They're simply now providing their analysis based on the

data. And that sets them up for the last bit of the paper. The last part is the conclusion. The main goal here is

reflecting on future work. There are four essential questions. What impact would this

research have on the wider world? What impact would this research have within my field of study? What are possible

next steps? And then also how can future researchers address the limitations of the stud study? All of it is sort of

looking out at a bigger world or out towards the future. That's the conclusion and that's really what uh a

strong academic paper should end on. Okay. Discussion versus conclusion. We've already talked about this uh but

in the conclusion you should not be introducing any new data or argument. The conclusion is usually the shortest

and the most general. uh it talks about sort of what is the big important insights of

the research versus the data in general. This is the wrapup of your research and gives the reader a final

impression. Make sure that the research question is answered between the discussion and the conclusion. Uh and

then lastly, I often tell students if you've already presented the results, you don't have to repeat them there. But

if you're synthesizing them into a final takeaway, that's effective. All right. So that brings us

to the very last portion of the course and that is the presentation. I usually tell the

students that you know the presentation it's 15 to 20 minutes but you can really do it in 10 slides

especially if you can expound on it. Now most students do more than 10 slides but at its core the presentation has these

parts context overview of research question the literature review the gap the method

the results the discussion the limitations future research this is the paper in presentation

format no need to post uh you know paragraphs on here We're distilling it. We're putting it in bullet point form.

We're making it visually appealing. This is your TED talk. This is where you really get to show your research in a

presentation in a digestible format. And this is really a really great moment in the course because I love getting to see

what they've worked on all year live. Uh, and the panel often just like really appreciates the students who go above

and beyond on their presentation. probably more than 10 slides, but I show this to students to say you probably

could do it in 10 slides. All right, there's the rubric. They mostly get assessed on the content

of the presentation. There is some assessment in regards to their performance. So, their vocal delivery,

you know, how effective they are as a performer. So, it's not just what they present, but it's how they present. But

of course, what they present is worth more. Okay, there's a checklist for the presentation topic, argument, tone feels

appropriate. At least three researchers identified by full name, right? like the literature review like tell us where in

the world your research fits in the research is intentional. There's a gap. How the question was investigated

and then of course going into some of the details like they do in the method section. Why they chose the method

section, some limitations, and then of course how it contributes, how it impacts the broader world. That's a

effective presentation. That was a long video, but hopefully that was enough to get you starting to

think about how you want to approach this course. Again, my number one recommendation is read example papers.

Read examples of what got fours and fives and what got threes, twos, and ones so you can understand what makes an

effective paper and how you can better support your students in being effective. Now, if you want a year-long

curriculum, I have worked on this course for many years, and I have put that all together in a nice package that has

hundreds of slides, all the handouts, everything you've seen today, and so so so much more that's separated by method

uh by units. So, please do check that out. Uh and don't forget to like and subscribe.