AP Research 2025-2026

Mrs. Schreiber                                                                                Mr. Grande

sschreiber@babylonufsd.com                                                           pgrande@babylonufsd.com

Course Description

The AP Research course is the second part of the two-year AP Capstone program. After teaching students how to enter the academic conversation in AP Seminar, the AP Research year is designed to instruct students how to begin that conversation. AP Research is an inquiry-based course that encourages students to locate a gap in their preferred discipline of study and to explore a topic of personal interest. Students are empowered and encouraged to collect and analyze information with accuracy and precision in order to craft, communicate, and eventually defend their argument or their position. (adapted from the AP Research Course and Exam Description)

Students will develop and apply discrete skills identified in the learning objectives of the enduring understandings within the following five big ideas:

• Question and Explore
• Understand and Analyze
• Evaluate Multiple Perspectives
• Synthesize Ideas
• Team, Transform, and Transmit

Students will develop an understanding of ethical research practices and the AP Capstone™ Policy on Plagiarism and Falsification or Fabrication of Information.

AP Capstone Policy on Plagiarism and Falsification or Fabrication of Information [CR4b]

Participating teachers shall inform students of the consequences of plagiarism and instruct students to ethically use and acknowledge the ideas and work of others throughout their course work. The student’s individual voice should be clearly evident, and the ideas of others must be acknowledged, attributed, and/or cited.

A student who fails to acknowledge the source or author of any and all information or evidence taken from the work of someone else through citation, attribution or reference in the body of the work, or through a bibliographic entry, will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance  Task. In AP Seminar, a team of students that fails to properly acknowledge sources or authors on the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation.

A student who incorporates falsified or fabricated information (e.g., evidence, data, sources, and/or authors) will receive a score of 0 on that particular component of the AP Seminar and/or AP Research Performance Task. In AP Seminar, a team of students that incorporates falsified or fabricated information in the Team Multimedia Presentation will receive a group score of 0 for that component of the Team Project and Presentation. [CR2b]

AP Capstone Policy on Use of Generative Artificial Intelligence (AI)

DEFINITION OF GENERATIVE AI IN AP CAPSTONE COURSES

Generative AI tools use predictive technology to produce new text, charts, images, audio, video, etc. This includes not only ChatGPT and similar Large Language Models (LLMs), but also many writing assistants or plug-ins that are built on this or similar AI technologies. Generative AI tools can be contrasted with other AI-based tools that do specific tasks—for example, that help students with grammar, but don’t generate new writing.

POLICY ON ACCEPTABLE GENERATIVE AI USE IN AP CAPSTONE COURSES Generative AI tools must be used ethically, responsibly, and intentionally to support student learning, not to bypass it. Accordingly, all performance tasks submitted in AP Seminar and AP Research must be the student’s own work. While students are permitted to use Generative AI tools consistent with this policy, their use is optional and not mandatory. Students can use generative AI tools as optional aids for exploration of potential topics of inquiry, initial searches for sources of information, confirming their understanding of a complex text, or checking their writing for grammar and tone. However, students must read primary and secondary sources directly, perform their own analysis and synthesis of evidence, and make their own choices on how to communicate effectively both in their writing and presentations. It remains the student’s responsibility to engage deeply with credible, valid sources and integrate diverse perspectives when working on the performance tasks. Students must complete interim “checkpoints” with their teacher to demonstrate genuine engagement with the tasks.

Required Elements & Scoring Policy

• 4,000-5,000 Word Academic Paper 75%

Components:

• Introduction

• Method, Process, or Approach

• Results, Product, or Findings

• Discussion, Analysis, and/or Evaluation

• Conclusion and Future Directions

• Bibliography (not part of the word count)

• 15-20 Minute Presentation & Oral Defense 25%

Students will develop and deliver a presentation (using an appropriate medium) and an oral defense to a panel on their research processes, method, and findings to a panel of three teachers/staff.

Oral Defense Questions: (part of the time limit)

• Research/Inquiry Process

• Depth of Understanding

• Reflection Throughout the Inquiry Process

*Students must receive a score of 3 or higher to receive AP certification.

PREP Folder

Using a process and reflection portfolio (PREP), students will document their inquiry processes, communication with their teachers and any expert advisers as needed, and reflections on their thought processes. Students have regular work-in-progress interviews with their teachers to review their progress and to receive feedback on their scholarly work. Failure to document authentic work and inquiry processes in the PREP throughout the year and to engage in regular work-in-progress checks with the student’s teacher will result in a score of zero on the Academic Paper for this course.

Goals of AP Research

Students will be empowered by this class to:

• engage in rigorous college-level curricula focused on the skills necessary for successful college completion;
• extend their abilities to synthesize information from multiple perspectives and apply skills in new situations and cross-curricular contexts;
• be enabled to collect and analyze information with accuracy and precision;
• cultivate their abilities to craft, communicate, and defend evidence-based arguments; and be provided with opportunities for them to practice disciplined and scholarly research skills while exploring relevant topics that appeal to their interests and curiosity

SUPPLIES

• A 3-ring binder with a folder             
• Looseleaf                                           
• An enthusiastic attitude!
• Writing utensils
• Highlighters

Classroom Rules and Expectations

• Be respectful to your classmates and to your instructor. A productive and respectful classroom atmosphere is essential for learning. You are an important part of your class and have a stake in its success. The key to your individual success is developing good work habits and a solid work ethic.
• You can get the most from this course by doing the following:

• Come into class each day with the intent to improve and master the concepts and ideas in this course. That will not happen without your active participation each day.

• Prior to class, think about what your questions are and then ask them. Due to the pace of this course, if you fall behind, you will have a difficult time getting caught up, so you must proactively raise your questions/concerns as they occur.

• Expect that there will be things you do not get immediately—this is an AP course! Its college-level expectations and material are by definition more difficult than that in regular high school classes. Learn to be persistent in your thinking and problem solving, and you will overcome.

• Do not get in a cycle of falling behind and catching up or wondering what is due next. If you simply do what you are supposed to do, to the best of your ability, your grade and your AP score will take care of itself.

• Even the best students will have a bad day occasionally, but that will average itself out over time. If you come to class unprepared, you are letting yourself and your classmates down, and you are failing yourself. A mark in the grade book just makes that more visible.

English 9H Course Syllabus and Guidelines

Mrs. Schreiber

Welcome to the 9^th grade! It is an exciting year for you as you truly begin your high school journey. Remember that this year will count toward your potential college admission. You do not have a state assessment in the ninth grade. The Regents Exam is meant to evaluate your literacy and writing skills and is taken by Babylon students in June of the junior year. Everything we do in this course will serve to prepare you for the Regents Exam and then college level work. There will be times when we will explicitly talk about the exam, its components, and specific strategies for success, but even when we are not talking about it specifically, the skills and content you are gaining will be directly applicable to the state exam and beyond. It is an important test for which you will be well prepared.

The following is a breakdown of the curriculum content:

Literature:

       Major Texts

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie

Antigone by Sophocles

Oedipus the King by Sophocles

The Odyssey by Homer (excerpts)

Romeo and Juliet by William Shakespeare

Essays, Stories, & Poems:

“Definitions” by Sofie Tapia

“We’re All Different in Our Own Ways” by Josh Yuchasz

“Be Cool to the Pizza Dude” by Sarah Adams

“What I Believe” by Jacqueline Woodson

“Superman and Me” by Sherman Alexie

“Lamb to the Slaughter” by Roald Dahl

“Harrison Bergeron” by Kurt Vonnegut

“A Sound of Thunder” by Ray Bradbury

“Amaryllis” by Carrie Vaugh

"Ithaka” by C. P. Cavafy

Sonnet 18 by William Shakespeare

Various Current Editorials & News Pieces

*There will also be a variety of short stories, poems, articles, and myths that will be read this year!

Independent Reading:

You are expected to be reading independently throughout the year. You will write about what you read, and you will be introduced to potential books in class as well as discuss books with peers.

Writing Genres:

• Personal essays
• Text-based analysis
• Short      stories
• Editorials
• Group presentations

*In addition to honing your formal writing (essays, responses to texts, etc.), you will also have an opportunity to write creatively throughout the year. Your writing notebook should be with you in class each day.

Vocabulary:

• Vocabulary in context
• Academic vocabulary
• Latin and Greek roots

Grammar:

• Subject-verb agreement
• Punctuation- Commas, Dashes, Hyphens, Apostrophes
• Parallel Structure

Grade Breakdown:

• Tests (40%)
  • Formal: essays, multiple choice exams, finished writing pieces, projects, presentations, etc.
• Quizzes (30%)
  • Informal: may or may not be announced; weekly
• Class Work (15%)
  • Informal: class preparedness, work habits, participation, completion of daily class assignments, work ethic, etc.

• Homework (15%)
  • Informal: expected timely completion, quality of work, legible writing, best effort put forth, etc.

Materials: 

• Three subject notebook and/or binder 
• A writer’s notebook 
• Post-it notes 
• Highlighters 

• Colored markers 
• Pens/pencils 

 

 

Extra Help: Tuesdays and Thursdays at 7:15 AM