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Ultimate Guide to the AP Research Course and Assessment

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The Advanced Placement (AP) curriculum is administered by the College Board and serves as a standardized set of year-long high school classes that are roughly equivalent to one semester of college-level coursework. Although most students enroll in an actual course to prepare for their AP exams, many others will self-study for the exams without enrolling in the actual AP class.

AP classes are generally stand-alone subjects that easily translate to traditional college courses. Typically, they culminate in a standardized exam on which students are graded using a 5-point scale, which colleges and universities will use to determine credit or advanced standing. Starting in fall of 2014, though, this traditional AP course and exam format has begun to adapt in efforts by the College Board to reflect less stringent rote curriculum and a heavier emphasis on critical thinking skills.

The AP Capstone program is at the center of these changes, and its culmination course is AP Research. If you are interested in learning more about the AP Research Course and Assessment, and how they can prepare you for college-level work, read on for CollegeVine’s Ultimate Guide to the AP Research Course and Assessment.

About the Course and Assessment

The AP Research course is the second of two classes required for the AP Capstone™ Diploma . In order to enroll in this course you need to have completed the AP Seminar course during a previous year. Through that course, you will have learned to collect and analyze information with accuracy and precision, developed arguments based on facts, and effectively communicated your conclusions. During the AP Research course, you apply these skills on a larger platform. In the AP Research course, you can expect to learn and apply research methods and practices to address a real-world topic of your choosing, with the end result being the production and defense of a scholarly academic paper. Students who receive a score of 3 or higher on both the AP Seminar and AP Research courses earn an AP Seminar and Research Certificate™. Students who receive a score of 3 or higher on both courses and on four additional AP exams of their choosing receive the AP Capstone Diploma™.    

The AP Research course will guide you through the design, planning, and implementation of a year-long, research-based investigation to address a research question of interest to you. While working with an expert advisor, chosen by you with the help of your teacher, you will explore an academic topic, problem, or issue of your choosing and cultivate the skills and discipline necessary to conduct independent research and produce and defend a scholarly academic paper. Through explicit instruction in research methodology, ethical research practices, and documentation processes, you will develop a portfolio of scholarly work to frame your research paper and subsequent presentation of it.

Although the core content and skills remain standardized for every AP Research course, the implementation of this instruction may vary. Some AP Research courses may have a specific disciplinary focus wherein the course content is rooted in a specific subject, such as AP Research STEM Inquiries or AP Research Performing and Visual Arts. Similarly, other AP Research courses are offered in conjunction with a separate and specific AP class, such as AP Research and AP Biology wherein students are concurrently enrolled in both AP courses and content is presented in a cross-curricular approach. Alternatively, AP Research may be presented in the form of an internship wherein students who are already working with a discipline-specific expert adviser conduct independent studies and research of the student’s choosing while taking the AP Research class. Finally, some AP Research courses are delivered independently as a research methods class. In this style of class, students develop inquiry methods for the purpose of determining which method best fits their chosen topic of inquiry/research question, and each student then uses a selected method to complete his or her investigation.    

Only schools that currently offer the AP Capstone Diploma may offer the AP Research course. Because it is a part of a larger comprehensive, skills-based program, students may not self-study for the AP Research course or final paper. At this time, home-schooled students, home-school organizations, and online providers are not eligible to participate in AP Capstone.

Your performance in the AP Research course is assessed through two performance tasks. The first is the Academic Paper, which accounts for 75% of your total AP score. In this paper, you will present the findings of your yearlong research in 4,000-5,000 words. Although the official submission deadline for this task is April 30, the College Board strongly recommends that this portion of your assessment be completed by April 15 in order to allow enough time for the second of your performance tasks.

The second performance task is your Presentation and Oral Defense, which accounts for the remaining 25% of your total AP score. Using your research topic, your will prepare a 15-20 minute presentation in an appropriate format with appropriate accompanying media. Your defense will include fielding three to four questions from a panel consisting of your AP Research teacher and two additional panel members chosen at the discretion of your teacher.    

In 2016, fewer than 3,000 students submitted an AP Research project, but enrollment is projected to grow rapidly, since 12,000 students took the AP Seminar assessment in 2016 and most will presumably go on to submit an AP Research project in 2017. Scores from the 2016 AP Research projects reveal a high pass rate (score of three or higher) but a difficult rate of mastery. While 67.1% of students taking the assessments scored a three or higher, only 11.6% received the highest score of a five, while nearly 40% received a three. Only 2% of students submitting research projects received the lowest score of one.    

A full course description that can help to guide your planning and understanding of the knowledge required for the AP Research course and assessments can be found in the College Board course description .

Read on for tips for successfully completing the AP Research course.

How Should I Prepare for the AP Research Course?

As you undertake the AP Research course and performance tasks, you will be expected to conduct research, write a scholarly paper, and defend your work in a formal presentation.   Having already completed the AP Seminar course, these skills should be familiar to you. You should use your scores on the AP Seminar performance task to help guide your preparations for the AP Research performance tasks.

Carefully review your scores from AP Seminar. Make sure you understand where points were lost and why. It may be helpful to schedule a meeting with your AP Seminar teacher to review your work. Alternatively, your AP Research teacher may be willing to go over your AP Seminar projects with you. You might also ask a classmate to review your projects together to get a better idea of where points were earned and where points were lost. Use this review as a jumping point for your AP Research studies. You should go into the course with a good idea of where your strengths lie, and where you need to focus on improving.

A sample timeline for the AP Research course is available on page 36 of the course description . One detail worth noting is that the recommended timeline actually begins not in September with the start of the new school year, but instead begins in May with the completion of the AP Seminar course during the previous school year. It is then that you should begin to consider research topics, problems, or ideas. By September of the following school year, it is recommended that you have already finalized a research question and proposal, completed an annotated bibliography, and prepared to begin a preliminary inquiry proposal for peer review.    

What Content Will I Be Held Accountable For During the AP Research Course?

To be successful in the AP Research class, you will begin with learning to investigate relevant topics, compose insightful problem statements, and develop compelling research questions, with consideration of scope, to extend your thinking.   Your teacher will expect you to demonstrate perseverance through setting goals, managing time, and working independently on a long-term project. Specifically, you will prepare for your research project by:

• Identifying, applying, and implementing appropriate methods for research and data collection
• Accessing information using effective strategies
• Evaluating the relevance and credibility of information from sources and data
• Reading a bibliography for the purpose of understanding that it is a source for other research and for determining context, credibility, and scope
• Attributing knowledge and ideas accurately and ethically, using an appropriate citation style
• Evaluating strengths and weaknesses of others’ inquiries and studies

As in the AP Research course, you will continue to investigate real-world issues from multiple perspectives, gathering and analyzing information from various sources in order to develop credible and valid evidence- based arguments. You will accomplish this through instruction in the AP Research Big Ideas, also called the QUEST Framework. These include:

• Question and Explore: Questioning begins with an initial exploration of complex topics or issues. Perspectives and questions emerge that spark one’s curiosity, leading to an investigation that challenges and expands the boundaries of one’s current knowledge.
• Understand and Analyze Arguments: Understanding various perspectives requires contextualizing arguments and evaluating the authors’ claims and lines of reasoning.
• Evaluate Multiple Perspectives: Evaluating an issue involves considering and evaluating multiple perspectives, both individually and in comparison to one another.
• Synthesize Ideas: Synthesizing others’ ideas with one’s own may lead to new understandings and is the foundation of a well-reasoned argument that conveys one’s perspective.
• Team, Transform, and Transmit: Teaming allows one to combine personal strengths and talents with those of others to reach a common goal. Transformation and growth occur upon thoughtful reflection. Transmitting requires the adaptation of one’s message based on audience and context.

In addition, you will use four distinct reasoning processes as you approach your research. The reasoning processes are situating, choosing, defending , and connecting . When you situate ideas, you are aware of their context in your own perspective and the perspective of others, ensuring that biases do not lead to false assumptions. When you make choices about ideas and themes, you recognize that these choices will have both intended and unintentional consequences. As you defend your choices, you explain and justify them using a logical line of reasoning. Finally, when you connect ideas you see intersections within and/or across concepts, disciplines, and cultures.

For a glossary of research terms that you should become familiar with, see page 62 of the course description .

How Will I Know If I’m Doing Well in the AP Research Course?

Because your entire score for the AP Research course is determined by your research paper and presentation, which come at the very end of the course, it can be difficult to gauge your success until that point. Do yourself a favor and do not wait until your final scores come back to determine how successful you have been in the course.

As you undertake the AP Research course, there will be many opportunities for formative assessments throughout the semester. These assessments are used to give both you and your teacher an idea of the direction of instruction needed for you to master the skills required in the AP Research course. You should use these assessments to your advantage and capitalize on the feedback you receive through each. A list of possible activities used for these assessments can be found on page 41 of the course description .

Another way that you and your teacher will track your progress is through your Process and Reflection Portfolio (PREP). The PREP serves to document your development as you investigate your research questions, thereby providing evidence that you have demonstrated a sustained effort during the entire inquiry process. You will review your PREP periodically with your teacher, who will use it as a formative assessment to evaluate your progress.

Throughout the course, you will be assigned prompts and questions to respond to in your PREP. You will use this portfolio to document your research or artistic processes, communication with your expert adviser, and reflections on your thought processes. You should also write freely, journaling about your strengths and weaknesses with regard to implementing such processes and developing your arguments or aesthetic rationales. 

Your final PREP should include:

• Table of contents
• Completed and approved proposal form
• Specific pieces of work selected by the student to represent what he or she considers to be the best showcase for his or her work. (Examples might include: in-class (teacher-directed) free-writing about the inquiry process, resource list, annotated bibliography of any source important to the student’s work, photographs, charts, spreadsheets, and/or links to videos or other relevant visual research/project artifacts, draft versions of selected sections of the academic paper, or notes in preparation for presentation and oral defense.)
• Documentation of permission(s) received from primary sources, if required — for example, permission(s) from an IRB or other agreements with individuals, institutions, or organizations that provide primary and private data such as interviews, surveys, or investigations
• Documentation or log of the student’s interaction with expert adviser(s) and the role the expert adviser(s) played in the student’s learning and inquiry process (e.g., What areas of expertise did the expert adviser have that the student needed to draw from? Did the student get the help he or she needed — and if not, what did he or she do to ensure that the research process was successful? Which avenues of exploration did the expert adviser help the student to discover?)
• Questions asked to and feedback received from peer and adult reviewers both in the initial stages and at key points along the way
• Reflection on whether or not the feedback was accepted or rejected and why
• Attestation signed by the student which states, “I hereby affirm that the work contained in this Process and Reflection Portfolio is my own and that I have read and understand the AP Capstone TM Policy on Plagiarism and Falsification or Fabrication of Information”

It cannot be stressed enough how important it is to maintain strong communications with your teacher as you progress through the AP Research course. Not only is your teacher your best resource for learning new skills and knowledge, but also it is your teacher who will be responsible for grading your final performance tasks and as such, you should always have a strong understanding of how your work is being assessed and the ways in which you can improve it. Remember, your teacher wants you to succeed just as much as you do; work together as a team to optimize your chances.

How Should I Choose a Research Topic?

You will begin to consider research topics before the school year even starts. If your AP Research class is offered in conjunction with another course, such as those rooted in a specific subject or linked to another concurrent AP course, you will have some idea of the direction in which your research should head. Regardless of whether you know the precise subject matter of your topic, you should begin by asking yourself what you want to know, learn, or understand. The AP Research class provides a unique opportunity for you to guide your own learning in a direction that is genuinely interesting to you. You will find your work more engaging, exciting, and worthwhile if you choose a topic that you want to learn more about.

As you begin to consider research topics, you should:

• Develop a list of topics and high-level questions that spark your interest to engage in an individual research project
• Identify potential expert advisers to guide you in the planning and development of your research project (For tips on how to find a mentor, read CollegeVine’s “ How to Choose a Winning Science Fair Project Idea ”)
• Identify potential opportunities (if you are interested) to perform primary research with an expert adviser during the summer, via internships or summer research projects for high school students offered in the community and local higher education institutions
• Discuss research project planning skills and ideas with students who are currently taking or have already taken the AP Research course

You might also find inspiration from reading about past AP Research topics. One list of potential research questions can be found here and another can be found here . Keep in mind that these lists make great starting points and do a good job of getting you thinking about important subjects, but your research topic should ultimately be something that you develop independently as the result of careful introspection, discussions with your teacher and peers, and your own preliminary research.

Finally, keep in mind that if you pursue a research project that involves human subjects, your proposal will need to be reviewed and approved by an institutional review board (IRB) before experimentation begins. Talk with your teacher to decide if this is the right path for you before you get too involved in a project that may not be feasible.

Once you have decided on a research topic, complete an Inquiry Proposal Form. This will be distributed by your teacher and can also be found on page 55 of the course description .

How Do I Conduct My Research?

By the time you begin your AP Research course, you will have already learned many of the basics about research methods during your AP Seminar course. You should be comfortable collecting and analyzing information with accuracy and precision, developing arguments based on facts, and effectively communicating your point of view. These will be essential skills as you move forward in your AP Research project.

As you undertake your work, remember the skills you’ve already learned about research:

• Use strategies to aid your comprehension as you tackle difficult texts.
• Identify the author’s main idea and the methods that he or she uses to support it.
• Think about biases and whether other perspectives are acknowledged.
• Assess the strength of research, products, and arguments.
• Look for patterns and trends as you strive to make connections between multiple arguments.
• Think about what other issues, questions, or topics could be explored further.

You should be certain to keep track of all sources used in your research and cite them appropriately. The College Board has a strict policy against plagiarism. You can read more about its specifics on page 60 of the course description .

How Do I Write My Paper?

Before you begin writing your final paper, make sure to thoroughly read the Task Overview handout which will be distributed by your teacher. If you would like to see it beforehand, it can be found on page 56 of the course description . You should also review the outline of required paper sections on page 49 of the course description .

Your paper must contain the following sections:

› Introduction

› Method, Process, or Approach

› Results, Product, or Findings

› Discussion, Analysis, and/or Evaluation

› Conclusion and Future Directions

› Bibliography

Before you begin writing, organize your ideas and findings into an outline using the sections listed above. Be sure to consider how you can connect and analyze the evidence in order to develop an argument and support a conclusion. Also think about if there are any alternate conclusions that could be supported by your evidence and how you can acknowledge and account for your own biases and assumptions. 

Begin your paper by introducing and contextualizing your research question or problem. Make sure to include your initial assumptions and/or hypothesis. Next, include a literature review of previous work in the field and various perspectives on your topic. Use the literature review to highlight the gap in the current field of knowledge to be addressed by your research project. Then, explain and justify your methodology, present your findings, evidence, or data, and interpret the significance of these findings. Discuss implications for further research or limitations of your existing project. Finally, reflect on the project, how it could impact its field, and any possible next steps. Your paper should conclude with a comprehensive bibliography including all of the sources used in your process.

Make sure to proofread and edit your paper yourself, have it proofread and edited by a friend, and then proofread and edit it again before you complete your final draft.

How Do I Prepare For My Oral Defense?

Once your paper is finished, you may be tempted to sit back and rest on your laurels. Although you’ve no doubt expended a tremendous about of energy in producing a final product you can be proud of, don’t forget that the work is not over yet. Your oral defense accounts for 25% of your total score so it should be taken seriously.

Your oral defense is a 15-20 minute presentation that uses appropriate media to present your findings to an oral defense panel. You may choose any appropriate format for your presentation, as long as the presentation reflects the depth of your research. If your academic paper was accompanied by an additional piece of scholarly work (e.g., performance, exhibit, product), you should arrange with your teacher for him or her, along with the panelists, to view the scholarly work prior to your presentation.

As you plan your presentation, consider how you can best appeal to your audience. Consider different mediums for your presentation, and how those mediums might affect your credibility as a presenter. You want to be engaging to your audience while still being taken seriously.

Following your presentation, you will field three or four questions from your panelists. These will include one question pertaining to your research or inquiry process, one question focused on your depth of understanding, and one question about your reflection throughout the inquiry process as evidenced in your PREP. The fourth question and any follow-up questions are at the discretion of the panel. A list of sample oral defense questions begins on page 52 of the course description . For a complete outline of the oral defense, see page 49 of the course description . 

How Will My Work Be Assessed?

Because this assessment is only available to students enrolled in the AP Capstone program, your teacher will register you for the assessment when you enroll in the course. You should confirm with your teacher that you are registered for the assessment no later than March 1. 

You will submit your final paper and complete your oral presentation no later than April 30, at which point your teacher will submit your work and scores through an AP Digital Portfolio. Your presentation will be scored by your teacher alone. Your paper will be scored by your teacher and validated by the College Board.

You may find the scoring rubric from the 2016 performance tasks available here . You may find a collection authentic student research papers and scoring explanations available here .

Preparing for any AP assessment can be a stressful process. Having a specific plan of attack and a firm grasp of how your work is assessed will help you to feel prepared and score well. Use CollegeVine’s Ultimate Guide to the AP Research Course and Assessment to help shape your understanding of the course and how to complete your performance tasks effectively. When submission day arrives, you should feel better prepared and informed about the work you have produced.

For more about information about APs, check out these CollegeVine posts:

• Can AP Tests Actually Save You Thousands of Dollars?

• Should I Take AP/IB/Honors Classes?

• How to Choose Which AP Courses and Exams to Take

• What If My School Doesn’t Offer AP or IB Courses?

• Are All APs Created Equal in Admissions?

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

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Advanced Placement (AP)

If you’re studying for an AP exam right now or are thinking about taking an AP class in the future, you might be wondering: how are AP exams scored?

In this post, we'll break down the scoring process, all the way from the raw scores you earn on the multiple-choice section and essays to how you get a final score on a scale of 1-5. Knowing how AP exams are scored can help you do your best on them—especially if you want a perfect 5!

The AP Scoring Scale

Each AP test is given a score from 1 to 5. According to the College Board (the group that administers AP tests), these numbers translate in the following ways:

• 5: Extremely Well Qualified
• 4: Well Qualified
• 3: Qualified
• 2: Possibly Qualified
• 1: No recommendation

Any score that's 3 or higher is considered a passing score, though some colleges only accept 4s and 5s for credit. (See AP’s college database for specific policies at each university.) Getting a 5 is especially desirable because, for most exams, it puts you in the top 10-20% of scorers. See our list of AP classes for more info on passing rates.

Your 1-5 score is a scaled score, converted from a composite score. Your composite score is calculated from the total number of raw points you earned from your correct multiple-choice answers and your free response. It’s a bit confusing, but we will guide you through the process!

How Are AP Tests Scored?

The majority of AP exams consist of two sections: multiple choice and free response. On some exams each section is weighted equally, whereas on others one section is worth slightly more. You can look up the specifics for each exam on the official AP courses pages .

The multiple-choice section is graded by a computer. There are no deductions for incorrect or blank answers, so your raw multiple-choice score is simply the number of questions you get correct.

The free-response section is graded during the annual AP Reading held in the first two weeks of June. The AP Reading is basically a huge convention. Tons of teachers and college professors gather to grade thousands and thousands of student-written responses for each exam.

This is why you don't get your AP scores until July even though you take the test in May: the written portion of your exam isn't graded until mid-June.

After that, the College Board has to calculate the composite score and final scaled score for each exam, equating the test so the scores stay even from year to year. (For example, they want to make sure a 3 on the AP US History exam means the same thing from one year to another, even if one version of the test turned out to be more difficult for students.)

( Side note: There is a good chance that an AP teacher at your school goes to the AP Reading each year. It can be interesting and helpful to talk to them about what happens at the convention, how quickly free responses are scored, and the best and worse free responses they’ve seen. These are answers that will vary a lot from subject to subject but could ultimately be helpful to you!)

This is a picture from the English Literature Reading from this blog post over at AP Central . It's worth taking a look at if you are curious about what the AP Reading is like!

Each free response is given a "holistic" score, meaning it's evaluated for its overall effectiveness or correctness. Typically, points aren’t deducted for the occasional small error, such as a spelling or grammar mistake. Most tests grade their free responses between 1 and 9, with 1 being least effective and 9 being nearly perfect.

Your raw free-response score is the total of the scores you get for each response.

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How to Get a Scaled AP Score Between 1 and 5

After your multiple-choice section is graded by a machine and your free response is graded by a human, your essay and multiple-choice scores are combined to give you a composite score. This score is just a way of combining the two section scores so that they are weighted correctly. For example, for AP English, multiple choice is worth 45% and free response is worth 55%. Often, composite scores are between 0 and 100, or 0 and 150.

The composite score is then converted to a number on the scaled score range 1-5. This means that for each scaled score, there is a range of possible composite scores that could earn it. For example, a 5 could be any composite score between 110 and 150 on one exam.

Since scaling varies year to year, there are no exact cutoff numbers for scores for AP tests, and the College Board does not release detailed scoring data. Furthermore, you will not see what your composite score was on your AP score report— you'll only get the final number between 1 and 5 .

However, many teachers, prep books, and websites have come up with formulas to predict the scaled score for each AP test, which can help when you are grading your practice tests and trying to come up with a target score .

Scoring Example: AP English Language and Composition

As we've seen, AP test scoring is not exactly straightforward. To help clarify the process, we will walk through a scoring example using the most popular test, AP English Language and Composition.

Also known as the class in which you annotate every. Single. Thing.

Here are the basics of the AP English exam : it has 55 multiple-choice questions, worth 45% of your score, and three essays, worth 55% of your score. Each essay is graded between 1 and 9.

Before we get into the scoring example, remember that this guide is an estimation since score conversions can vary year to year based on test difficulty. While it's impossible to precisely predict an AP test score before you get your score, you can still get an idea of how the process works.

Step 1: Add Up Your Correct Answers to Get Your Raw Scores

There are 55 multiple-choice questions on the AP English exam. Let's say you get 40 right, get eight wrong, and leave seven blank. Your raw multiple-choice score would be an even 40 points.

Out of the three essays, let's say you earn the following scores from the graders: 4, 7, and 8. This gives you  a total raw essay score of 19 (4+7+8).

Step 2: Convert Your Raw Scores to a Single Composite Score

Now, this is the tricky part in which we will convert each of those raw scores to a single composite score between 0 and 150.

The maximum converted essay score is 82.5, or 55% of 150. The maximum converted multiple-choice score is 67.5, or 45% of 150. To figure out your composite score, use this formula:

(Multiple Choice Raw Score x 1.23) + (Essay Raw Score x 3.05) = Composite Score

In this example, your multiple-choice composite score would be 49.2, and your essay composite score would be 57.95. Thus, your total composite score would be 107 (rounded down).

Step 3: Use the Chart to Estimate Your Scaled Score

The last step is easy. Use the chart below to estimate your final AP score (on a scale of 1-5):

As you can see, your score of 107 would earn you a 5 —but just barely!

Again, these numbers are estimates and will shift from year to year based on test difficulty. Since 107 is just over the mark of 104, it's possible that in some years it could net you a 4 instead of a 5.

What About Scoring Other AP Tests?

We’ve learned how to score an AP English Language and Composition exam. However, you can’t use this exact same process for every AP test. Most AP tests have slightly different section weights and question totals, so the scoring formulas are different.

For example, AP Calculus AB has fewer multiple choice questions (45), more free responses (six total), and weighs each section at 50%.

Each AP subject is a unique challenge ... and has its own scoring formula.

So how can you figure out how the AP tests you are taking are graded?

First, if you’re taking the AP class for the test you want to take, ask your teacher if he or she has a formula for converting practice test scores to scaled scores. Most AP teachers have a formula they use with their students for practice exams.

If you’re not taking the class or your teacher doesn’t have a formula, either find a prep book for your specific test or search online.

Remember that all formulas are estimates. So if you really want a 5, you shouldn’t aim for the lowest possible composite—you should aim for perfection, or very close. That’s the only way to guarantee you'll get a 5 on test day.

On the other hand, if you just want to make sure you pass, try to aim for a 4 so that even if you make more mistakes than you're hoping to, you’ll still get at least a 3!

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We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools .

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What’s Next?

Curious about the benefits of taking an AP Exam? See our in-depth guide about what AP tests are and why you should take them .

Also studying for the SAT? Get tips from our resident 1600 full scorer , and check out how to improve a low SAT Math score .

Studying for the ACT instead? Get tips on the essay , read a guide to the daily ACT question , and learn how you can score a perfect 36 .

Halle Edwards graduated from Stanford University with honors. In high school, she earned 99th percentile ACT scores as well as 99th percentile scores on SAT subject tests. She also took nine AP classes, earning a perfect score of 5 on seven AP tests. As a graduate of a large public high school who tackled the college admission process largely on her own, she is passionate about helping high school students from different backgrounds get the knowledge they need to be successful in the college admissions process.

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Booker scores 40, Durant adds 32, Suns improve playoff position with a 122-101 win over Cavs

P HOENIX (AP) — Devin Booker scored 40 points, Kevin Durant added 32 and the Phoenix Suns beat the Cleveland Cavaliers 122-101 on Wednesday night.

The Suns have won six of their past eight, moving up to the No. 6 spot in a crowded Western Conference playoff race, which would allow them to avoid the play-in tournament.

Booker — coming off a 52-point night in a win against New Orleans on Monday — shot 13 of 25 from the field, including 5 of 9 from 3-point range. Durant shot 13 of 23 and added seven assists.

“I think it's just the energy throughout our whole team, understanding what's at stake and what time of year it is,” Booker said. “The ball's hopping around, we're defending at a high level."

It's just the second time this season that Booker and Durant have both scored at least 30 in the same game. Royce O'Neale scored 17 points, making five 3-pointers, while Bol Bol added 15 points off the bench.

The 7-foot-3 Bol has earned more time in the Suns' rotation over the past few months. He barely played during the season's first few months, but is averaging about seven points per game since the All-Star break, shooting about 60% from the field, including 43% from 3-point range.

“He's growing every single time he gets on the floor,” Durant said. “He's understanding more and more what his job is and he's a great shotmaker as well. It's all about building on these performances and continuing to get better.”

Cleveland’s Donovan Mitchell played against the Suns one night after resting the sore left knee that's caused him to miss much of March. The five-time All-Star finished with 24 points. Jarrett Allen and Evan Mobley both added 20.

“We've just got to find that consistently,” Mobley said. “We had some good things in there we can definitely pull from, but we've just got to put it all together.”

The Suns rolled to a 72-47 lead by halftime, making 12 of 18 3-pointers. Booker led all scorers with 19 points before the break while Durant had 17.

“The first half, you give up 72 points, it's hard to come back from,” Cavs coach J.B. Bickerstaff said. "I was proud of the guys' effort in the second half. I thought we competed at a much higher level."

Cleveland cut that deficit to 77-66 on Allen's layup midway through the third, but the Suns bounced back to take a 98-77 lead heading into the fourth.

The Suns would avoid the play-in tournament if the season ended today, but there's plenty of work to do. The Mavericks, Suns, Pelicans, Kings and Lakers — who currently occupy the five through nine spots in the West — are separated by just two games in the standings.

The Cavaliers are trying to protect the No. 3 seed in the Eastern Conference, but the Magic and Knicks are right behind them. Cleveland has an 11-15 record since Feb. 12.

The Suns played without starting guard Grayson Allen, who missed the game with left hip soreness.

Cavaliers: At Lakers on Saturday.

Suns: Host Minnesota on Friday night.

AP NBA: https://www.apnews.com/hub/NBA

Trevor Moore's hat trick sends the LA Kings to a 5-2 win over Seattle. The Kraken are eliminated.

LOS ANGELES — Trevor Moore scored three goals for his second career hat trick, and the Los Angeles Kings snapped their three-game skid while eliminating Seattle from the Stanley Cup playoff race with a 5-2 victory over the Kraken on Wednesday night.

Adrian Kempe and Kevin Fiala also scored and Cam Talbot made 21 saves for the Kings, who pulled within one point of Nashville for the top wild-card spot in the Western Conference by ending their longest losing streak since the 1-6-4 midseason skid that cost coach Todd McLellan his job.

Despite dropping three games in Canada over the previous week to fall out of third place in the Pacific Division, Los Angeles is now five points ahead of St. Louis for the second wild card in the Western Conference with seven games to play.

“We knew the game was important for us,” Moore said after coming through with his first hat trick since November 2022. “Wasn’t our best road trip, and it wasn’t a masterpiece tonight but we stuck with it and got it done.”

The Kings took control with two goals in just over four minutes of the second period by Moore, who then finished off Seattle on a slick breakaway with 3:03 to play.

“It’s the coolest thing ever, ”Moore said of the subsequent shower of hats from Kings fans.

The Thousand Oaks native improbably leads Los Angeles this season with 29 goals. That’s 12 more than Moore’s previous career high and more than all of his elite offensive teammates.

“It feels vindicating, I guess,” Moore said. “But most importantly, it just feels good to be able to play as many games as I have so far this year. Hopefully all 82.”

Pierre-Luc Dubois had three assists for the Kings, who are three points behind Vegas for third in the Pacific. Just one of Los Angeles’ final seven regular-season opponents is currently in a playoff position.

“When you’re not feeling great because you didn’t get those points (on the road), you’re a little bit worried how you are going to come out and play,” Kings coach Jim Hiller said. “I thought our guys were composed. They came out believing in themselves, played hard to a man, and got the result they wanted.”

Andre Burakovsky and Brian Dumoulin scored in the third period for the Kraken, who will miss the playoffs for the second time in their three seasons of existence.

Philipp Grubauer stopped 22 shots for Seattle, which won 46 games and made its postseason debut last year as a wild card before stunning Central Division champion Colorado in the first round. But the Kraken have only 31 victories this season with seven games to play.

“We’re playing for other things here,” Seattle coach Dave Hakstol said. “We’re disappointed with the outcome today. We left some of our effort on the table. I don’t think our effort was poor, but we left too much in the tank here today. You have to evaluate it for what it is, both individually and collectively. It’s good to be able to come out and have a push in the third, but that needed to start at the start of the hockey game today, and that’s where we fell short.”

Kempe put the Kings ahead on a power play midway through the first period with with a quick wrist shot in the slot off a pass from Viktor Arvidsson for his 24th goal.

Moore scored in the second when he redirected a long shot by Matt Roy. Dubois then found Moore driving the net just over four minutes later, and Moore scored on his own rebound when Grubauer couldn’t corral the puck under pressure from Arvidsson.

Burakovsky scored Seattle’s first goal on Oliver Bjorkstrand’s cross-crease pass during a power play midway through the third.

Fiala scored his 26th goal with 9:15 to play on a breakaway created by Blake Lizotte’s diving stick deflection of Will Borgen’s attempted slap shot, but Dumoulin ended his 25-game goal drought just 35 seconds later to keep it close.

“Whenever you play a team like LA, you can’t give them anything easy, and we did that tonight,” Dumoulin said. “They didn’t have to work for their chances, and they capitalized on the opportunities that they got. ... Just obviously a couple of turnovers, a couple of breakaways. Just little details. They’re a good team, and when they get chances, they’re going to score.”

Kings forward Phillip Danault, who normally centers Moore’s line, missed his third straight game with an upper-body injury. Moore moved onto a line with Dubois in his absence.

Kraken: At Anaheim on Friday.

Kings: At San Jose on Thursday.

AP NHL: https://apnews.com/NHL

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Joey Gallo goes from 0-for-12 to 3 hits, including a homer, and the Nationals beat the Pirates 5-3

Washington Nationals’ Joey Gallo celebrates his solo home run with manager Dave Martinez, bottom right, during the second inning of a baseball game against the Pittsburgh Pirates, at Nationals Park, Wednesday, April 3, 2024, in Washington. (AP Photo/Alex Brandon)

Washington Nationals’ Ildemaro Vargas steals second base as Pittsburgh Pirates shortstop Oneil Cruz waits for the throw during the fourth inning of a baseball game at Nationals Park, Wednesday, April 3, 2024, in Washington. (AP Photo/Alex Brandon)

Pittsburgh Pirates left fielder Jack Suwinski runs to grab a ball hit by Washington Nationals’ Trey Lipscomb during the second inning of a baseball game at Nationals Park, Wednesday, April 3, 2024, in Washington. (AP Photo/Alex Brandon)

Washington Nationals’ Joey Gallo hits a double during the third inning of a baseball game against the Pittsburgh Pirates at Nationals Park, Wednesday, April 3, 2024, in Washington. (AP Photo/Alex Brandon)

Pittsburgh Pirates manager Derek Shelton, left, argues with home plate umpire Mike Muchlinski after being ejected during the seventh inning of the team’s baseball game against the Washington Nationals at Nationals Park, Wednesday, April 3, 2024, in Washington. The Nationals won 5-3. (AP Photo/Alex Brandon)

Washington Nationals relief pitcher Kyle Finnegan, left, celebrates with catcher Keibert Ruiz after the team’s 5-3 win in a baseball game against the Pittsburgh Pirates at Nationals Park, Wednesday, April 3, 2024, in Washington. (AP Photo/Alex Brandon)

Washington Nationals manager Dave Martinez smiles after a baseball game against the Pittsburgh Pirates at Nationals Park, Wednesday, April 3, 2024, in Washington. The Nationals won 5-3. (AP Photo/Alex Brandon)

Washington Nationals relief pitcher Kyle Finnegan throws in the rain during the ninth inning of the team’s baseball game against the Pittsburgh Pirates at Nationals Park, Wednesday, April 3, 2024, in Washington. (AP Photo/Alex Brandon)

Pittsburgh Pirates designated hitter Andrew McCutchen breaks his bat on a foul ball during the sixth inning of a baseball game against the Pittsburgh Pirates at Nationals Park, Wednesday, April 3, 2024, in Washington. The Nationals won 5-3. (AP Photo/Alex Brandon)

Pittsburgh Pirates’ Bryan Reynolds (10) argues a called third strike with home plate umpire Mike Muchlinski during the seventh inning of the team’s baseball game against the Washington Nationals at Nationals Park, Wednesday, April 3, 2024, in Washington. The Nationals won 5-3. (AP Photo/Alex Brandon)

Home plate umpire Mike Muchlinski ejects Pittsburgh Pirates manager Derek Shelton during the seventh inning of the team’s baseball game against the Washington Nationals at Nationals Park, Wednesday, April 3, 2024, in Washington. The Nationals won 5-3. (AP Photo/Alex Brandon)

Washington Nationals relief pitcher Kyle Finnegan throws in the rain during the ninth inning of a baseball game against the Pittsburgh Pirates at Nationals Park, Wednesday, April 3, 2024, in Washington. The Nationals won 5-3. (AP Photo/Alex Brandon)

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WASHINGTON (AP) — Joey Gallo emphatically ended an 0-for-12 season-opening drought with an upper-deck homer that traveled 447 feet and two other hits, and the Washington Nationals beat the Pirates 5-3 on Wednesday night, Pittsburgh’s first loss of 2024 .

“Just feels good to help the team win, feel like you’re contributing,” Gallo said.

Luis García Jr. doubled three times to tie a Nationals record and scored twice, CJ Abrams had a pair of RBIs, and Trevor Williams (1-0) allowed two runs in 5 1/3 innings on a rainy evening in front of an announced crowd of 14,022.

Kyle Finnegan, the fifth Nationals pitcher, worked around a two-base throwing error by rookie third baseman Trey Lipscomb in the ninth and collected his second save in three chances this season — after blowing one in his last outing, a loss at Cincinnati on Sunday . Finnegan struck out former Nationals player Michael A. Taylor to end it.

Gallo, a 30-year-old first baseman who signed a $5 million, one-year contract as a free agent, homered in the second, doubled to right in the third and singled in the seventh — lifting his batting average from .000 to .188. He whiffed in half of his dozen at-bats entering this game.

He had no trouble connecting off 2023 All-Star Mitch Keller (0-1) to lead off the second, when the Nationals batted around and scored four runs after falling behind 2-0. Gallo pulled an 89 mph cutter into the second deck in right for a solo shot.

When Gallo is swinging well, Washington manager Dave Martinez said, “It gives us a power bat that drives in runs for us, and our lineup becomes explosive.”

Pittsburgh had been off to a 5-0 start for the first time since 1983 and last began a season 6-0 in 1962. This game was the Pirates’ first of the year without scoring at least six runs.

Pirates manager Derek Shelton was ejected in the seventh after leaving the dugout to argue with plate umpire Mike Muchlinski when Bryan Reynolds was called out on a check-swing third strike to end the top half of the inning. Reynolds went 0 for 4, and his 33-game on-base streak ended.

Shelton said he was asking Muchlinski to ask the third base umpire whether Reynolds had stopped his swing in time. The manager also wanted to make sure Reynolds didn’t get tossed.

“That’s why the third base umpire’s down there,” Shelton said. “Once I went on the field, I knew I was going to get ejected.”

Keller pitched 5 1/3 innings, allowing five runs — four earned — and eight hits.

“Giving up a four-spot in the second after we scored two is not ideal,” Keller said.

Taylor hit a two-run single for the Pirates, and Jack Suwinski homered off lefty reliever Robert Garcia in the sixth.

TRAINER’S ROOM

Pirates: Put C Jason Delay on the 10-day IL with inflammation in his right knee and added C Joey Bart to the roster . Bart was acquired from the San Francisco Giants for minor league RHP Austin Strickland. Bart was designed for assignment by the Giants, who took him with the No. 2 overall pick in the 2018 amateur draft.

Nationals: CF Victor Robles was lifted for a pinch runner in the second after feeling something in his left hamstring. Martinez said Robles will have an MRI exam on Thursday. ... OF Jesse Winker, who left Monday’s series opener after one inning because of a stomach illness, was “still a little under the weather” and out of the starting lineup, Martinez said. RHP Jordan Weems, who also was sick and couldn’t pitch Monday, faced three batters out of the bullpen Wednesday.

In Thursday’s series finale, the Pirates send LHP Martín Pérez (0-0, 2.08 ERA) to the mound against Nationals RHP Josiah Gray (0-1, 15.75).

AP MLB: https://apnews.com/hub/mlb

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How Can I Get a 5 in AP Research?

6 min read • september 30, 2021

Mixed AP Review

Endless stimulus-based MCQs for all units

In these three things—production, with the necessity of exchanging products, shipping, whereby the exchange is carried on, and colonies, which facilitate and enlarge the operations of shipping and tend to protect it by multiplying points of safety—is to be found the key to much of the history, as well as of the policy, of nations bordering upon the sea. The policy has varied both with the spirit of the age and with the character and clear-sightedness of the rulers; but the history of the seaboard nations has been less determined by the shrewdness and foresight of governments than by conditions of position, extent, configuration, number and character of their people,—by what are called, in a word, natural conditions.

Introduction

Hey! So you completed AP Seminar, and now you're in the second half of the class: AP Research. While you wrote multiple research papers last year and assembled plenty of evidence to build your argument, you face a more difficult task this year: completing your independent research.

Unlike Seminar, there will be no "mock" writing; rather, your work on Day 1 will accumulate until you have your presentation/oral defense and submit your 4,000-5,000 word research paper. ✍️

To get a 5 in AP Research, the most important thing to know is to have a holistic understanding of the exam format.

How to get a 5

1. understand the format of the exam..

Exam...is not necessarily the best representation of your AP score you'll receive in July. Unlike AP Seminar, you will only turn in your research paper while your teacher submits your presentation and oral defense score. There is  no tested portion of AP Research !

TFW you realize there's no exam day for Research! Image Courtesy of Pixabay

Here is how the exam breaks down:

• Academic Paper [75%]
• 4,000 - 5,000 words (10% over acceptable)
• Presentation and Oral Defense (POD) [25%]
• 15-20 minute presentation with 3-4 questions asked from a panel

The academic paper is  graded on a six-row holistic rubric . However, the presentation and oral defense use a separate,  seven-row analytical rubric . The academic paper's holistic rubric means that graders can determine whether your paper "overall" is a 3, 4, or a 5; on the other hand, the POD's analytical rubric is graded on a "points" scale, with the possibility of scoring up to 24 points.

One of the best things to do before you begin your own writing is to look at multiple example papers!

2. Read sample papers to understand the expectations.

To understand how you should structure your paper, you can and should analyze past papers. What's incredibly important is that you read papers at multiple levels - don't just read the best or worst published academic papers. 🖊️

As one former AP Research student notes:

"Read sample papers to get a gauge of what is expected of the paper (most people come in too ambitious)"

By reading practice papers, you can set a benchmark of the expectations for your academic paper. However, this shouldn't be something that you do at the beginning of AP Research. Make sure that you're taking a look at a variety of research papers throughout August and May.

Your teacher may have asked past Research students for papers to use as examples; in addition, College Board has published  2019 sample papers  and  papers from 2016-2018  (some of which may have had different rubrics). One thing to do that may help you is to "be an AP reader" and grade the practice papers you read - that way, you can see the differences in you and the real AP Readers' reasoning.

In addition to looking at practice papers, you should watch some practice presentations!

3. Watch previous AP Research presentations.

Your teacher should have access to past PODs, from their training or in their AP Classroom. These are incredibly helpful, as they serve as a model for your presentations. Similar to practice papers, you should check these out throughout the year!

You can also practice be a panelist and grade students during their presentation; this way, you'll understand what to do and what not to do during your POD.

Image Courtesy of Pixabay

If you want some more inspiration or assistance with your presentations, YouTube has an excellent library of AP Research presentations from past years. 🗣️

4. Think long term with your work.

As another former AP Research student excellently notes:

"You need to think LONG TERM with all your work--how your literature creates a framework and where the gap is, and be good at communicating it! Our teacher told a story from the AP reading about how one of his students got a 4 because she left out a single statement that created a gap in her logic. The readers are looking for high level communication and you need to be clear about your assumptions, your theories, and your gap in the literature."

This is a very important piece of advice for AP Research! Often times, you will write the beginning of your paper in August and then conclude in March. As a result, you need to think about what you'll be writing in six months at the beginning of the research process! ↩️

Another critical aspect of the paper that you will be writing and editing, later on, is the literature review. 📚

5. Constantly conduct a review of the literature.

One of the most important parts of the research paper is the literature review, where you basically look at existing published research and find the gap to begin your research.

Many AP Research students will write their literature review section before November; make sure that you continually survey the literature (check databases and journals in your field) throughout the year!

Image Courtesy of Unsplash

Speaking of the different sections of the research paper, it's important that you stay organized (both internally and externally) while writing the paper.

6. Have a clear structure and time schedule to keep yourself on track

There is really one nightmare scenario for AP Research students: it's April 30, a few hours before the deadline, and you're desperately trying to add words to get to the 4,000-5,000 word limit.

Thankfully, many teachers try to prevent this by giving you multiple deadlines to submit each section of the research paper. Yet, I highly recommend you download a time management and/or to-do list app to plan out what days and times you'll write. I currently use  Toggl  and  Todoist  - both free and offered on all platforms!

If your teacher does not give you deadlines, make sure you give yourself time to write and receive edits for each section of the paper. Setting word goals is also helpful for different sections of the essay - a good person to ask about how long each of your sections should be is an expert advisor!

7. Try to find an expert advisor.

AP Research is, by definition, an independent study course, meaning that you will not have peers to work together with on your paper or presentation. However, you should obtain an advisor to help you with the process. After figuring out what topic you want to pursue, try asking teachers at your school who have degrees in the field or even contacting professors from local community colleges or universities.

Your experts don't have to wear suits - but many do! Image Courtesy of Unsplash

Expert advisors are extremely helpful, as they can assist you with any questions you have about prior research in the field or your analysis. While they  can't write portions of your paper , they can give you feedback and advice to help you score a coveted 5.

Even with an expert advisor, another great group of people can immensely help you in AP Research: your peers. 🎒

8. Get feedback from your peers.

Your classmates who are also taking AP Research will likely be conducting inquiries into topics that may wildly differ from you; however, that doesn't mean you can't ask them for help!

For instance, I researched whether the lack of milk competitors in elementary schools was due to Congressional lobbying by corporations. I sought feedback from someone researching whether companies should compensate people for using their data! 💻

They will be able to answer any quick questions you have about your research question, citations, a gap in research, and more!

Ultimately, AP Research's independence may feel like a double-edged sword at first, but with these eight tips, you can succeed and score a 5️⃣ !

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MASS TRANSIT ALERT: MARC Camden Line Train experiencing delays due to fallen tree on the tracks

Killorn scores 2 goals and Ducks end 5-game skid with 5-3 win over Flames

The Associated Press

April 3, 2024, 1:29 AM

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CALGARY, Alberta (AP) — Alex Killorn scored twice, Troy Terry had a goal and two assists and the Anaheim Ducks snapped a five-game losing streak with a 5-3 win over the Calgary Flames on Tuesday night.

“It feels good to win,” said Killorn, who has 17 goals this season. “We haven’t done that in a long time. It’s been tough. It’s nice, especially at the end of the road trip to go home with a good feeling.”

Mason McTavish and Cam Fowler rounded out the scoring for Anaheim while rookie defenseman Olen Zellweger had three assists for his first career multi-point game.

Lukas Dostal made 21 stops as the Ducks won for just the second time in their last 14 games (2-11-1).

“It’s not fun losing games and especially not consecutive ones,” said Zellweger. “Get the win here and now we’re looking forward to the next one where we can keep that going.”

Andrei Kuzmenko had two goals and Yegor Sharangovich also scored for the Flames, who have lost six of their last seven games. Jacob Markstrom had 24 saves.

“We weren’t committed to playing with structure,” said Flames defenseman MacKenzie Weegar. “A team, like that, that plays loose and are pretty skilled, they can make you pay. I don’t know why we don’t get prepared like it would be against any other top team in the league.”

After beating the playoff-bound Los Angeles Kings and playing an excellent game, it was a return to the club’s inconsistent ways that have plagued them all season.

“Today wasn’t up to our standards and us leaders gotta show the way for the young guys,” said Flames captain Mikael Backlund. “We know we’ve gotta play a lot better. We know we gotta learn from it and at some point, we’ve got to play better against teams that are below us in the standings.”

Anaheim took the lead 1:52 into the third when Fowler jumped into the rush, took a pass from Trevor Zegras, and wired a shot inside the goalpost for his first goal in 22 games. Anaheim made it 4-2 at 5:09 when Terry carried the puck down the left wing and found Killorn in the slot for the goal.

After Kuzmenko’s second of the night at 9:34 cut the lead to one, Killorn put the game away with his second 17th of the season at 13:14.

Down 1-0 after the first period, Calgary tied it 2:30 into the second period, needing just five seconds to connect on a power play.

After winning the faceoff, the puck eventually came back to Nazem Kadri and his shot was deflected in front by Sharangovich.

Calgary took its first lead of the night when Kuzmenko took a pass from Kadri, cut into the slot to avoid Zegras, then pulled the puck around Fowler, before holding onto it patiently to outwait Dostal and fire the puck into the net.

The Ducks tied it three minutes later as Terry made up for failing to score on a breakaway earlier in the period.

Terry is the eighth player in franchise history with three consecutive 20-goal seasons and the first since Rickard Rakell did it from 2015-16 to 2017-18.

McTavish later left the game with a lower-body injury after a hit.

“It doesn’t look good. We’ll know more later,” said Ducks head coach Greg Cronin. “It was an awkward hit. I didn’t like the way it ended. I thought their guy took advantage.”

Ducks: Start a four-game homestand against the Kraken on Friday night.

Flames: At Winnipeg on Thursday night.

AP NHL: https://www.apnews.com/hub/NHL

Copyright © 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, written or redistributed.

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