Synthesis Essay
4th Quarter English 4 Common Summative Assessment
Unit Focus Standards:
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CCSS.ELA-LITERACY.W.9-10.4 - PRODUCE CLEAR AND COHERENT WRITING
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.9-10.5 - PLANNING, REVISING, AND EDITING Develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-LITERACY.SL.9-10.2 - DELIVERING PRESENTATIONS Integrate multiple
sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally)
evaluating the credibility and accuracy of each source.
What is the Synthesis Essay?
A synthesis essay is a written discussion incorporating support from several sources. This type of
assignment requires that you examine a variety of sources and identify their relationship to your
thesis.
Tips for an Effective Synthesis Essay
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Establish your purpose to shape the way you want to argue and form your thesis. The
thesis is the main claim or idea of your essay.
Select your sources and become familiar with them so that you can discuss them in
relationship to your thesis and supporting argument(s). If you simply quote sources
without evaluating them then the sources will control your paper and your audience may
misinterpret the information.
Develop an organizational plan. Arrange more than just one source per point; multiple
sources will increase your credibility. Look at how sources may agree or disagree with
one another and evaluate which source has better logic or more credibility.
Evaluate or interpret each source, then show the relationship between the sources and
your thesis.
Document each source; note the author and page number as well as listing the source on
the Works Cited page to avoid plagiarism. This MUST be done if you quote, summarize
or paraphrase a source.
Task:
After reading multiple and varied texts (novel, short story, informational texts, etc.) on dystopian
societies, create a synthesis essay in which you examine one of the greatest factors that lead to
authoritarian rule, the consequences of authoritarian rule, and a lesson learned through studying
dystopian literature (which, of course, must be associated to authoritarian rule).
In other words:
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What is one major lesson we have learned through studying dystopian literature?
(Theme/Thesis – lesson learned)
What is the greatest factor that leads to the rise of an authoritarian government? (See
“Factors” below to decide on which factor(s) you would like to focus on)
What are the consequences of an authoritarian government for its people?
Three sources must be used:
1. Animal Farm (or dystopian novel of teacher’s choice)
2. One dystopian short story from this unit
3. Example from history or contemporary events (this is up to you to find!)
Suggested Short Stories to Incorporate:
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The Pedestrian by Ray Bradbury
Harrison Bergeron by Kurt Vonnegut
The Lottery by Shirley Jackson
Summertoys Last All Summer Long by Brian Aldiss
The Veldt by Ray Bradbury
Marionettes Inc. by Ray Bradbury
Robot Dreams by Isaac Asimov
Factors:
The goal here is to choose just ONE factor to examine in detail within your three sources to
prove your thesis (theme/lesson learned).
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Language as a tool of propaganda
Power & Corruption
The dangers of being uneducated
Rules & Order
Leaders & Followers
*Your chosen factor will be used to develop your thesis/theme.
Example Thesis (DO NOT COPY!):
Civilians who blindly follow leadership are just as at fault for the rise of authoritarian society as the
oppressive leader(s) themselves.
Note: The lesson learned, or THEME, is your thesis. Within the lesson learned is mention of what I deem
to be the greatest factor that promotes authoritarian leadership – Leaders (oppressive) & Followers (blind
obedience). Your thesis must also include a lesson learned stemming from your chosen factor.
How do I begin forming my thesis?
The first step of forming your thesis is determining which factor, from the above list, you would
like to focus on. Once you have chosen a factor, consider how this factor is revealed in each
source. Use the following four sections (Brainstorming Sources, Focus Statements,
Brainstorming Source Evidence, and Putting it all Together) to format your thesis statement.
Brainstorming Sources:
Once you have chosen your factor, it is time to determine which pieces of literature will be examined.
This is called a “Focus Statement”. Remember you MUST use three sources:
1. Animal Farm (or dystopian novel of teacher’s choice)
2. One dystopian short story from this unit
3. Example from history or contemporary events (this is up to you to find!)
Focus Statements:
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Source 1: _________________________________ will help effectively support my
explanation of the factor because ________________________________________.
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Source 2: _________________________________ will help effectively support my
explanation of the factor because ________________________________________.
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Source 3: _________________________________ will help effectively support my
explanation of the factor because ________________________________________.
Brainstorming Source Evidence
1.
Brainstorming: With your focus statement for each source in mind, list and provide as many relevant
pieces of information/ideas/quotes as you can for your chosen factor with the related source. (If you wish to
use a different brainstorming/planning process on a separate piece of paper, ensure that you staple it into
this booklet).
Thesis Statement – Putting it all Together:
Considering your focus statements and details from your chosen sources, put it all together to
form a lesson learned (Thesis/Theme).
Writing Your Synthesis Paper
1.
Title
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This is the personal title that you choose for your piece of writing that is designed
to attract and pique the reader’s interest in your writing.
Once you know your thesis, you can use the ‘main idea’ to help generate a few
words that encapsulate that main point as your title. Many writers think they must
title their piece at the start: instead of writing it at the beginning, you can wait
until you have finished your writing and choose a few interesting words from
your conclusion instead.
2.
Introduction
I. Attention Getter:
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II.
III.
This is the opening sentence to your essay that precedes your thesis or topic
sentences and is connected to the main idea but generalized. It is designed to
attract and pique the reader’s interest in your writing.
 Relate a dramatic
 Tell a vivid anecdote.
 Define a key
anecdote.
term.
 Use a fitting
 Expose a commonly
quotation.
 Present an
held belief.
interesting
 Ask a provocative
observation.
 Present surprising
question.
facts and statistics.
 Create a unique
scenario
Background information
a. What is your essay going to be about?
b. Introduce the titles and authors of each source you are planning to use
Thesis statement
4.
Body Paragraph(s)
 Topic Sentence: Begins with a sentence or phrase that informs readers of the main
idea of the paragraph.
 Evidence: Includes evidence and support from all texts
 Clearly indicates which material comes from which source using lead in phrases
OR in-text citations.
 Shows the similarities or differences between the different sources in ways that
make the paper as informative as possible.
 Explains HOW each piece of evidence SUPPORTS your thesis.
 Represents the texts fairly.
5.
Conclusion
 When you have finished your paper, write a conclusion reminding readers of the
organizing ideas within the body paragraphs (points of convergence or
divergence) and the ways they connect to the overall topic or theme (big
umbrella)
 How or why was this theme significant or relevant?
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Epiphany - After you have concluded your essay, one more sentence as a final
epiphany that leaves the reader realizing that your topic/theme is relevant and
significant to their own life.
Essay Requirements
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Typed
Times New Roman
12 pt. font
Double spaced
5 paragraph minimum
At least 3 sources (must use novel read this semester, one short story, and one outside
source)
MLA format
Works Cited Page
MLA Page Format:
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12 pt. font (Times New Roman)
Header: Last Name Page #
First page should contain Name, Instructor's Name, Course title, Date (left-aligned,
double-spaced)
Title is centered
Essay is left-aligned
Everything is double-spaced
Works Cited Page Requirements:
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Works cited page is a NEW page within the same word document as your essay
All sources used within your essay appear on your works cited page (Minimum of
three!)
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There are NOT any sources on your works cited page that ARE NOT used within your
essay
Title the page "Works Cited" and center it
Page is left-aligned
Page is double spaced
Set a hanging indent of .5 inches after the first line of each citation
Sort alphabetically by the first item in citation (usually last name or title, if no name)
How will I be Graded?
You will earn FOUR grades for this essay – one grade per category listed below.
Criterion A: Analysing
Maximum: 8
At the end of year 5, students should be able to:
i. analyse the content, context, language, structure, technique and style of text(s)
and the relationship
among texts
i analyse the effects of the creator’s choices on an audience
i.
i justify opinions and ideas, using examples, explanations and terminology
i
i.
i evaluate similarities and differences by connecting features across and within
v genres and texts.
.
Achievement
level
0
Level descriptor
The student does not reach a standard described by any of the
descriptors below.
The student:
i.
ii.
iii.
1–2
provides limited analysis of the content, context,
language, structure, technique and style of text(s) and
the relationship among texts
provides limited analysis of the effects of the
creator’s choices on an audience
rarely justifies opinions and ideas with examples or
explanations; uses
little or no terminology
iv.
evaluates few similarities and differences by making
minimal
connections in features across and within genres and texts.
The student:
i.
ii.
iii.
3–4
iv.
provides adequate analysis of the content, context,
language, structure, technique and style of text(s) and
the relationship among texts
provides adequate analysis of the effects of the
creator’s choices on an audience
justifies opinions and ideas with some examples and
explanations, though this may not be consistent; uses
some terminology
evaluates some similarities and differences by making
adequate
connections in features across and within genres and texts.
Achievement
level
Level descriptor
The student:
i.
ii.
5–6
iii.
competently analyses the content, context, language,
structure, technique, style of text(s) and the
relationship among texts
competently analyses the effects of the creator’s
choices on an audience
sufficiently justifies opinions and ideas with
examples and explanations; uses accurate terminology
iv.
evaluates similarities and differences by making
substantial connections in features across and within
genres and texts.
The student:
i.
ii.
7–8
iii.
iv.
provides perceptive analysis of the content, context,
language, structure, technique, style of text(s) and the
relationship among texts
perceptively analyses the effects of the creator’s
choices on an audience
gives detailed justification of opinions and ideas
with a range of examples, and thorough explanations;
uses accurate terminology
perceptively compares and contrasts by making
extensive
connections in features across and within genres and texts.
Criterion B: Organizing
Maximum: 8
At the end of year 5, students should be able to:
i. employ organizational structures that serve the context and intention
i organize opinions and ideas in a sustained, coherent and logical manner
i.
i use referencing and formatting tools to create a presentation style suitable to
i the context and
i.
intention.
Achievement
level
Level descriptor
0
The student does not reach a standard described by any of the
descriptors below.
The student:
i.
ii.
1–2
iii.
makes minimal use of organizational structures
though these may not always serve the context and
intention
organizes opinions and ideas with a minimal degree
of coherence and logic
makes minimal use of referencing and formatting
tools to create a presentation style that may not
always be suitable to the context and intention.
The student:
i.
ii.
3–4
iii.
makes adequate use of organizational structures that
serve the context and intention
organizes opinions and ideas with some degree of
coherence and logic
makes adequate use of referencing and formatting
tools to create a presentation style suitable to the
context and intention.
The student:
i.
ii.
5–6
iii.
makes competent use of organizational structures that
serve the context and intention
organizes opinions and ideas in a coherent and
logical manner with ideas building on each other
makes competent use of referencing and formatting
tools to create a presentation style suitable to the
context and intention.
The student:
i.
ii.
7–8
iii.
makes sophisticated use of organizational structures
that serve the context and intention effectively
effectively organizes opinions and ideas in a
sustained, coherent and logical manner with ideas
building on each other in a sophisticated way
makes excellent use of referencing and formatting
tools to create an
effective presentation style.
Criterion C: Producing text
Maximum: 8
At the end of year 5, students should be able to:
i. produce texts that demonstrate insight, imagination and sensitivity while
exploring and reflecting critically on new perspectives and ideas arising from
personal engagement with the creative process
i make stylistic choices in terms of linguistic, literary and visual devices,
i. demonstrating awareness of impact on an audience
i select relevant details and examples to develop ideas.
i
i.
Achievement
level
0
Level descriptor
The student does not reach a standard described by any of the
descriptors below.
The student:
i.
1–2
ii.
iii.
produces texts that demonstrate limited personal
engagement with the creative process; demonstrates a
limited degree of insight, imagination and sensitivity
and minimal exploration of, and critical reflection on,
new perspectives and ideas
makes minimal stylistic choices in terms of linguistic,
literary and visual devices, demonstrating limited
awareness of impact on an audience
selects few relevant details and examples to develop
ideas.
The student:
i.
3–4
produces texts that demonstrate adequate personal
engagement with the creative process; demonstrates
some insight, imagination and sensitivity and some
exploration of, and critical reflection on, new
perspectives and ideas
ii.
iii.
makes some stylistic choices in terms of linguistic,
literary and visual devices, demonstrating adequate
awareness of impact on an audience
selects some relevant details and examples to develop
ideas.
The student:
i.
5–6
ii.
iii.
Achievement
level
produces texts that demonstrate considerable
personal engagement with the creative process;
demonstrates considerable insight, imagination and
sensitivity and substantial exploration of, and critical
reflection on, new perspectives and ideas
makes thoughtful stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience
selects sufficient relevant details and examples to
develop ideas.
Level descriptor
The student:
i.
ii.
7–8
iii.
produces texts that demonstrate a high degree of
personal engagement with the creative process;
demonstrates a high degree of insight, imagination
and sensitivity and perceptive exploration of, and
critical reflection on, new perspectives and ideas
makes perceptive stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience
selects extensive relevant details and examples to
develop ideas with
precision.
Criterion D: Using language
Maximum: 8
At the end of year 5, students should be able to:
i. use appropriate and varied vocabulary, sentence structures and
forms of expression
i write and speak in a register and style that serve the context and
i. intention
i use correct grammar, syntax and punctuation
i
i.
i spell (alphabetic languages), write (character languages) and
v pronounce with accuracy
.
v use appropriate non-verbal communication techniques.
.
Achievement
level
0
Level descriptor
The student does not reach a standard described by any of the
descriptors below.
The student:
i.
ii.
uses a limited range of appropriate vocabulary and
forms of expression
writes and speaks in an inappropriate register and
style that do not
serve the context and intention
1–2
iii.
uses grammar, syntax and punctuation with limited
accuracy; errors
often hinder communication
iv.
spells/writes and pronounces with limited accuracy;
errors often hinder
communication
v.
makes limited and/or inappropriate use of nonverbal communication techniques.
The student:
i.
ii.
iii.
3–4
iv.
uses an adequate range of appropriate vocabulary,
sentence structures and forms of expression
sometimes writes and speaks in a register and style
that serve the context and intention
uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
communication
spells/writes and pronounces with some degree of
accuracy; errors
sometimes hinder communication
v.
makes some use of appropriate non-verbal
communication techniques.
The student:
i.
ii.
iii.
5–6
iv.
v.
uses a varied range of appropriate vocabulary,
sentence structures and forms of expression
competently
writes and speaks competently in a register and style
that serve the context and intention
uses grammar, syntax and punctuation with a
considerable degree of accuracy; errors do not
hinder effective communication
spells/writes and pronounces with a considerable
degree of accuracy; errors do not hinder effective
communication
makes sufficient use of appropriate non-verbal
communication techniques.
Achievement
level
Level descriptor
The student:
i.
ii.
iii.
7–8
iv.
v.
effectively uses a range of appropriate vocabulary,
sentence structures and forms of expression
writes and speaks in a consistently appropriate
register and style that serve the context and intention
uses grammar, syntax and punctuation with a high
degree of accuracy; errors are minor and
communication is effective
spells/writes and pronounces with a high degree of
accuracy; errors are minor and communication is
effective
makes effective use of appropriate non-verbal
communication techniques.