AP Language
Synthesis
Essay
Writing on Demand
What is synthesis?
Exam Section II format & general approach strategy
Breaking down the prompt
Contents
Prewriting Strategies including thesis & outline writing
General considerations, tips, & cautionary advice
10 Real Synthesis essay prompts from past exams presented with insight
and strategies to provide you an overview of the range of questions and
source types you may encounter on YOUR Synthesis question
Synthesis
Essay
Although the synthesis essay
appears intimidating due to its
length given the sources
It is actually the most accessible
of the three AP Language Exam
Section II essay writing tasks
For Section II you are given 2
hours and 15 minutes to
compose 3 essays
Section II
of the
Exam
This gives you 40 minutes to
write each essay
And 15 minutes to read the
synthesis sources
The exam proctor will not tell you to move
on to the next essay
Exam
Format
It is up to you to manage your time
Good prewriting will help immensely, and
we will review the strategy
You may write the essays in order you
choose, but the synthesis essay is always
first in the packet
Recommended Order
1
For Section II, you will write the
Synthesis essay, a Rhetorical
Analysis essay, and an
Argument essay
2
I recommend you begin with
the Synthesis and choose the
order you will tackle the other
two once you preview the
prompts
3
Then, quickly determine the
order in which you will write the
other two based on your
strengths and level of familiarity
with the topics & text excerpts
the questions present
Of the 3 essays, the synthesis is the one
requiring the least amount of generative
writing
Why
Synthesis
First?
Generative writing is writing where you
have to originate all of the ideas you will
develop
Generative writing is easier once your
"writing mind" is warmed up and your
thoughts are flowing smoothly
Therefore, it is more efficient to begin with
the essay writing task that provides you
the material to discuss
Generative Writing on Section II
01
02
03
Synthesis Essay – requires you generate a
thesis (position) in response to a question.
Provides you with sources that can be used
throughout as evidence, examples,
commentary, & counter-argument claims
Rhetorical Analysis Essay – requires you
generate a thesis in response to a question
on the effectiveness of a speaker or author's
text. Requires you identify the strengths
and/or weaknesses in the speaker's rhetoric
within the excerpt. Requires you identify
examples showing the effectiveness of the
rhetoric. Requires your commentary
explaining how those examples prove your
thesis
Argument Essay – requires you generate a
thesis (position) in response to a
controversial question at issue. There is no
text excerpt provided beyond a few
sentences, if that. The examples used to
develop your thesis are entirely generated
from your own knowledge and experience.
The commentary is also entirely generated
by you. The counter-argument must be
acknowledged and addressed, so it also
must be generated.
A Word on Level of Difficulty
• Every student will have a different experience when tasked with Section II. If the student
happens to have significant knowledge and/or interest in any of the prompt topics, then
that prompt topic will, of course, be easier for that student.
• In general, though, the synthesis essay, although the longest, is "easiest"
• The rhetorical analysis essay often requires analysis of a complex text. The task
requires sophisticated identification, analysis, and commentary. The rhetorical analysis is
the mode of writing new to most AP Lang students who have written numerous arguments
and text-supported essays prior to AP Lang. For that reason, it is often "most difficult."
• The argument essay presents a more familiar mode, but its challenge is in generating
appropriate and engaging examples substantial enough to develop and support the
position. Its difficulty is "medium."
The synthesis essay requests a position in response to
a prompt question
The position is supported and developed via a
"synthesis" or combination of references in direct quote
or summary paraphrase form
Synthesis
Essay
6-7 sources are provided
Some sources will be graphs and/or charts and/or other
visual media (cartoons, advertisements, paintings,
etc...)
3 sources must be included and cited using the author's
name, text title, and /or corresponding letter (Source A)
Finding the Question in the Prompt
The next slide is a copy of the 2019 AP
English Language Exam Synthesis prompt
Find and consider the phrase in bold
lettering
2019 Official Synthesis Exam Prompt
• In response to our society’s increasing demand for energy, large-scale wind power has
drawn attention from governments and consumers as a potential alternative to
traditional materials that fuel our power grids, such as coal, oil, natural gas, water, or
even newer sources such as nuclear or solar power. Yet the establishment of largescale, commercial-grade wind farms is often the subject of controversy for a variety of
reasons. Carefully read the following six sources, including the introductory information
for each source. Then synthesize material from at least three of the sources and
incorporate it into a coherent, well-written essay in which you develop your position
on the most important factors that an individual or agency should consider when
deciding whether to establish a wind farm. Your argument should be the focus of
your essay. Use the sources to develop your argument and explain the reasoning for it.
Avoid merely summarizing the sources. Indicate clearly which sources you are drawing
from, whether through direct quotation, paraphrase, or summary. You may cite the
sources as Source A, Source B, etc., or by using the descriptions in parentheses.
Your thesis will be in direct response to the prompt's
directive
Focus on
the
Prompt
Directive
Find within the prompt the language direction you to
"establish a position on..."
This is asking you to take a side on the topic issue
In 2019's prompt, the directive is develop your
position on the most important factors that an
individual or agency should consider when
deciding whether to establish a wind farm.
Develop your position on the most
important factors that an individual or
agency should consider when
deciding whether to establish a wind farm.
Turn the
Directive
into a
Question
Turn the prompt directive into a question you
can answer in thesis statement form:
Should individuals or agencies establish
wind farms, and what factors should they
consider when making that decision?
Answer the prompt question
• This is where you decide your position
• I always encourage students to argue the position they feel they can write the
most effective essay on, given the sources provided, the time constraint, and
their background knowledge of the topic
• This position is not always the one they believe
• Remember, an attorney does not always agree with their client, but they still must
argue their case
• A debate team does not always agree with the side of the issue they are
assigned, but they still must support it
• Argue the position that will provide the best conditions for you to write the best
essay you can
Don't Try to
Choose the
"Popular"
Viewpoint
• Section II of the exam is scored by
1000 or more diverse college and
AP educators from across the
country
• There is no way to predict their
opinion on the issue
• And, they are rigorously trained and
accountable for the consistency,
quality, fairness, and ethics with
which they score your exams
• Whatever side you choose, support
it well and include an
acknowledgement and discussion
of opposing viewpoints
Back to our prompt question: Should individuals or
agencies establish wind farms, and what factors
should they consider when making that decision?
Choose
Your
Position
Quickly determine your position, write it in thesis
statement form, and stick to it for the duration of the
essay.
NEVER change your position when writing an on
demand essay. There is not time to go back and make
all the necessary revisions.
Choose it. Stick to it.
Position: Yes, No, or Maybe
• Should individuals or agencies establish wind farms, and what factors
should they consider when making that decision?
• (Yes) Individuals and agencies should establish windfarms after considering
_________ because ___________.
• (No) Individuals and agencies should consider _____________________ and
ultimately choose not to establish wind farms because ___________
• (Maybe) Individuals and agencies should consider ______________when
establishing windfarms. However, ____________.
• The "maybe" or "sometimes" position is a qualifying thesis, or Toulmin
argument. This response would mostly agree with the establishment of
windfarms, but following "however" the thesis would preview a discussion of
the reservations (or cons) of wind farm development
A Note on Nuance
2019's prompt is more nuanced than
some in prior years that will be
discussed later
It is almost written as if the student
should respond with an explanatory
essay describing factors to consider
However, since it says, "take a position"
(and the synthesis essay prompt always
will), this implies the sources will include
opposing viewpoints on what to consider
when establishing a windfarm and on
whether windfarms are valuable to
establish
The student must take a position, not
simply rephrase or summarize the
sources
Cautionary Words
• One of the ways students are not successful on the synthesis essay is by
oversimplifying the prompt and/or writing an essay that responds to a
tangential or implied issue without directly addressing the prompt question
• It is imperative to include a discussion that directly addresses the
question, or the exam reader might think the student did not understand
the prompt and subsequently will not pass the essay
• For the 2019 prompt, the oversimplification risk would be to discuss only
the pros or cons of establishing windfarms
• The prompt requires you discuss the factors that should be
considered when establishing one, not just whether windfarms are a
good or a bad idea
• The factors must be directly discussed since the prompt directive
includes them
Since you are only required to include 3 of the sources (but
you may include all of them if you choose), some of the
sources do not need to be closely read
Next Step:
Determine
your
Sources
You should be done reading the sources AND with prewriting
the thesis in 15 minutes
Scan/quickly read the sources
Then decide on the 3 or more you will include
Closely read those, and select your text evidence
Will the
Sources
Chosen
Affect the
Score?
• They can. Part of the test of the synthesis
is to assess whether the student can
identify, present, and respond to
biased viewpoints appropriately
• Some of the sources will be labeled
"Editorial" or "Opinion Piece" in the
source description
• Those sources should NOT be presented
as fact
• They should be presented as a person's
opinion.
• In your commentary following
opinionated evidence, agree or disagree
with the claim and explain why
Misreading or Misrepresenting Sources
Misreading and/or
misrepresenting sources can
result in a non-passing grade
Note that some sources
contain biased viewpoints.
They can be quoted. But it
should be acknowledged in
your commentary that you
recognize the bias in this
source
To address this, choose
sources wisely and read
them closely
Be sure you understand
100% the entire content and
position of the source
If you are not confident you
understand a source, don't
use it
Students have presented
source evidence the speaker
intended sarcastically as
literal. This is a
misunderstanding of the
source and causes a nonpassing score
Balance Source Selection
1
2
Do not choose the 3 easiest
or shortest sources. This
exam determines if you
receive college credit or not,
and college level
sophistication is required
Balance source length and
complexity. For example, you
might choose 1) scholarly
article (ethos) 1) visual
media source or chart (logos
/ if data is included) and 1)
editorial (pathos)
3
Include sources reflecting
opposing viewpoints if they
are clearly emphasized
among the choices
4
Balance appeals: logical
statistical evidence
(logos), personal story or
opinion (pathos), and
credible evidence from
experts (ethos)
Citing Sources
• On the prompt page, the sources are listed below the
prompt
• 2019: Source A (photo), Source B (Layton), Source C
(Seltenrich), Source D (Brown), Source E (Rule), Source
F (Molla)
• When you cite the sources in your essay, include a
parenthetical citation with the information given on the
prompt page
• You can also give the title of the source as a signal
phrase, but it is more direct (and easier for the exam
scorer to see where you used your sources) to just use the
letters and prompt names listed on the prompt page
• So, if I cited Source E in 2019, my parenthetical citation
Some of the most important information on the test
is the source citation & introductory information
giving the year, mode, and sometimes even the
context of the source that appears at the top of the
page on each of the source texts
Assessing
Sources
Preview the introductory information for ALL
passages on BOTH the multiple choice and
constructed response exam sections
This information helps you assess the exigence –
the occasion and reason for writing the text. The
year it was written and the purpose for which it was
written will inform how you read the text and how it
should be utilized as evidence
Source A (Photo)
Winchell, Joshua. “Wind Turbines.” U. S. Fish and Wildlife
Service National Digital Library, 25 Mar. 2009,
digitalmedia.fws.gov/cdm/ ref/collection/natdiglib/id/6861. The
photograph below was taken for the United States Fish and
Wildlife Service.
The information here tells us the photo is contemporary (2009),
and it was taken for the purpose of documentation (to document
for a government institution)
Layton, Julia. “How Wind Power Works.”
HowStuffWorks, 9 Aug. 2006,
science.howstuffworks.com/environmental/ greenscience/wind-power.htm. The following is
excerpted from a popular Web site dedicated to
explaining various processes.
This information tells us that this source is
contemporary (2006), and although scientific, it
was written for a popular, general audience.
Source
B (Layton)
Source C (Seltenrich)
• Seltenrich, Nate. “Wind Turbines: A Different Breed of Noise?”
Environmental Health Perspectives, vol. 122, no. 1, Jan. 2014. National
Institute for Environmental Health Sciences, ehp.niehs.nih.gov/wpcontent/uploads/122/1/ ehp.122-A20.pdf. The following is excerpted from an
article in a peer-reviewed journal published by a federally funded research
institute. The numbered notes refer to source information that has been
omitted from this excerpt for length.
• This information tells us this source is contemporary (2014), and it was
written by a scientist, was peer-reviewed (other leading experts in the
field have read the article and agree it is credible and worthwhile to
study, for an audience of scientists
• Brown, Hal. “Blowin’ in the Wind: Texas
Ranchers Turn to Turbines.” E: The
Environmental Magazine, vol. 19, no. 1, 2008.
Academic Search Premier,
search.ebscohost.com/login.aspx?direct
=true&db=aph&AN=28052795&site=ehostlive&
scope=site. The following is excerpted from an
article in a magazine that features articles on
environmental issues.
• This information tells us this source is
contemporary. It doesn't tell the type of source,
but a quick preview shows it's a feature story
(the intro remarks do include the verb "features"
as a clue). Feature stories create portraits of a
place or person as demonstration of the effects
of a particular topic. In this case, the general
public appears to be quoted. It could include
the opinions of the people interviewed. It was
written for a general audience who cares about
environmental issues.
Source D
(Brown)
Source E (Rule)
• Rule, Troy A. Solar, Wind and Land: Conflicts in Renewable Energy
Development. Routledge, 2014. The following is excerpted from a
recent scholarly book.
• This information tells us this source is contemporary (2014). It says it
is a "scholarly book" which implies it includes research. It doesn't say
it is peer-reviewed, though, so it wouldn't be as credible as the
scholarly article, although it is credible. Notice the title includes the
word "Conflicts." Previewing the opening of the article, you can see
that it discusses an overview of the controversy surrounding the
undesirable appearance of wind-farms and provides a solution to this
problem
Source F
(Molla)
Molla, Rani. “What Is the Most Efficient Source
of Electricity?” Wall Street Journal, 15 Sept.
2014, blogs.wsj.com/numbers/what-is-themostefficient-source-of-electricity-1754/. The
following is excerpted from a blog on a news
site that examines the mathematics behind
common events.
This information tells us this is a contemporary
source (2014) from a reputable newspaper. It
provides statistical data in the form of a graph
that can be used as evidence supporting logical
appeals.
The Loose Outline
• Once you have selected your sources and
text evidence, the last prewriting step is to
write a loose outline. This can be just a couple
of bullet points listed to remind yourself of your
plan
• Remember, you are working under time
constraints
• Listing the points will ensure you do not forget
them while writing and will lead to a more
organized essay while also ultimately saving
you time (it takes a lot of time to recall points
you forget. Better to jot them down ahead of
time).
After the Outline, Draft
Quickly move from the
outline to the drafting stage
Just write the entire essay
according to your plan,
quickly, and be sure to cite
your three sources when
you include direct
quotations and summary
paraphrases of them
AP Language rubrics emphasize welldeveloped commentary.
A Note on
Paragraph
Development
The best way to develop this is to be sure
you fully explain how any paraphrased or
directly quoted text evidence supports or
demonstrates your thesis statement.
Be sure to discuss ALL your text evidence
thoroughly.
Text Evidence to Commentary
1
2
Recommendation include more than
3 pieces of text
evidence
3 pieces is the
formulaic approach
and AP is looking
for sophistication
3
There isn't a
perfect,
prescribed number
of paragraphs
4
Weave evidence
throughout
5
And always follow it
with commentary
Once you finish writing the full essay, if you
have time remaining in the 40 minutes, go
back and read the essay from start to finish
Revise to improve development,
organization, and word choice
Then, give the essay one more pass from
start to finish
Edit for grammar, punctuation, citation
format, and spelling
Revising
and
Editing
Additional Examples
Now, let's look at some
additional prompts from actual
AP Language exams
The purpose is to see the range
of topics that may appear
And to see the types of sources
included
This will help you feel more
prepared and less surprised by
the prompt question and source
types you receive when you
take the exam
2009 Synthesis Question
• Prompt Directive: Argue the extent to which schools should support
individuality or conformity
• (Source A) A magazine article, 2003
• (Source B) A bell schedule
• (Source C) A book cover
• (Source D) A book excerpt, 1995
• (Source E) A theoretical essay, 1969
• (Source F) A photograph of children singing in school
• (Source G) Expectations of high school students published in a student
handbook
2014 Synthesis Question
Prompt
Source
Source
Source
• Evaluate whether
college is worth its cost
• (Source A): A
newspaper's magazine
article, 2009
• (Source B): An editorial
opinion article, 2008
• (Source C): A research
article with visual and
textual quantitative data,
2011
Source
Source
Source
• (Source D): A newspaper
opinion article, 2011
(presents opposing
viewpoint to Source B)
• (Source E): A scholarly
article, 2011
• (Source F): A survey of
the general public key
findings report, 2011
2013
Synthesis
Question
• Prompt Directive: Examine the
factors to be considered in
memorializing an event
• (Source A): A book excerpt, 2009
• (Source B): A photo of a monument,
2010
• (Source C): An online major newspaper
opinion article, 2009
• (Source D): A local newspaper opinion
article, 2004
• (Source E): A news website article,
2008
• (Source F): An entry from a tourist
attractions online guide, 2010
• (Source G): A feature article from a
major magazine online, 2000
2012
Synthesis
Question
Prompt
Argue whether the US Postal Service should be restructured.
Source
(Source A): An online opinion article in a national news magazine, 2009
Source
(Source B): A graph excerpted from a USPS annual report, 2009
Source
(Source C)): A national news article published online, 2010
Source
(Source D): An online opinion article, 2009
Source
(Source E): A news feature article from a national magazine, 2008
Source
(Source F): A news opinion article, 2010
Source
(Source G): An historical photo by the USPS
Prompt
Evaluate daylight savings time and make a recommendation
Source
(Source A): An online news article providing a timeline, 2007
Source
(Source B): An online news article reviewing an energy legislative
bill, 2008
Source
(Source C): A book excerpt, 2005
Source
(Source D): A quantitative data graph from a public health
journal, 1995
Source
(Source E): An opinion article in a national newspaper, 2009
Source
(Source F): An excerpt from a scholarly journal article, 2008
2010
Synthesis
Question
2008
Synthesis
Question
Prompt Directive: Develop
a position on whether or
not the penny coin should
be eliminated
(Source A): An opinion
article from a national
business magazine, 2006
(Source B): An online
opinion article from a
national magazine, 2005
(presents the opposing
view to Source A)
(Source C): An opinion
piece in an online edition
of a national
newspaper, 2004
(Source D): An
unpublished letter to the
editor of a national
newspaper posted online
by a special interest
group, 2004
(Source E): Data table
from an independent
poll, 2004
(Source F): A press
release by a federal
government
commission, 2005
(Source G): Scanned
images of pennies
2008 Synthesis Question (Form B)
Prompt
Develop a position on whether or not there should be specific texts that all high school students should read
Source
(Source A): A definition from an online reference source, 2004
Source
(Source B): A table of data gathered from schools in the United States, 1992
Source
(Source C): An excerpt from an academic journal article, 1996
Source
(Source D): The cover of a widely used literature textbook, 1999
Source
(Source E): An excerpt from an online article presenting an historical research overview, 2006
Source
(Source F): An introduction from a discussion forum, 1993
2007
Synthesis
Question
• Prompt Directive: Develop a position on
the effects of advertising
• (Source A): American Red Cross poster,
2004
• (Source B): A passage excerpted from an
encyclopedia entry on advertising, 2003
• (Source C): An excerpt from a lecture, 2004
• (Source D): A book excerpt, 1999
• (Source E): A book excerpt, 1975
• (Source F): A passage excerpted from an
online journal article, 2005
2007 Synthesis Question (Form B)
Prompt
Source
• Develop a
position on the
most important
considerations
facing a curator
when choosing
a new piece of
art or artifact for
a museum
• (Source A): An
excerpt from an
historical
figure's memoir,
2002
Source
• (Source B): A
painting with
commentary,
1822
Source
• (Source C):
Excerpt from
the "About"
page on a
national
museum
website, 2006
Source
• (Source D) A
book excerpt,
1991
Source
• (Source E): A
book excerpt,
1997
Source
• (Source F):
Excerpt from
testimony
transcript of a
national
advisory
commission
hearing, 2000
As you can see, Synthesis Question topics cover a
wide range of disciplines
What do they seem to have in common?
Prompt
Topic
Takeaways
While generally less controversial than the
argument prompt topics, the synthesis topics also
have opposing views
They are frequently topics on matters of public
policy: currency, post offices, museums, schools
Often, they require a deeper look at familiar topics
So, anticipate that the synthesis
topic will likely be one with which
you are familiar
Approach
But, it requires you bring close
analysis to this familiar topic
And that you think about the topic
in ways you may not have ever
considered
A Note of Caution
Since the topics are often
familiar ones, be cautious not
to oversimplify your response
Use the sources as your guide
showing how to approach the
topics more deeply
Notices the nuances (slight
differences)
Source
Type
Takeaways
As you have seen, the source types range
from scholarly article excerpts to online
news opinion pieces to photos of
monuments and graphs of quantitative
data
Ask yourself, what is the best selection of
sources to support my position in a
balanced way?
Sources representing opinions are not always
labeled "opinion" articles (though sometimes they
are)
Do not present a person's opinion as fact
A Note of
Caution
When presenting an opinion, follow the cited
evidence with commentary agreeing or disagreeing
with the opinion presented
If opposing viewpoints are included in the source
set, consider including both
Some of the sources that appear overly simplistic
for the task (liked the scanned image of pennies)
should be avoided
Final Reminders
01
02
03
04
05
06
Prewrite your
position,
thesis, source
selection, and loose
outline quickly
Once you choose
your position, stick to
it
Include a balance of
source types
presented accurately
Consider the
viewpoints opposing
your position. Include
and address them
appropriately
If a source is
confusing to you, do
not include it
Finally, enjoy the
process! It is an
intellectual exercise,
and you have worked
hard to get to this
moment!!
Best of luck
on your AP
Language
Exam!
Writing on Demand