DBQ versus Synthesis
DBQ
Synthesis
 Documents provided
 Sources provided
 Suggested Writing Time is 45
 Suggested Writing Time is 40
minutes
 Outside Information
Required
 Expected to use more than ½
the documents
 Directions with statement or
question
minutes
 Outside information NOT
required (but beneficial)
 Must use a minimum of 3
sources
 Prompt in 3 parts: Directions,
Introduction, and
Assignment
On the AP Language Test
 The writer is asked to create an argument
using multiple sources to support the
writer’s argument.
 The writer’s argument and ideas should be
forefront, NOT the sources.
 The sources are “helps” to support the
writer’s argument.
Synthesis = Argument+
 The synthesis essay is an argument essay that
incorporates others’ ideas.
 The structure of the synthesis essay is similar to the
argument essay (for synthesis is an argument essay,
after all).
 Thesis (exactly the same)
 3 body paragraphs (with concession/refutation
EMBEDDED in these paragraphs)
 Conclusion (exactly the same)
To Answer the Synthesis Question
The Writer (you) will:
 Answer what the prompt is asking you to
consider, but also focus on ONE universal
subject. What is the bigger idea (the
abstract noun) that is being affected?
 Use a variety of sources (min. 3) including
non-print text (pictures, etc.) for support
 Refute opposing arguments.
The Writer Will Also…
 Summarize, paraphrase, and/or directly
quote information from the documents.
 Blend information from the documents into
his or her ideas.
 Demonstrate understanding of the
documents when he or she uses the
information.
 CITE the sources
Argument: The Most Important
Element!
 You MUST have a clearly defined
perspective of the subject!
 Make the sources work for YOU.
 Support your opinion with valid information
from your sources.
 Concede strengths of opposing viewpoints.
 Refute weaknesses of opposing viewpoints.
BRAINSTORM
1. Identify the topic.
2. Identify the universal subject.
3. Before reading the documents,
develop your own list of the pros and
cons, the causes and effects, or the
most important matters to consider
for the topic.
EXAMINE THE DOCUMENTS
 What insight does the source give us about
the topic?
 From where does the source come? How
might this factor in its purpose and/or bias?
 Is the source for, against, or neutral in
regard to the topic?
 Does the source depend on logical,
emotional, and/or ethical appeal?
ANNOTATE ON THE DOCUMENTS
Mark sentences/quotations that are
especially insightful about the topic
or reveal a bias toward it.
At the top or bottom of the page,
(in a phrase) write down the
position or main idea of the
document.
How to Analyze Visual Texts
CRITERIA FOR ANALYZING VISUAL
TEXTS
 MEDIUM – Type of visual.
 LINES – How do the lines work together to
build a focal point in the image?
 FOCUS – On what do the eyes seem to be
drawn? What seems to be the most important
part of the image?
 CONTRAST – How does the image use color to
emphasize or produce an emotional effect?
CRITERIA FOR ANALYZING VISUAL
TEXTS
 SYMBOLS – What familiar symbols are present,
and what do they mean in this context?
 WORDS/TITLES – If words or titles are present,
how do they contribute to the overall meaning of
the image?
 ACTION – What activity occurs in the image, and
how does this activity contribute to the image’s
message?
CRITERIA FOR ANALYZING VISUAL
TEXTS
 CONTEXT – What do we know surrounding this image?
How do the nuances of this image manifest in pop
culture, politics, religion, etc.?
 PLACEMENT OF IMAGES – Are certain images
higher/lower/left/right of other images? Is this
significant?
 APPEALS CREATED– logical, emotional, ethical? Are
there any biases?
BACK TO BRAINSTORMING
1. Review your list of ideas. Add any new ideas
that you learned from the documents.
2. Beside each idea in the list, write the letter of
the document(s) that can help you support
that idea.
3. If you can use a document to concede a point
or refute a point, write down that letter,
noting if it will be used to concede (AC) or
refute (BR).
FOCUS
Decide your three best directions
(reasons).
Ensure that you will be using at
least 3 sources.
Thesis Inspired by the
Documents
Perhaps let common ideas in
the documents inspire your
thesis.
Perhaps let examples/reasons
from the documents inspire the
directions of your thesis.
Thesis
 Qualifier – (subordinate clause)
 Claim – (your argument)
 Topic (the topic of the prompt) +
academic (causal) verb + universal truth
 3 Directions
 Examples, reasons (not necessarily the 9
worlds)
Thesis Example
Even though television has the ability to inform
the electorate, more often, television tarnishes
presidential debates and obscures the truth
voters desperately need, by instead focusing on
candidate image rather than policy, muckraking
to garner ratings, and network biases and power.
qualifier
topic
universal truth
academic verb
directions
Organization of Paragraph
 Topic sentence
 Explanation of the TWO examples/reasons
that support the argument claim.
 Includes information from more than one
source (at least 2).
 Indicates where information comes from
with either lead in phrases or
parenthetical citations
 Connection of the example/reason to the
claim
Topic Sentence
 This is just like the argument topic
sentence.
claim from thesis
+ direction (reason/example from the thesis)
+ connection to the universal subject
Topic Sentence Example
Television demeans presidential debates by
promoting mudslinging between candidates,
which distorts the focus of the election and
clouds the truth of candidates’ policies.
claim
direction
US connection
Organization of Paragraph
 Topic sentence
 Explanation of the TWO examples/reasons
that support the argument claim.
 Includes information from more than one
source (at least 2).
 Indicates where information comes from
with either lead in phrases or
parenthetical citations
 Connection of the example/reason to the
claim
Paragraph Modes of Development
 Compare/contrast – compare and contrast
examples and reasons, especially
considering the similar and dissimilar
viewpoints in the documents. This mode
can foster concession/refutation!
 Cause/Effect – discuss any cause/effect
relationships you see among examples and
reasons and the universal subject.
Consider Modes of Development
 Exemplification – use appropriate
examples from the 9 Worlds, including
your experiences/observations.
 Description – use imagery and carefully
chosen diction to describe an appropriate
event or instance to support your argument
 Definition – define a word or concept to
support the logic of your argument
Caution: Do NOT Stop, Drop, and
Roll!
Do NOT
Stop – Abruptly end your ideas . . .
Drop – Choose a quote that is
somewhat related to your ideas . . .
Roll – Move on to your next idea
Instead . . .
 Transition – smoothly move from your idea, and
prepare the reader for the quotation. This is where
you want to use your transitional words/phrases.
 Blend – fluidly move from your ideas to the
summary, paraphrase, or quotation from the
document
 Comment – carefully explain the quotation or
information briefly and/or explain how this source
information supports your claim
Example
Innovative technology in the classroom is clearly useful to engage
students; however, unless a building is physically prepared through
wires and networks to handle the surge in technology use, such
innovations are useless. Local reporter Rostein reports on the
innovations of Empire High School and the educational “risks”
they are taking through the use of iBooks to replace traditional
textbooks (Source A). While using iBooks to augment a student’s
learning experience is certainly a beneficial use of technology in
the educational setting, an iBook, or vast collection of iBooks for
that matter, is utterly unusable if a school’s wiring and network
does not support such technology. A school may have dreams of
technology becoming the “frosting on the cake” of the educational
experience, but if the school does not have an “oven to bake that
cake,” there will be no need for “frosting,” just as technology
without a proper infrastructure is simply squandered plastic, wires,
and metal (Source A).
Arrangement
 Consider the following arrangement:
I. Introduction (thesis)
II. 2nd Strongest Point
III. Weakest Point
IV. Strongest Point
V. Conclusion
Conclusion
 Remind readers of the most significant
universal subject(s) and how it connects to
the overall topic.
 Offer the reader insight into the greater
significance and implications of the topic
and universal subject. (Here, connect to the
9 Worlds.)
THE PARTS OF A CONCLUSION
 Topic sentence – Links the topic to the
universal idea and reveals your overall insight.
 Connecting commentary – Discusses the
significance of the universal idea in relation to
literature, life, and/or the human condition
 Clincher sentence – Recapitulates the overall
significance of the universal idea in a thoughtprovoking statement, perhaps a witticism or
aphorism