Introduce Synthesis Essay

advertisement

Advanced Placement Language

Introduce Synthesis Essay. Review Argument and ethos of using sources.

Mrs. Postema

Essential Question:

1.

What are the elements an argument needs to make it successful?

2.

What is the Synthesis Essay?

3.

What is the purpose of the synthesis essay?

4.

Why can’t I write a five paragraph essay for every writing prompt?

5.

How do I determine the relationships among the sources?

Standards:

ELA11W2 The student demonstrates competence in a variety of genres.

The student produces narrative writing that applies polished narrative strategies acquired in previous grades, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student: a. Engages the interest of the reader. b. Formulates a coherent thesis or controlling idea. c. Coherently develops the controlling idea and/or supports the thesis by incorporating evidence from both primary and secondary sources, as applicable. d. Conveys information and ideas from primary and secondary sources, when applicable, accurately and coherently. e. Includes a variety of information on relevant perspectives, as applicable. f. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable. g. Structures ideas and arguments effectively in a sustained way and follows an organizational pattern appropriate to the purpose and intended audience of the essay. h. Demonstrates an understanding of the elements of expository discourse (i.e., purpose, speaker, audience, form). i. Incorporates elements of discourse from other writing genres into exposition. j. Enhances meaning by employing rhetorical devices, including the use of parallelism, repetition, and analogy. k. Uses language, point of view, characterization, style, and related elements effectively for specific rhetorical and aesthetic purposes. l. Attains closure (i.e., by including a detailed summary of the main points, restating the thesis, generalizing the thesis or controlling idea for additional purposes, or employing a significant quotation that brings the argument in the composition together).

Objective:

1.

Review the parts of an argument.

2.

Explore reasons for why the five paragraph essay is not an acceptable format.

3.

Introduce students to the Synthesis Essay for the AP Test.

4.

Identify the differences between the History DBQ and the Synthesis Essay.

5.

Evaluate the purpose of the essay.

6.

Establish the nature of the relationships among the sources in the synthesis packet.

Length:

2 to 3 Days

Activities:

I.

Warm up:

As students enter the class room Play dough will be on the table at the front.

A.

Divide playdough among 4 students.

B.

Give them 30 seconds to make a unique shape different from anyone in their group.

C.

Then give them 60 seconds to combine their shapes into a completely new shape.

Wrap up: Ask them to write their definition of synthesis separately and when finished share with the group, which will use all definitions to compose one definition. Share with the class.

II.

Discussion: Review the parts of an argument.

III.

PPT. for Why the five paragraph essay is an inadequate format for an argument.

IV.

PPT. Introducing the Synthesis Essay.

A.

This question asks student writers to synthesize information from several types of sources in order to design and develop their own persuasive discussion of a topic.

B.

Students will read several sources and then respond to a prompt that requires them to cite a certain number of sources in support of their argument.

C.

Goals:

1.

A student will have to comprehend several different sources.

2.

A student will have to synthesize these different sources in a comprehensive, cohesive, and integrating manner.

3.

A student may have to comprehend a chart, a graph, a drawing, a work of visual art, or another type of visual expression and would have to incorporate an understanding of that work or those works, if she or he so chose, into the essay.

4.

The student must demonstrate an understanding of the rhetoric of media besides the rhetoric of traditional non-fiction writing.

5.

The student must attribute both direct and indirect citations.

V.

Practice

A.

Students will review a synthesis prompt with teacher.

1.

Read and discuss each source in the packet.

2.

Identify the nature of the relationships between the sources to create the thesis statement. a.

Is this information background or additional information about points presented elsewhere? b.

Is this new information or details about points presented elsewhere? c.

Is this evidence for other points I may use? d.

Are there contradictions with other information? e.

Is there agreement with or support of other authors? f.

Are there cause-effect relationships among the sources? g.

Do elements compare & contrast with other sources? h.

Are there common threads running through? i.

Are there similar key words and phrases?

3.

Review Synthesis Rubric

4.

Review Synthesis anchor responses

VI.

Writing the Essay : Practice Prompt Museum

A.

Provide a context for the argument, which is the issue at hand.

1.

The more extensive context, the better.

2.

Frame the argument, the issue.

3.

Explain briefly the background or any analogous situations.

B.

Consider and treat the complexities, whatever nuances, ambiguities, paradoxes, or juxtapositions there may be.

C.

Transcend merely citing sources to evaluating how the sources support the student’s own argument.

1.

Connect the sources to the argument.

D.

Students should have a level of comfort with sources and conventions of documentation.

1.

Such a level of comfort comes with repeated practice of working with sources.

2.

If the students feel intimidated by working with sources, they should be encouraged to enter a conversation with the sources.

E.

Choose examples thoughtfully in order to integrate them into the student’s argument.

F.

Identify the implications and the impact of the argument.

1.

Does this issue make a difference?

2.

How should informed citizens think about this issue?

3.

How does such a topic affect the targeted group?

G.

Student responses will synthesize the sources and appropriately cite them.

1.

A student will combine the argumentative punch of the sources with the student’s own thesis

VII.

Assessment:

A.

Ticket out the Door each day of the instruction: Answer the following ticket out the door.

“Why is the 5 paragraph Essay an inappropriate format for an essay?”

“What is the purpose of the Synthesis Essay?”

“How do I determine the relationship between sources?”

B.

Write a synthesis essay for practice and peer proof with rubric.

C.

Write a timed synthesis essay (40) Min.

Download