Synthesis What is Synthesis This is question ONE

Synthesis!

What is Synthesis ● This is question ONE on the APELC exam. ● To begin: What does it mean to SYNTHESIZE?

Relationship to Argument ● ● Synthesis = a kind of argument Evidence is provided to you rather than invented by you YOUR position is central, not the position of the sources Synthesis is usually about a particular topic, while argument is often more philosophical

Argument Final Feedback ● Continue and build upon these good habits: ○ Take a clear position ■ With nuance: “a mind at work” ○ Organize based on reason, not evidence ○ Stellar intros, conclusions, and style ■ Use the skills you developed on the modes project

Stop and Write ● In your journal, make a Venn diagram where you compare and contrast the argument essay with the synthesis essay

Synthesis ● SYNTHESIS means to assemble parts into a new whole. ● The parts are the different sources, each representing a distinct view on a particular topic. ● The “whole” is your essay in which you explain your position, considering views from the sources that show both sides of the issue.

Details about the Task ● Have an element of restraint—avoid the rush to judgment, a premature “expert opinion” is not desirable ● Reach to understand multiple points of view ● The AP Lang synthesis question and the APUSH DBQ are not identical ● Must be able to use (short!) blended sources, ellipsis ● Must be able to give appropriate context for citations

Details about the Task Make concessions; acknowledge the opposing point of view with respect ● Understand concept of “fair use of sources” ● Must make it clear where the ideas come from—from the student writer or another source ● “Consider the source” ○ All sources are considered legitimate, but is it someone’s unpublished lecture or an expert opinion in a recognized academic journal? ●

Stop and Talk Discuss for two minutes with table peeps: 1) What do you think this essay requires you to do? 2) What will a successful essay writer be able to do?

How to Write the Essay 1) Deconstruct the Prompt: Read the prompt and identify the writing task a) Brainstorm – what do I already know or think about this issue? What ideas/issues/questions come to mind?

Pause and Write Return to the prompt we analyzed at the beginning of class. Complete step 1: 1) Read the prompt and identify the writing task. In your own words, what do you need to write about in this essay? a) Brainstorm. Write down what you already know about this topic, and any ideas/issues/connections that come to mind. The more the better.

Method A - Position First, Sources Second ● Use when you have some background knowledge/an opinion about the topic ● Adopt a tentative position—a working thesis ● Read the sources in light of your position to verify your position, add evidence, deal with opposition, or the qualify argument. Modify your position if necessary. ● Keep your argument central ○ Sources are only there as evidence to support your reasons

Method A 1) 2) 3) 4) Deconstruct the prompt Pick a side Write a thesis Gather evidence (read the sources) a) Revise thesis if necessary 5) Make an outline (chronological arrangement)

Method B - Sources First, Position Second ● ● Use when you are unfamiliar with the topic Read the sources to explore the subject as it relates to the writing task Take a position Keep your argument central ○ Sources are only there as evidence to support your reasons

Method B 1) 2) 3) 4) 5) Deconstruct the prompt Gather evidence (read the sources) Pick a side Write a thesis Make an outline (chronological arrangement)

Stand Talk Select Method A or Method B. Then, stand up and find someone who is not sitting near you who chose the same Method. Talk to that person and explain why you chose the approach you did.

Citing Sources ● Use the author’s name in a signal line and (Source) at the end, like this: When Ms. Star claims…blah, she reveals her bias towards…such and such (Source C). ● Example of Direct Citation : When educational columnist Rostein reports that school administrators think “electronic materials will get students more engaged, ” he does not seem to question whether or not these administrators are, in fact, correct (Source A). ● Example of Paraphrase or Reference to a Source: As Delany reminds us, technologies can provide teachers with new ways to interact with their pupils (Source B).

Successful Papers ● Students have a notion of self and the world around them, “mature academic perspective, ” “voice, ” “a mind at work. ” ● Students engage text without avoiding complexity. ● Students understand readers’ needs—give examples, summarize, set context, and explain details (“for instance”).

Successful Papers ● Students are willing to deal with and represent uncertainty (vs. immature, dogmatic certainty). ● Writers control sources rather than being controlled by them—key idea! “Clear cut difference between sources that write the paper and students that write the paper. ” ● Can put sources “in conversation” with each other.

Finals Scores Timed Writing Period 2 Score TW 1 TW 2 TW 3 Adams Banneker Lewes Final Paine 9 0 0 1 5 8 5 7 6 6 7 2 8 6 6 6 4 7 4 11 5 9 11 5 6 4 11 3 7 2 3 3 0 4 0 2 2 0 3 0 1 0 0 0 0 0

Finals Scores Timed Writing Period 3 Score TW 1 Adams TW 2 TW 3 Banneker Green Final Polite 9 0 0 4 0 8 2 6 4 1 7 3 3 4 3 6 3 4 6 11 5 6 11 11 19 4 14 8 4 1 3 6 2 2 1 2 2 2 1 0 0 0 0 0

Score TW 1 TW 2 TW 3 Adams Banneker Lewes Final 9 0 0 1 1 Finals Scores 8 2 4 4 1 7 2 5 5 9 Timed Writing 6 4 5 3 4 5 8 14 8 15 Period 6 4 14 4 11 4 3 6 4 2 2 2 0 0 2 0 1 0 0 0 0 0

Ticket Out the Door ● What are three new things you learned today? Be specific. ● What is (at least) one question you have about writing the synthesis essay?