The Synthesis Essay

1. The Synthesis Essay AP Language and Composition

2. Introduction • An essay that argues your point of view on a given issue and SYNTHESIZES (cohesively pulls together) sources to support YOUR ideas • Along with the prompt, you are given several sources • One or more of the sources is an image • Photo, chart, graph, cartoon • From three of the sources you are to draw facts, ideas, information—any relevant evidence you can use to bolster your argument • Time frame—55 minutes • 15 minutes to read, take notes, write an outline, think about the issue, jot down a tentative thesis • 40 minutes to write the essay

3. So what does it mean to SYNETHSIZE? • To truly synthesize you must pull together information from various sources into a cohesive argument. This is a common requirement in research papers – the most frequent type of writing you will do in college! • Think of it as a conversation – you drive the conversation with YOUR ideas but the sources chime in – reflecting what you and the other sources say – really consider how the sources work together or contrast each other. Pay attention to how ideas relate in the sources!

4. What It’s About • A synthesis essay is an argumentative essay • Must state a claim or statement of opinion – YOUR ARGUMENT IS CENTRAL! • Thesis statement • Support the claim by presenting a variety of supporting evidence • Solid evidence—facts, observations, statistics, the opinions of experts, relevant anecdotes, etc. • Logically presented ideas

5. Convince readers that you understand the essay assignment and that you can apply both your own ideas and other ideas you've found in the sources to build a persuasive argument – AVOID MERE SUMMARIZING OF THE SOURCES!

6. STEP 1 – READ The Prompt carefully to determine what you are being asked to do • The prompt contains the topic for your essay – The prompt is NOT the introduction! The prompt is where it says ASSIGNMENT or look for the words – WRITE AN ESSAY THAT . . . • Read it carefully • Underline the words that tell you what you must do • You can use “I” to express your opinions but also consider if there are more sophisticated ways to demonstrate your beliefs as in the next example

7. Let’s take a look at a sample AP English Composition synthesis essay. The prompt was: • Television has been influential in United States presidential elections since the 1960’s. But just what is this influence, and how has it affected who is elected? Has it made elections fairer and more accessible, or has it moved candidates from pursuing issues to pursuing image?

8. Here’s an example of an opening paragraph from a high-scoring essay: • Our country, the United States of America, employs a peculiar sort of governing system: democracy. Simply by definition, democracy’s goal as being for the people, by the people implies that the greatest number of people possible should be involved. Although the media’s mission of supplying pertinent information to the masses follows democratic ideals in definition, the media’s impact upon American society, especially in the area of presidential elections, has done little to increase participation in political process and by doing so, has created a new sort of identity for the president himself. (The italics are the students thesis/opinion)

9. Break down the Prompt • Read the following sources (including the introductory information) carefully. Then write an essay in which you develop a position on whether or not the penny coin should be eliminated. Synthesize at least three sources for support.

10. 2008 Prompt • You are being asked to TAKE A POSITION on whether or not the Penny coin should be ELIMINATED. SYNTHESIZE with at least THREE of the sources for support.

11. BEFORE YOU READ . . . • ONE WAY TO MAKE YOUR ARGUMENT CENTRAL IS TO GO INTO THE READING WITH SOME IDEAS OF YOUR OWN – THEN ADAPT/CHANGE/ENHANCE AS NEEDED AS YOU READ THE SOURCES – THIS WAY YOU WILL BEGIN WITH YOUR OWN THOUGHTS FIRST!

12. STEP 2 - Read the Sources • Read to understand what the source has to say • Quickly underline or circle supporting ideas, topic sentences, and other key words and phrases • Read to analyze the author’s position on the issue • Where the author presents evidence in favor of the claim, put a check in the margin. • Where the evidence opposes, write an X.

13. Reading the Sources • Read for evidence and data that help define your position on the issue • The position you choose should be the one about which you have the most compelling things to say • Interpret the visual source • Ask yourself what relevant information it contributes to the discussion of the issue

14. Assessing the Sources • PURPOSE • INTENDED AUDIENCE • MAIN POINTS • HISTORICAL CONTEXT (If applicable) • HOW MATERIAL IS PRESENTED • TYPE OF EVIDENCE PRESENTED • SOURCE OF EVIDENCE • ANY BIAS? • HOW TEXT RELATES TO THE TOPIC ASSIGNED • SUPPORTS OR OPPOSES YOUR THESIS? REMEMBER IT IS A SIGN OF STRENGTH TO ACKNOWLEGE OPPOSING OR DIFFERENT SIDES OF AN ARGUMENT/IDEA

15. Commentary • The sources provided on the exam are meant to: • give you information and to stimulate your thinking about the issue. • Give you ideas to discuss in your essay • But… • To write a more distinctive essay, one that reveals your ability to interpret and analyze source material, try not only to draw from the sources but also to comment on them. • Respond by commenting on their ideas, their reasoning, their points of view • The author of Source B offers a short-sighted view of… • To a point I agree with the author of Source B, although he doesn’t carry the argument far enough. To strengthen his case he should have included…. • In Source B, the author says that..., an assertion that supports my own view. I would add, however, that…” • Clearly, the author of Source B has a bias against…a failing that weakens her argument.

16. Visual Source Start by evaluating the visual text the same way you would a written one – ie. Author’s purpose, bias, evidence used etc. Use the source to help you prove your point. http://apcentral.collegeboard.com/apc/public/repository/ap08_eng_lang_frq.pdf

17. Examine Penny Visual #2 • http://apcentral.collegeboard.com/apc/public/repository/ap08_eng_lang_frq.pdf

18. NOW TAKE 15 MINUTES TO READ AND EVALUATE THE SOURCES

19. . . Creating a Structure Before Writing •  Select three (ideally but let the topic dictate) areas of support ensuring that each one is addressed in multiple sources • Select areas of support that are distinct from each other to avoid repetition/overlap of analysis • Decide the logical order for the areas of support (possible orders include cause/effect, chronological, increasing importance, problem/solution) • Work quickly, pace yourself, watch the clock

20. Introduction • Engage reader in broader issue suggested by sources (short and to the point) – Interesting introductions are good but the body is most important! • Thesis statement that directly answers prompt and provides 2-3 distinct areas of support

21. Body Paragraphs •  Use sub-thesis to announce the concept/argument of the paragraph • Use quotations from at least two different sources in each paragraph • Take time to select quotations that are especially significant, vivid, and relevant to your argument rather than choosing first quotations that you see

22. Don’t use free standing quotations that aren’t integrated into your own sentence; • Don’t introduce quotes with “article states…” “the author says…” “for example”; instead, provide brief context for each quotation so audience understands how it fits (mention type of source or type of evidence) • Be sure that quotation fits grammatically into your own sentence using as few brackets and ellipsis as possible (read aloud in head)

23. Use analysis to generalize or to prove an abstract concept • Use analysis to explain how the example helps support your sub-thesis—how/why does evidence prove your argument? • Go beyond the surface or obvious meaning of quotations…need to make perceptive inferences and draw insightful conclusions…use prior knowledge to help you • End paragraph with statement that connects paragraph to thesis

24. Conclusion •  Amplify and connect areas of support • Move towards broader generalization that highlights significance of topic • Don’t spend an inordinate amount of time on conclusion

25. Citing Sources • You must cite the source of all direct and indirect quotations • You must give credit to any source from which you borrow, paraphrase, or adapt ideas • Not citing is plagiarism—a brilliant essay that might otherwise earn an 8 or 9 may receive a 1 or 2 if you fail to document your sources.

26. A brief parenthetical reference within the text of your essay • According to a school psychologist, “Some children may be better of if they escape their parents’ grip, healthier if they grow up wild and free and sort things out on their own” (Johnson). Or by Source Letter (Source A) • Note the end punctuation comes after the close of the parenthesis and outside the quotation marks. • Even Better - Integrate the information fully into the text • Dean Marcy Denby argues that “the basic purpose of a university education has always been…” • Stay consistent for better flow – either use all author’s last names (preferred) or use all source letters (Source A, Source B, etc.)

27. Never summarize/paraphrase quotations in place of analyzing them • Remember YOUR ideas should be Central – use quotes/other materials to back up your ideas!

28. You must cite all your sources – either in the sentence or at the end! • You must use at least 3 sources! • Don’t just drop sources in and/or merely summarize/paraphrase sources. • The top papers will truly blend/synthesize more than one source per paragraph/idea • The top papers will demonstrate that their idea is central and then use the sources for support • As always the top papers will demonstrate style/voice and generally more sophisticated vocab.

29. 1. Read the prompt – with your group generate a list of possible considerations • 2. Divide the sources – each person read 2 or more sources – Note - What is the author’s claim? What evidence/data is provided for support? Is there any bias or fallacies (flaws) in logic? • 3. Share what you learned from the sources you read with your group • 4. As an individual pool what you learned about at least three of the sources to write a concise outline for this essay prompt – what will your position be? Which sources will you use? How can you combine sources to create a true conversation?