Presentation on theme: "T ODAY S A GENDA AND O BJECTIVE A: 1/6 B: 1/9 Review Diction and Syntax Analysis homework Notes and Practice: the Synthesis Essay Presentations of Of Mice."— Presentation transcript:
T ODAY S A GENDA AND O BJECTIVE A: 1/6 B: 1/9 Review Diction and Syntax Analysis homework Notes and Practice: the Synthesis Essay Presentations of Of Mice and Men projects Homework: Diction and Syntax Analysis By the end of class today, we will synthesize sources to write an argumentative essay.
R EMINDER ABOUT S ATURDAY SESSION : Saturday, January 14 th (8am – 2pm) Registration: 8:00-8:15 Breakfast: 8:15- 8:45 Find Seat Numbers/Pass out Materials: 8:45-9:00 Multiple Choice: 9:00-10:00 Break: 10:00-10:15 Reading Time: 10:15-10:30 Writing Time: 10:30-12:30 Collect Materials: 12:30-12:45 Lunch: 12:45- 1:45 Prizes: 1:45-2:00
S KILLS N OTES : S YNTHESIS E SSAY Synthesis refers to combining the sources and your position to form a cohesive, supported argument, accurately citing sources. TWO types of synthesis questions: 1. Take a Position: Agree, Disagree, or Qualify 2. Consider the Effects: Positive Effects, Negative Effects, and Ultimate Conclusion
#1: R EAD THE S OURCES You will start the essay portion of the test with a 15 minute reading period. This means you can read the sources for the synthesis essay and annotate them in the test booklet. You cannot write on your answer sheet until after the 15 minutes. Read each source carefully: articles, opinion pieces, visuals, charts, etc. Think about the author and the genre to determine the sources credibility.
#2: A NALYZE THE S OURCES As you read, analyze and annotate each source. REMEMBER: YOU WILL NOT SUMMARIZE THEM, BUT USE THE SOURCES FOR YOUR ARGUMENT. What claim does the source make about the issue? Or what effects/consequences does it identify? What data or evidence does the source offer in support of its main idea? As you start to think about your argument, mark what you could use as support (or rebuttal) or effects from this source. You might want to use +, -, and +/- (to indicate neutral) to label your sources for later use, if taking a position.
#3: G ENERALIZE YOUR ARGUMENT Overall, what do you think or how do you feel about the issue? 1. Are you FOR or AGAINST it? Will you QUALIFY it? 2. What Positive Effects and Negative Effects could you discuss? What ULTIMATE CONCLUSION could you reach?
#4: R EFINE Y OUR A RGUMENT Write an argumentative thesis statement: Something from the prompt (the Introduction) Your position (without saying I) Your three supporting reasons or effects to discuss. Remember: you can always write just two body paragraphs: Two supporting reasons, or Positive vs. Negative Effects
#5: A RGUE Y OUR C LAIM I. Introduction A. Introduce the topic B. Thesis Statement II. Refutation Paragraph (If considering effects, do not write a refutation paragraph.) III. Body Paragraph 1 – Supporting Reason 1 or Positive Effects (or Effect 1) A. Explanation and Idea Development B. Quotes and ideas from the Sources IV. Body Paragraphs 2 and 3 – Supporting Reasons 2 and 3 or Negative Effects (or Effects 2 and 3) V. Conclusion Paragraph A. Summary of main ideas B. So What Conclusion or Ultimate Conclusion
I NCORPORATING S OURCES Do not summarize the sources! Use at least TWO sources per paragraph (This will help you create a discussion of ideas represented in sources rather than a summary.). Use the sources to support your argument, or contradict the source to prove your point. Cite each source consistently: either by last name (Smith) or source title (Source A). Introduce each source, provide a direct quotation from the source, and connect it to your main argument ( Frame your quotes!).
W HOLE CLASS PRACTICE : Read and analyze each source carefully. Make sure to annotate the sources for any important information to use later.
P RACTICE WITH AN AP S YNTHESIS E SSAY IN G ROUPS : Complete the graphic organizer for the synthesis essay prompt.
P ROMPT O PTIONS : Evaluates Develop a position Look closely at the following two prompts. How are they different? How is each asking you to do something differently? Read the following sources (including the introductory information) carefully. Then synthesize at least three of the sources into an essay that evaluates daylight saving time and offers a recommendation about its continued use. Read the following sources (including the introductory information) carefully. Then synthesize at least three of the sources into an essay that develops a position about daylight saving time and its continued use.
O F M ICE AND M EN P ROJECT P RESENTATIONS
H OMEWORK : C OMPLETE D ICTION AND S YNTAX A NALYSIS HOMEWORK