Presentation on theme: "Today’s Agenda and Objective A: 1/6 B: 1/9"— Presentation transcript:
1 Today’s Agenda and Objective A: 1/6 B: 1/9 Review Diction and Syntax Analysis homeworkNotes and Practice: the Synthesis EssayPresentations of Of Mice and Men projectsHomework: Diction and Syntax AnalysisBy the end of class today, we will synthesize sources to write an argumentative essay.
3 Skills Notes: Synthesis Essay “Synthesis refers to combining the sources and your position to form a cohesive, supported argument, accurately citing sources.”TWO types of synthesis questions:Take a Position: Agree, Disagree, or QualifyConsider the Effects: Positive Effects, Negative Effects, and Ultimate Conclusion
4 #1: Read the SourcesYou 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 source’s credibility.
5 #2: Analyze the Sources 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.
6 #3: Generalize your argument Overall, what do you think or how do you feel about the issue?Are you FOR or AGAINST it? Will you QUALIFY it?What Positive Effects and Negative Effects could you discuss? What ULTIMATE CONCLUSION could you reach?
7 #4: Refine Your Argument 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, orPositive vs. Negative Effects
8 #5: Argue Your ClaimI. 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
9 Incorporating Sources 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!).
10 Whole class practice:Read and analyze each source carefully. Make sure to annotate the sources for any important information to use later.
11 Practice with an AP Synthesis Essay in Groups: Complete the graphic organizer for the synthesis essay prompt.
12 Prompt Options: 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.