Presentation on theme: "Introduction to the AP Language & Composition Synthesis Essay"— Presentation transcript:
1Introduction to the AP Language & Composition Synthesis Essay Source: %20Sources%202009_T_Sy.pdf
2Introduction to AP Synthesis Lesson Goals DAY 1Introduction to AP Synthesis Lesson GoalsUnderstand and address synthesis promptsRead and analyze four sourcesWrite a well organized, insightful essay synthesizing the sources for support.
3Five Canons of Rhetoric DAY 1Five Canons of RhetoricInventio – InventionDispositio – ArrangementElocutio – StyleMemoria – MemoryPronuntiatio - Delivery
4Canons of Rhetoric: Inventio (Invention) DAY 1Canons of Rhetoric: Inventio (Invention)Think of what to write and how to convince your audience.Brainstorm, prewrite, use graphic organizers, etc. to plot out ideas for your essay.Find the evidence you are going to use in your essay.
5Canons of Rhetoric: Dispositio (Arrangement) DAY 1Canons of Rhetoric: Dispositio (Arrangement)AP exam synthesis prompt invents evidence.Your job is to arrange examples in a way that best supports your assertions on the issue.Evaluate your set of given sources, choose 3- 4, and arrange them for maximum effect.
6Canons of Rhetoric: Elecutio (Style) DAY 1Canons of Rhetoric: Elecutio (Style)Grammatically correctClearAppropriate for the subject and audienceOrnamented using language in an unusual or inventive way to draw in and hold your audience (use figurative language, but avoid cliché)
7Canons of Rhetoric: Memoria (Memory) DAY 1Canons of Rhetoric: Memoria (Memory)AP exam synthesis prompt invents evidence.
8Canons of Rhetoric: Pronuntiatio (Delivery) DAY 1Canons of Rhetoric: Pronuntiatio (Delivery)Method of presenting the materialAlready chosen in advance – essay
9DAY 1The Rules of the GameSynthesize sources into an argument that responds to the prompt.Refer to sources to develop your position; explain both sides of the issue.Cite sources – signal with author; (Source F).Sources are only examples; your idea about the topic is the reason for the essay.Do not rely on summaries of the sources to make your argument – AP readers know the sources.
10AP test creators want you to succeed if you meet college standards. DAY 1The TopicAP test creators want you to succeed if you meet college standards.Topics are “average AP high school doable” (past prompts: TV ads to museum building)Summary of issue plus evidence to support either side is provided.
11DAY 1Serious ApproachSkeptical – non-judgment until all facts have been revealed; neutral and unprejudiced inquiry; doubtful – YESCynical – contemptuously suspicious or distrustful, sarcastic, cheap jokes at expense of argument – NOIf you think of it, chances are, someone else did, too, and, if you are the 98th student to make the same lame joke, EPIC FAIL!
12Three Skeptical Questions DAY 2Three Skeptical QuestionsFrom what type of source was this source pulled?Newspaper? Television? Blog? Novel?Well-known / famous?Does it have a face or is it anonymous?Professional or amateur?Discuss: Why might this be important information for you as the author of the essay?
13Three Skeptical Questions DAY 2Three Skeptical QuestionsWhat is the stated purpose of this source?To inform?To entertain?To persuade?To satirize (or simply ridicule)?Discuss: Why might this be important information for you as the author of the essay?
14Three Skeptical Questions DAY 2Three Skeptical QuestionsWhat possible bias could this source have in making this statement?Openly biased or a hidden agenda?Objective but leaning to one side of the issue?Neutral?Discuss: Why might this be important information for you as the author of the essay?
15Bibliographic Information DAY 2Bibliographic InformationIf it’s there, the test writers expect it to be helpful. Discuss: Why might this be important information for you as the author of the essay?
16Source A: “Ban the Penny” by Mark Lewis DAY 3Source A: “Ban the Penny” by Mark LewisRead the article then highlight evidence and/or answer in the margins:What type of source is this?What is the stated purpose?What possible bias might it contain? Why?
17Source A: “Ban the Penny” by Mark Lewis DAY 3Source A: “Ban the Penny” by Mark LewisRead “New York–… copper-coated scourge” and address the following in the margins:Define “alliteration.”Mark each instance of alliteration in the first paragraph.What effect does the alliteration have on the speaker’s tone?
18Source A: “Ban the Penny” by Mark Lewis DAY 3Source A: “Ban the Penny” by Mark LewisRead “Kolbe, an Arizona… penny unnecessary” and address the following in the margins:In context, what does “languishing” mean?What possible issues might arise from rounding cash transactions?
19Source A: “Ban the Penny” by Mark Lewis DAY 3Source A: “Ban the Penny” by Mark LewisRead “It’s practically… appearance’s sake” and address the following in the margins:Why would Tennesseans in particular be fans of the penny?
20Source A: “Ban the Penny” by Mark Lewis DAY 3Source A: “Ban the Penny” by Mark LewisRead “Just last week… mostly of copper” and address the following in the margins:Define “irony.”What is ironic about the penny fans’ indictment of Kolbe and Arizona?
21Source A: “Ban the Penny” by Mark Lewis DAY 3Source A: “Ban the Penny” by Mark LewisRead “Perhaps the university… from his mines” and address the following in the margins:What is the connection between Kolbe and Wharton?What is the author’s intent in bringing up this connection?Does this source support or challenge the use of the penny?
22Remember Number; Move at “GO” DAY 4Remember Number; Move at “GO”Numbers 1, 4, & 7 read & discuss Source B: “Penny Pinchers” by Ric Kahn Numbers 2, 5, & 8 read & discuss Source C: “Abolish the Penny” by William Safire Numbers 3, 6, & 9 read & discuss Source D: The Harris Poll ResultsAnswer all questions in the margins & prepare to share.
23Recap Sources DAY 4 SOURCE PRO CON HOW TO USE SOURCE IN ESSAY SOURCE A (LEWIS)XBecause much of the diction is tongue-in-cheek, it trivializes the question of abolishing the penny; therefore this source would be good for dismissing potential counterarguments. On the other hand, the exaggerated language, taken out of context, could be used also to dismiss the penny itself.SOURCE B1 (KAHN)Clearly, the source is against continuing to issue the penny. Several lines suggest that the penny is past its prime at best and a nuisance to society otherwise. Coinstar even goes so far as to suggest that it is a source of waste and corruption.SOURCE B2 (KAHN)Gore’s calculations are designed to make the reader believe that the penny is useless to society. The argument could go both ways: pennies do have monetary value and can add up over time, but the amount of time and effort needed to collect $13k is impractical.SOURCE B3 (KAHN)Complete alone or with a partner or small group.SOURCE C (SAFIRE)SOURCE D (HARRIS)
24DAY 4Thesis StatementTake a stand one way or the other (even if qualifying).Questions to consider:What is your position on the topic?For which side do you have the most evidence (in your recap)?Examine and evaluate both sides of the issue.The penny should be state your stance because give a GENERAL statement of your reasoning.
25Choose Sources (at least 3) DAY 4Choose Sources (at least 3)For each source you choose:List source (source letter, title, & author).Copy one direct quote from the source.Explain how the quote supports your stance.NOTE: The second source is a great opportunity for a concession (like counterargument paragraph in argument essay). Consider evidence that counters your thesis that could also be turned to your advantage.
26DAY 5Write EssayIn an essay that synthesizes at least three of the sources, take a position that defends, challenges or qualifies the abolition of the U.S. one cent coin, the penny. Refer to the sources as Source A, Source B, etc. or by the author’s last name.NOTE: When referring to a source in a signal phrase, use author last name or document title. When citing in parentheses, use (author’s last name) or (Source X).