1. WRITING THE SYNTHESIS ESSAY FOR THE AP LANGUAGE EXAM

2. A SYNTHESIS ESSAY COMBINES THREE OR MORE SOURCES IN SUPPORT OF A WRITER’S CENTRAL ARGUMENT.

3. MR. METAPHOR DESCRIBES IT AS A STEW. THE “COOK” COMBINES MEAT, VEGETABLES AND BROTH TO CREATE SOMETHING NEW—A TASTY ESSAY.

4. THE SYNTHESIS QUESTIONS IS INTENDED TO ELICIT STUDENTS’ PERFORMANCE OF SEVERAL SKILLS IN COMBINATION

5. 1. CRITICAL READING OF THE SIX SOURCES 2. SYNTHESIS OF INFORMATION AND PERSPECTIVES DRAWN FROM THREE OR MORE OF THE SOURCES

6. 3. CONSTRUCTION AND ARTICULATION OF A SOURCE-INFORMED ARGUMENT 4. ACCURATE CITATION OF SOURCES

7. YOU MUST INCORPORATE AT LEAST THREE OF THE PROVIDED SOURCES AND GIVE CREDIT TO THE AUTHOR OF EACH SOURCE. Mr. Metaphor

8. DON’T ATTEMPT TO USE ALL OF THE SOURCES. THREE SOURCES WELL USED CAN EARN THE WRITER A HIGH SCORE. FIVE SOURCES POORLY USED WILL RESULT IN A LOW SCORE.

9. THIS QUESTION OFTEN INVITES STUDENTS TO AUGMENT THE SOURCES BY DRAWING FROM THEIR OWN EXPERIENCE AND OBSERVATIONS.

10. IN “USING” THE SOURCES TO “DEVELOP” THEIR ARGUMENTS, STUDENTS ARE NOT CONSTRAINED TO USE SOURCES ONLY AS SUPPORT.

11. IN ADDITION TO PROVIDING SUPPORT, FOR INSTANCE, SOURCES COULD PROVOKE AN ARGUMENT OR OFFER OPPOSING POSITIONS THAT STUDENTS COULD CONSIDER AND RESPOND TO IN REFINING THEIR OWN ARGUMENT

12. READ THE INTRODUCTION AND ASSIGNMENT FIRST. UNDERSTAND WHAT YOU’RE BEING ASKED TO DO.

13. YOU MAY BE ASKED TO EVALUATE A SITUATION, FORM AN OPINION ON IT AND SUPPORT YOUR ARGUMENT WITH IDEAS FROM THE SOURCES.

14. THE INTRODUCTION PROVIDES CONTEXT AND DEFINES THE ISSUE. YOU MAY WANT TO USE SOME OF ITS IDEAS, BUT AVOID USING ANY OF IT WORD- FOR-WORD. PARAPHRASING IS THE WAY TO GO.

15. AFTER READING THE ASSIGNMENT, YOU’LL PROBABLY HAVE A ROUGH IDEA OF THE POSITION YOU’VE DECIDED TO TAKE ON THE ISSUE. OFTEN A QUALIFIED THESIS WORKS WELL BECAUSE IT’S EASIER TO PROVE.

16. USE YOUR 15 MINUTES OF READING TIME WISELY. BE SURE TO MARK THE PROMPT AND SOURCES AS YOU READ. WHILE YOU MAY BEGIN WRITING BEFORE THE 15 MINUTES IS UP, COLLEGE BOARD STRONGLY RECOMMENDS THAT YOU USE ALL OF THE 15 MINUTES FOR READING, ANNOTATING THE SOURCES AND PLANNING YOUR ESSAY.

17. READ EACH SOURCE CAREFULLY, UNDERLINING KEY IDEAS. DO YOU AGREE OR DISAGREE WITH THE SPEAKER’S POSITION?

18. AS YOU READ, THINK ABOUT THE POSITION YOU MIGHT TAKE AND HOW YOU MIGHT SUPPORT THAT POSITION WITH AN IDEA FROM A PARTICULAR SOURCE.

19. REMEMBER THAT YOUR ARGUMENT IS CENTRAL, THE FRAMEWORK OF THE ESSAY. THE SOURCES ARE SECONDARY, IN THAT THEY SUPPORT YOUR CLAIMS AND INFORM YOUR ARGUMENT.

20. TO KEEP YOUR ARGUMENT CENTRAL, STATE YOUR THESIS CLEARLY AND EARLY. BEGIN YOUR BODY PARAGRAPHS WITH CLAIMS OF YOUR OWN MAKING WHENEVER POSSIBLE.

21. EVEN IF YOU BEGIN A PARAGRAPH WITH AN IDEA TAKEN DIRECTLY FROM A SOURCE, DON’T MAKE THE SOURCE THE SUBJECT OF THE SENTENCE. INSTEAD, PUT THE CITATION AT THE END OF THE SENTENCE INSTEAD OF MAKING IT THE SUBJECT OF THE SENTENCE.

22. WRONG: IN SOURCE D SAMUELSON CLAIMS THAT GLOBAL WARMING IS A PROBLEM. RIGHT: GLOBAL WARMING IS A PROBLEM, ACCORDING TO SAMUELSON.

23. AVOID SIMPLY “TACKING ON” A SOURCE. INSTEAD, WEAVE IT INTO THE FABRIC OF THE ESSAY LIKE A SILVER THREAD AMONG THE GOLD.

24. CONSIDER USING A SOURCE THAT OPPOSES YOUR POSITION. ACKNOWLEDGING THE OPPOSITION IS A SIGN OF SOPHISTICATED WRITING AND ADDS COMPLEXITY.

25. BE AWARE OF POSSIBLE CONNECTIONS BETWEEN SOURCES. REVEALING THOSE CONNECTIONS CAN SHOW A DEPTH OF THOUGHT THAT WILL IMPRESS YOUR READER.

26. AS YOU READ EACH SOURCE, TRY TO DETERMINE ITS MAIN IDEA AND WHERE THAT SPEAKER STANDS ON THE ISSUE YOU’RE WRITING ABOUT.

27. ANOTHER SOURCE WILL LIKELY BE A CHART OR GRAPH OF SOME SORT. IT, TOO, IS OPEN TO INTERPRETATION.

28. SOME OF THE SOURCES MAY SEEM ONLY INDIRECTLY RELATED TO THE PROMPT, BUT THEY’RE NOT. THE CONNECTION, HOWEVER, MAY BE TANGENTIAL.

29. AFTER EXAMINING AND MARKING THE SOURCES, MAKE A FINAL DECISION ABOUT WHAT YOUR THESIS WILL BE. STATE IT SIMPLY AND DIRECTLY IN YOUR OWN WORDS.

30. A QUALIFIED THESIS OFTEN WORKS WELL BY LIMITING THE SCOPE OF THE CLAIM. FOR EXAMPLE, AN ABSOLUTE THESIS (E.G. ALL HANDGUNS SHOULD BE ILLEGAL) CAN BE MADE MORE REASONABLE BY QUALIFYING IT (E.G. MOST HANDGUNS SHOULD BE ILLEGAL).

31. WRITE A FEW LINES OF CONTEXT TO INTRODUCE YOUR THESIS. OFTEN A GENERALIZATION OF SOME SORT WORKS WELL, TAPERING DOWN TO YOUR AWESOME THESIS STATEMENT.

32. FLIP BACK THROUGH THE SOURCES AND IDENTIFY THE ONES YOU’LL PROBABLY USE. YOU CAN REFER TO THEM IN VARIOUS WAYS: “Blah, blah, blah,” (Source A). Source E maintains that… Klinghoffer contends that eating berries… “Blah, blah, blah,” according to Figley.

33. YOUR ARGUMENT MUST BE CENTRAL: A PILLAR OF EFFECTIVE ARGUMENTATION SUPPORTED BY SPECIFIC, CONVINCING EVIDENCE.

34. TO PARAPHRASE MEANS TO RESTATE SOMEONE ELSE’S WORDS AND TO GIVE THEM CREDIT. USUALLY A PARAPHRASING IS ABOUT THE SAME LENGTH AS THE ORIGINAL. PARAPHRASING SOURCE MATERIAL GENERALLY IS MORE IMPRESSIVE THAN SIMPLY QUOTING IT.

35. A SUMMARY REDUCES A PASSAGE TO ITS ESSENTIAL MEANING AND IS ALWAYS SHORTER THAN ITS SOURCE. BE SURE TO GIVE CREDIT TO THE SOURCE.

36. DON’T MERELY SUMMARIZE SOURCES. IT DOESN’T EARN YOU ANY POINTS, AND IT WASTES TIME. THE READER ALREADY KNOWS THE SOURCES BY HEART.

37. QUOTATIONS NEED TO BE “SET UP” OR INTRODUCED, RATHER THAN SIMPLY “DROPPED” IN LIKE A PAIR OF DIRTY SOCKS IN A LAUNDRY HAMPER

38. READERS WILL BE LOOKING FOR “DEPTH OF THOUGHT,” SO DON’T SHORTCHANGE THEM. CONSIDER THE COMPLEXITY OF THE TOPIC, AND DO IT JUSTICE.

39. IF A BRIEF OUTLINE WOULD HELP YOU, SCRATCH ONE OUT DURING THE READING TIME, SUMMARIZING YOUR THESIS AND THE EVIDENCE YOU WILL USE TO SUPPORT IT.

40. WRITE UNIFIED PARAGRAPHS THAT BEGIN WITH A CLAIM, FOLLOWED BY SUPPORT AND EXPLANATION. AVOID DIGRESSION AND UNNECESSARY REPETITION.

41. BE AWARE OF THE TIME. ALLOW ABOUT 40 MINUTES FOR THE WRITING OF THE ESSAY. THE ADMINISTRATOR WILL ALERT YOU WHEN THAT TIME HAS PASSED BY SAYING: “YOU ARE ADVISED TO MOVE ON TO QUESTION 2.” YOU CAN, HOWEVER, USE YOUR WRITING TIME AS YOU SEE FIT.