Analysis & Synthesis Unit
Your third assignment is a 1250-1350 word essay in which you analyze and synthesize ​two texts on a particular topic. As it says in the text, “Synthesis is an especially important component of academic research writing, where you use synthesis to carve out your own thinking space on a question while sifting through the writings of others. Synthesis, then, is the skill of wrestling with ideas from different texts or sources, trying to forge a new whole out of potentially confusing parts. It is the principal way you enter into a conversation on a social, civic, or scholarly issue” (Allyn and Bacon 217).
With this essay you want to demonstrate dialectical thinking. This means that you won’t want to simply adopt the argument of any particular source. Neither will you want to completely reject each source’s argument in favor of your own preconceptions. Rather you will want to “wallow in the complexity” of the topic, examine the issue carefully from each angle represented, and come up with a new point of view. In other words, in this essay, you want to show that you can compare, ​contrast, ​complement, and/or ​combine​ ideas from three sources (from your own experience and worldview and from your two chosen texts) and come up with ​new ideas ​to answer your synthesis question(s).
Like all good writing, this essay will start with a ​question.​ Potential synthesis questions and the accompanying texts for analysis are listed on page 227. The first question listed, “How have cell phones affected the lives of American Citizens?” is not an option since we will be discussing that as an example in the class. Therefore, you may choose any of the remaining questions.
Your Synthesis Essay Must Include the Following:
Statement of the synthesis question that shows your interest in the texts and presents this question as problematic and significant
Short summaries of these texts to give your readers a sense of the readings you are working with
A thesis that indicates how you have analyzed and synthesized the readings to arrive at a new perspective
Your analysis of key points in these texts, determined in part by the synthesis question
Your new view, which combines ideas gathered from readings with your own independent ideas.
Appropriate incorporation of sources that accurately attributes all outside words, ideas and information to their source
A Works Cited Page that uses MLA formatting to accurately list all Works that are cited in the essay.
Week 1
Class One: Using Models (Analysis)
Class Two: Wallowing in Complexity – Reflective Strong Response
Class Three: Wallowing in Complexity - Synthesis of Questions Raised by Texts
Week 2
Class Four: Analyze Each Text (Rhetorical Strategies)
Class Five: Review Learning Logs/Synthesis Essay Framework
Class Six: Similarities & Differences – (Main Themes/Ideas)
Week 3
Class Seven: Thesis Workshop
Class Eight: Organizing Paper
Class Nine: Conferencing
Week 4
Class Ten: Incorporating Sources & Effective Paragraphs
Class Eleven: Sentence Level Editing & Reflection
Class Twelve: Voluntary Conferences
Class One: Using Models-Analysis
Class Objectives: - Review analysis - Introduction to synthesis and its purpose - Begin discussing synthesis process - Ask/answer questions about writing syntheses Class Discussion: - Relate previous units to this one. What are aspects of units 1 & 2 that can be helpful in synthesis? - Analysis - what are the components of analysis? Classwork: Individually: - Read the texts on pg 191 of ​Allyn & Bacon
​ . Free-write your initial response to these readings. In groups of 4-5: - Answer the questions on pg 192 of ​Allyn & Bacon
​ . Try to reach consensus answers to questions 1-3. Be prepared to share your answers to the class.
Homework:​ Due Wednesday- 9:00 AM - Review the reading options for this assignment and choose the topic that most interests you and then choose two of the texts to analyze and synthesize. - Following the guidelines on pgs. 228-229 write a 200-250 word summary of each of the main texts you will use in your final paper.
Class Two: Wallowing in Complexity – Reflective Strong Response
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Class Goals​: - Demonstrate how to “wallow in complexity” by analyzing other students’ syntheses. - Apply “dialectical thinking” by exploring ​other possible ​responses to the analyzed synthesis questions. Mini Lecture: ​What it means to “wallow in complexity.” Individual Work: ​(Focused Freewrite)
Identify and analyze issues from a former student’s essay. Gather and interpret facts, data, information. Think about your own approach to this problem. Come up with an argument, and justify your choice. Group Work: ​Use freewrite in individual work to argue the author’s argument’s effectiveness and where you disagree with a partner. Open up to class discussion.
Class Discussion: ​Keeping a Problem Open pgs. 254-255 Homework: ​Due 9:00 AM Friday. · Ask yourself the questions listed under “Question-Asking Strategies for Writing a Reflective Strong Response” (pgs. 107-108), then write a reflective strong response to each of your chosen essays. Minimum of 150 words each · ​Post to​ ​Discussions->Reflection->Create Thread
Class Three: Wallowing in Complexity - Synthesis of Questions Raised by Texts
Class Goals​: - Write down your synthesis question(s) raised by the texts - Discuss your questions and their relevance to your texts as well as your own experiences
Mini Lecture: - How the texts lead to new significant synthesis questions - How to integrate the ideas from the chosen texts to come up with your own idea
Individual Work: ​Write down your original question that you have come up with by reading the texts.
Group Work: ​Form 2-3 person groups. Discuss the synthesis questions that you have come up with in your individual work and compare it with your group mates. - Write down 3 reasons why your question is relevant to both of your chosen texts. - How is your question similar to or different from your group mate(s)?
Homework: ​Due 9:00 AM Monday. Write a paragraph in which you discuss your synthesis question(s) that was raised by your readings of these texts (300-400 words).
Class Four: Analyze Each Text - Rhetorical Strategies
Class Objectives: - Review rhetorical strategies - Analyzing texts separately Class Discussion: - What do we look for when analyzing rhetoric? (audience, purpose, genre, etc.) - Why are these elements important to a text? - How can rhetorical concepts (​ethos, ​pathos, and ​logos) help us to analyze a text? Classwork: Individually: -Read the texts on pages 196 & 197 of ​Allyn & Bacon
​ . Pay attention to the rhetoric used, and how this helps the author be effective. In groups of 2-3: - Read and answer the questions on pg 198 of ​Allyn & Bacon
​ . Be sure to have support for each of your answers. Answers will be shared with the class.
Homework: ​Due Wednesday 9:00 AM - Identify main issues or themes in your assigned or chosen texts. Explore the main similarities and differences of the two texts - Using the example on pgs. 230-231 write your own learning log (min 250 words)
Class Five: Review Learning Logs/Synthesis Essay Framework
Class Goals​: - Workshop Learning Logs. - Discuss how you might write the Synthesis Essay. Class Discussion: - Discuss Homework - How to use learning logs to record your original ideas about your synthesis question. Group Work: ​“Generating Points about Themes, Shared Ideas and Differences” (pgs. 231). Find two places in Kate MacAulay’s Synthesis Essay (pgs. 224-225) where she mentions rhetorical choices. Practice Creative imitation and use MacAulay’s structure to present your own rhetorical analysis of your texts and/or your original ideas about these texts. Class Discussion: ​Analyze the differences between Essay A and Essay B (pgs. 252-253). Why might a professor rate one higher than the other.
Homework: ​Due 9:00 AM Friday. · Based on what you did in class today write a thesis statement that includes both analysis and synthesis points. Take a look at MacAulay’s thesis statement (pg. 224) for a good example. · ALSO/IN
ADDITION: In light of what you have read and thought about so far, explore your own views on the original synthesis question that has guided your probing of the texts. · Using the example on pgs. 231-232 write your own learning log (min 250 words) · ​Post to​ ​Discussions->Your Own Views​->​Create Thread
Class Six: Similarities & Differences – (Main Themes/Ideas)
Class Goals: - Analyze texts dialectically by ​comparing and ​contrasting them.
- Compare the chosen texts to find ​similarities and ​differences.
Read: Rosie Evan’s Summary of Henig’s Aerticle (A&B, pp. 196-7). Rosie Evan’s Summary of Scammed Hard! Blog Post (p. 197).
Bring your A&B Textbook to the Classroom
Mini-Lecture: - Analyze Rosie Evan’s summaries to find out their similarities and differences. - Questions to Ask (A&B p. 201) to Help Students Explore Similarities and Differences in Your Texts.
Individual Work: ​Write down 2 similarities and 2 differences between your chosen texts regarding how they answer to your synthesis questions. You might need to take a look at your textbook (p. 201) list of possible questions to ask from the texts.
Group Work: ​Form 2-3 person groups. Review the accuracy and importance of the similarities and differences that each one of your group mates has found. Write down an answer to the following question: “How do each author’s purposes, assumptions, and values account for the similarities and differences that you have identified” (A&B p. 202)?
Homework: ​Due 9:00 AM Monday. Based on what we did today in the classroom, write a thesis statement that answers your synthesis question. You can use your list of similarities and differences to form your own thesis. It is also helpful to take a look at sample thesis statements on pp 207-8.
Class Seven: Thesis Workshop
Class Goals: - Develop your own thesis statement - Formulating a thesis for your synthesis essay.
Individual Work: - Develop a focused thesis statement that indicates your analysis and synthesis, arriving at your own perspective
Group Work: - In groups of 2-3, trade thesis statements. - Be sure to give constructive feedback - Keep in mind what the goal of the assignment is, and be sure to help make the statement direct and accessible to the reader(s)
Homework: ​Due 9:00 AM Wednesday. - Reread your learning logs and consider how your own views on the synthesis question have evolved and emerged. Think about the risky, surprising, or new views that you can bring to your readers. In light of your reading and thinking, explore what you want to say in your own voice to show the connections you have made and the new insights you now have.
Class Eight: Organizing Paper
Class Goals​: - Apply structure of a synthesis paper to your work by organizing the ideas that you have generated in your learning logs. - Generate analytical and synthesis points based on your ideas. Quiz/mini-lecture: ​How to Organize the Paper/ Analytical Points and Synthesis Points
Class Discussion: ​Workshop introductions and discuss grading criteria, rubric.
Homework: ​Due 9:00 AM Friday. - Following the guidelines discussed on pgs. 234-238, compose a First Draft of the synthesis essay - Post to​ ​Discussions->First Draft-->Create Thread - Print and bring a copy with you to your conference Read: ​“Shaping and Drafting” pgs. 234-238
Class Nine: Conferencing
Class Goals: - Learn how to effectively ​revise one of your first two essays. - Come to conference with prepared ​specific questions: (e.g. Do my synthetic points reflect the main ideas that are discussed in my synthesis paragraphs?) - Remember that more specific questions will receive more specific answers and will improve the quality of your essay (also your grade) more significantly.
Homework: ​Due 9:00 AM Monday. - Based on the comments received in the conference session, submit a revised draft of your essay.
Class Ten: Incorporating Sources & Effective Paragraphs
Class Goals: - Review the guidelines for Incorporating Sources - Review the guidelines for constructing effective paragraphs
Group Work: - Discuss the most important points made in the “Incorporating Sources” chapter we previously read. - Draft some sample ideas of how to incorporate these sources in your own writing - Be sure to give constructive feedback to other students
Homework: ​Due 9:00 AM Wednesday.
- Conduct a Peer review of a classmate’s second draft. (1) Choose the oldest essay without a review. Note-if you skip someone it will have a negative impact on your peer review grade. (2) Click “reply” and then post that a peer review is coming (you have now claimed this essay and promised a review). (3) Once you have typed up the peer review you can return to the classmate’s essay, click reply again and cut and paste the review into the text box. Note you should always double check to make sure that your assignments have been posted successfully. - Use the questions on pgs. 237-238 to conduct your peer review. - Remember: This is a graded assignment worth up to 10 points so take care to give a thoughtful, specific, and helpful peer review. Also, note that you will be marked down for peer reviews received after the due date
Class Eleven: Sentence Level Editing & Reflection
Class Goals: - Reflect on your writing process for the Synthesis Essay by reading selections (selected paragraphs) of your essay. - Edit your Synthesis Essay looking for sentence-level issues in those selected paragraphs.
Class Discussion​: Grammar/Sentence-level editing workshop
Individual Work​: - Improve your Synthesis Essay by reading a paragraph in your essay and identifying typos and sentence-level grammatical issues such as verb tense as well as simple punctuation problems. You can use this exercise as a template to edit the whole paper at home.
Group Work: - Edit partner’s essay for sentence-level issues. This helps you to practice integrating third-person edits/comments in your writing. You can use this template and ask a friend to read and edit your whole paper outside of the classroom (if they have enough time!)
Homework: ​Due 05:00 PM Friday - Post a complete final draft to Content → Synthesis Essay.
Class Twelve: Voluntary Conferences
Class Goals: - Modify essays on an individual basis based on the learning goals of the unit plan and the rubric.
Homework: ​Due 05:00 PM Friday - Based on the comments received and after a look at the rubric, submit the final draft of your essay.