DBQ versus SynthesisDBQ Synthesis

Documents providedSuggested Writing Time

is 45 minutesOutside Information

RequiredExpected to use more

than ½ the documentsDirections with

statement or question

Sources providedSuggested Writing Time

is 40 minutesOutside information

NOT required (but beneficial)

Must use a minimum of 3 sources

Prompt in 3 parts: Directions, Introduction, and Assignment

On the AP Language Test

The writer is asked to create an argument using multiple sources to support the writer’s argument.

The writer’s argument and ideas should be forefront, NOT the sources.

The sources are “helps” to support the writer’s argument.

Synthesis = Argument+The synthesis essay is an argument essay

that incorporates others’ ideas. The structure of the synthesis essay is similar

to the argument essay (for synthesis is an argument essay, after all).Thesis (exactly the same)3 body paragraphs (with concession/refutation

EMBEDDED in these paragraphs)Conclusion (exactly the same)

To Answer the Synthesis Question

The Writer (you) will:Answer what the prompt is asking you

to consider, but also focus on ONE universal subject. What is the bigger idea (the abstract noun) that is being affected?

Use a variety of sources (min. 3) including non-print text (pictures, etc.) for support

Refute opposing arguments.

The Writer Will Also…Summarize, paraphrase, and/or

directly quote information from the documents.

Blend information from the documents into his or her ideas.

Demonstrate understanding of the documents when he or she uses the information.

CITE the sources

Argument: The Most Important Element!

You MUST have a clearly defined perspective of the subject!

Make the sources work for YOU.Support your opinion with valid

information from your sources.Concede strengths of opposing

viewpoints.Refute weaknesses of opposing

viewpoints.

BRAINSTORM1. Identify the topic.2. Identify the universal subject.3. Before reading the documents,

develop your own list of the pros and cons, the causes and effects, or the most important matters to consider for the topic.

EXAMINE THE DOCUMENTSWhat insight does the source give us

about the topic?From where does the source come?

How might this factor in its purpose and/or bias?

Is the source for, against, or neutral in regard to the topic?

Does the source depend on logical, emotional, and/or ethical appeal?

ANNOTATE ON THE DOCUMENTSMark sentences/quotations that are especially insightful about the topic or reveal a bias toward it.

At the top or bottom of the page, (in a phrase) write down the position or main idea of the document.

How to Analyze Visual Texts

CRITERIA FOR ANALYZING VISUAL TEXTS

MEDIUM – Type of visual. LINES – How do the lines work together

to build a focal point in the image?FOCUS – On what do the eyes seem to be

drawn? What seems to be the most important part of the image?

CONTRAST – How does the image use color to emphasize or produce an emotional effect?

CRITERIA FOR ANALYZING VISUAL TEXTS

SYMBOLS – What familiar symbols are present, and what do they mean in this context?

WORDS/TITLES – If words or titles are present, how do they contribute to the overall meaning of the image?

ACTION – What activity occurs in the image, and how does this activity contribute to the image’s message?

CRITERIA FOR ANALYZING VISUAL TEXTS

CONTEXT – What do we know surrounding this image? How do the nuances of this image manifest in pop culture, politics, religion, etc.?

PLACEMENT OF IMAGES – Are certain images higher/lower/left/right of other images? Is this significant?

APPEALS CREATED– logical, emotional, ethical? Are there any biases?

BACK TO BRAINSTORMING1. Review your list of ideas. Add any new

ideas that you learned from the documents.2. Beside each idea in the list, write the letter

of the document(s) that can help you support that idea.

3. If you can use a document to concede a point or refute a point, write down that letter, noting if it will be used to concede (AC) or refute (BR).

FOCUSDecide your three best directions (reasons).

Ensure that you will be using at least 3 sources.

Thesis Inspired by the Documents

Perhaps let common ideas in the documents inspire your thesis.

Perhaps let examples/reasons from the documents inspire the directions of your thesis.

ThesisQualifier – (subordinate clause)Claim – (your argument)

Topic (the topic of the prompt) + academic (causal) verb + universal truth

3 DirectionsExamples, reasons (not necessarily the 9 worlds)

Thesis ExampleEven though television has the ability to inform the electorate, more often, television tarnishes presidential debates and obscures the truth voters desperately need, by instead focusing on candidate image rather than policy, muckraking to garner ratings, and network biases and power.

qualifier topic academic verbuniversal truth directions

Organization of Paragraph

Topic sentenceExplanation of the TWO

examples/reasons that support the argument claim.Includes information from more than one source (at least 2).

Indicates where information comes from with either lead in phrases or parenthetical citations

Connection of the example/reason to the claim

Topic SentenceThis is just like the argument topic sentence.

claim from thesis+ direction (reason/example from the

thesis) + connection to the universal subject

Topic Sentence ExampleTelevision demeans presidential debates by promoting mudslinging between candidates, which distorts the focus of the election and clouds the truth of candidates’ policies.

claim direction US connection

Organization of Paragraph

Topic sentenceExplanation of the TWO

examples/reasons that support the argument claim.Includes information from more than one source (at least 2).

Indicates where information comes from with either lead in phrases or parenthetical citations

Connection of the example/reason to the claim

Paragraph Modes of Development

Compare/contrast – compare and contrast examples and reasons, especially considering the similar and dissimilar viewpoints in the documents. This mode can foster concession/refutation!

Cause/Effect – discuss any cause/effect relationships you see among examples and reasons and the universal subject.

Consider Modes of Development

Exemplification – use appropriate examples from the 9 Worlds, including your experiences/observations.

Description – use imagery and carefully chosen diction to describe an appropriate event or instance to support your argument

Definition – define a word or concept to support the logic of your argument

Caution: Do NOT Stop, Drop, and Roll!Do NOTStop – Abruptly end your ideas . . .Drop – Choose a quote that is somewhat related to your ideas . . .Roll – Move on to your next idea

Instead . . .Transition – smoothly move from your

idea, and prepare the reader for the quotation. This is where you want to use your transitional words/phrases.

Blend – fluidly move from your ideas to the summary, paraphrase, or quotation from the document

Comment – carefully explain the quotation or information briefly and/or explain how this source information supports your claim

ExampleInnovative technology in the classroom is clearly useful to engage students; however, unless a building is physically prepared through wires and networks to handle the surge in technology use, such innovations are useless. Local reporter Rostein reports on the innovations of Empire High School and the educational “risks” they are taking through the use of iBooks to replace traditional textbooks (Source A). While using iBooks to augment a student’s learning experience is certainly a beneficial use of technology in the educational setting, an iBook, or vast collection of iBooks for that matter, is utterly unusable if a school’s wiring and network does not support such technology. A school may have dreams of technology becoming the “frosting on the cake” of the educational experience, but if the school does not have an “oven to bake that cake,” there will be no need for “frosting,” just as technology without a proper infrastructure is simply squandered plastic, wires, and metal (Source A).

ArrangementConsider the following arrangement:

I.Introduction (thesis)II.2nd Strongest PointIII.Weakest PointIV.Strongest PointV.Conclusion

ConclusionRemind readers of the most

significant universal subject(s) and how it connects to the overall topic.

Offer the reader insight into the greater significance and implications of the topic and universal subject. (Here, connect to the 9 Worlds.)

THE PARTS OF A CONCLUSIONTopic sentence – Links the topic to the

universal idea and reveals your overall insight.

Connecting commentary – Discusses the significance of the universal idea in relation to literature, life, and/or the human condition

Clincher sentence – Recapitulates the overall significance of the universal idea in a thought-provoking statement, perhaps a witticism or aphorism