Synthesis+Essay

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Return to Term One Writing Assignments = = =Assignment Sheet:=



Over the past couple of weeks, you have read, analyzed, and discussed texts exploring a dystopian society. You have also learned the elements of argumentation.
 * __OVERVIEW __**

Now, it is time to demonstrate your ability to define and support a position using multiple sources. In order to do this successfully, you will need to use what you have learned, take advantage of the resources provided to you, and carefully follow the process as outlined by your teacher.

To further our study of dystopian society, your assignment is to write a synthesis essay analyzing at least two pieces of dystopian literature we have read in class.

Many works of literature show how the individual can have an impact on their larger society. In a well-developed, four-paragraph synthesis essay, and using as evidence a combination of examples from the literature we’ve read and from contemporary society, explain to what degree or extent individuals can impact larger society. The audience/reader of this essay is familiar with all works you might cite, but has no strongly held opinion on an individual’s choices as they affect society.
 * __PROMPT: __**


 * __WRITING COMPONENTS __**


 * Pre-writing **
 * 1) Develop a working thesis for your argument about how an individual can affect the society around them
 * 2) In addition, review the texts you have read, reflect on your own experiences, and figure out which ones will work best to support the position you have defined.
 * 3) After determining your thesis and choosing your best supporting evidence, choose an organizational structure for your essay and outline it. Keep in mind what you have learned about how to write perfect paragraphs and essays.


 * Drafting **
 * 1) Draft your essay. Make sure you have a hook, some background about dystopian society, and a thesis statement that clearly states your argument. Everything that follows should support your thesis statement.
 * 2) Bring together the evidence from your sources into your paragraphs, using correct punctuation for quotations and the format your teacher provides for attributive citation. Each body paragraph should begin with a topic sentence and end with a closing sentence that refers back to the topic.
 * 3) Use third-person throughout the essay. Using “I” or “you” is not acceptable in this type of essay.


 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Revising **
 * 1) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">After writing your rough draft, evaluate your work. You will want to consider the following as you evaluate your work:
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Is the thesis clear and well-developed?
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">How can I add or revise transitions between the paragraphs to make the essay flow easily from one idea to the next?
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt; line-height: 1.5;">Have I included 2-3 pieces of textual evidence from multiple sources in the form of paraphrases and quotations in each body paragraph, with an explanation for each piece of evidence? Can I clearly identify the evidence and explanation? Did I cite my sources within the paper?
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt; line-height: 1.5;">How well have the sources supported my thesis? Can I select better sources?
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Have I made the connections for my readers? Can they tell what I am trying to say or am I making them work too hard to see my points?
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;"> <span style="font-family: Arial,sans-serif; font-size: 11pt;">. <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Can I revise quotations, using phrases rather than complete sentences from the original? Can I embed pieces of quotations—rather than full passages—to enhance my syntax?
 * 1) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Read your draft aloud often. This will help you to catch aspects in need of revision that reading silently may not.


 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Editing **
 * 1) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Once your paper says what you wish to say in the way you want to say it, you will want to proofread and edit to make sure it is technically and conventionally sound. (Check for spelling, grammar, capitalization, and punctuation using the highlighters.
 * 2) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Edit for word choice and sentence fluency using the highlighters
 * 3) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Brainstorm a list of possible titles. Choose the most descriptive and creative one. (Remember, a title is an invitation to the reader—make it a good one!)
 * 4) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Make sure your paper is formatted properly as well. It should be typed, double-spaced, and MLA-friendly.

<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;"> 1. TYPED <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">2. 12-point font <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;"> 3. Times New Roman <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;"> 4. Double-spaced <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;"> 5. MLA format (heading, running header with last name and page number) <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;"> 6. Follow all writing DOs and DON’Ts on the back of this sheet.
 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Final **

=Timeline=
 * || **<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Unpack the Prompt & Pre-writing due (25 points) **

<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">*Your pre-writing must include your thesis statement (laying out your argument), your main points, and the textual support you intend to use in your essay to support your position. For your textual support, you must include the last name of the source and page numbers, (if from a book) or line numbers (if from a poem or song). ||
 * || **<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Rough draft due (25 points) **

<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">*Your rough draft must be completely written, including all paragraphs and textual support


 * //<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">HW: Finish rough draft //** ||
 * || **<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">Revising and Editing (50 points) **

Fill out the pimp my write log


 * <span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">HW: finish revising and editing and //Typed final essay// **<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">(100 pts) ||
 * || **<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">FINAL DRAFT DUE **<span style="font-family: 'Book Antiqua',serif; font-size: 11pt;">at the beginning of class

//*NOTE: If you do not have the paper printed and ready to submit at the beginning of class, it is late. You had to email it BEFORE class for me to print. You may print in the library and the career center before school or during lunch (if your class is after lunch) NO EXCEPTIONS!//** ||

=Rubric= <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text introduces a clear, arguable claim that can be supported by reasons and evidence.
 * **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">ARGUMENT CRITERIA ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">5 Exceptional **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">4 Skilled **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">3 Proficient **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">2 Developing **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">1 Inadequate **  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">Claim **

<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">(Ideas and Content) || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text introduces a compelling claim that is clearly arguable and takes a purposeful position on an issue. The text has a structure and organization that is carefully crafted to support the claim. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text introduces a precise claim that is clearly arguable and takes an identifiable position on an issue. The text has an effective structure that is aligned with the claim. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text introduces a claim that is arguable and takes a position. The text has a structure and organization that is aligned with the claim. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text contains an unclear or emerging claim that suggests a vague position. The text attempts a structure and support. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text contains an unidentifiable claim of vague position. The text has limited structure and organization. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides sufficient data and evidence to justify claim not just restate claim as well as having a conclusion that supports the argument.
 * **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">Development **

<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">(Ideas & Content) || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides convincing and relevant data and evidence from various texts to backup the claim and effectively addresses counterclaims. The conclusion strengthens the claim and evidence || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides sufficient and relevant data and evidence from various texts to back up the claim and addresses counterclaims fairly. The conclusion <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">effectively reinforces the claim and evidence || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides sufficient data and evidence from various texts to back up the claim and addresses counterclaims. The conclusion ties to the claim and evidence. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides data and evidence that attempts to back up the claim and unclearly addresses counterclaims or lacks counterclaims. <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The conclusion merely restates the position. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text contains limited data and evidence from only one source related to the claim and counterclaims or lacks counterclaims. The text may fail to conclude the argument or position. ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">*Warrant/Explanation: **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text warrant answers how that evidence proves your claim and the significance of it.

<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">(Ideas & Content) || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides convincing, clear warrants for each piece of evidence, which connects it back to the subclaim and main claim. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides clear warrants for each piece of evidence, which connects it back to the subclaim and main claim. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides clear warrants for each piece of evidence, but it doesn’t fully connect it back. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text provides warrants that attempt to explain the evidence, but is unclear with no connection. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text does not have a warrant for each piece of evidence, or each warrant is skimpy and fails to prove the claim. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific audience’s needs. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text consistently addresses the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text anticipates the audience’s knowledge level and concerns about the claim. The text addresses the specific needs of the audience || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text considers the audience’s knowledge level and concerns about the claim. The text addresses the needs of the audience. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text illustrates an inconsistent awareness of the audience’s knowledge level and needs. || <span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">The text lacks an awareness of the audience’s knowledge level and needs ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 10.5pt;">Audience: **

<span style="font-family: Calibri,sans-serif; font-size: 11pt;">separately. ||  ||   ||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">WRITING CRITERA ** ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">5 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">3 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">1 **  ||  **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Comments **  ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Organization: **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Your intro has a __hook__, __claim__, and background info. Your conclusion ties all your ideas together and ends with a strong __concluding line__. ||  ||   ||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Sentence Fluency: **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> You use all __sentence beginning__ patterns and never have too many in a row that start off the same way. ||  ||   ||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Conventions: **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Your paper is virtually free from glaring grammatical errors. (__common comma errors__) You have taken care of revision and editing issues, with very few errors remaining. ||  ||   ||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Word Choice **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">: You have eliminated as many __be verbs__ as you can, so that your paper has more active, vivid verbs. You have avoided repetitive word choice. You have incorporated and UNDERLINED the vocab words. ||  ||   ||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Genre: **<span style="font-family: Calibri,sans-serif; font-size: 11pt;"> Your quotes are integrated well, and you have the proper citations following each of them. ||  ||   ||   ||   ||
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Genre: **<span style="font-family: Calibri,sans-serif; font-size: 11pt;">Places texts in dialogue with one another, rather than solely treating them sequentially or

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