Turning the Argument into Synthesis

English Language and Composition Lesson Plan

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product. Visit www.marcolearning.com for additional resources.

Duration

Two–three sessions (of approximately 40 minutes each)

Resources

1. Student Handout:

Argument Prompt

English Language and Composition Student Handout

Argument to Synthesis

Instructions

To “synthesize” means to draw ideas from multiple sources

together into a single argument. The essay is the College

Board’s attempt to evaluate a student’s ability to develop an

argument with a strong line of reasoning that contains support

from reliable sources. Follow the directions below to familiarize

yourself with this skill.

Step 1: Create an argument essay over the

following prompt:

As college costs grow in the United States, both

Democrats and Republicans have been arguing that

we need to do more to control the cost of attendance.

Cancelling student debt is one way to begin this process.

Colorado Governor, Jared Polis, introduced a bill to

NOTES

Write or type in this area.

2. Study Guide:

The Synthesis Essay

English Language and Composition Study Guide

The Synthesis Essay

WHAT DOES “SYNTHESIZE” MEAN?

To “synthesize” means to draw ideas from multiple sources

together into a single argument. The essay is College Board’s

attempt to evaluate a student’s ability to develop an argument

with a strong line of reasoning that contains support from

reliable sources.

How to Synthesize

The following gives a guideline for how much time to spend on

each step of the synthesizing process.

1. Read—15 minutes

Spend the 15-minute reading period carefully reading both the

prompt for the essay and each source.

• The introduction and the prompt of the Q1 essays are

extremely helpful in the brainstorming process. Often,

When Your Source is an Image

One method for analyzing an

image is the OPTIC method.

O is for overview—write down a few

notes on what the visual appears

to be about.

P is for parts—zero in on the parts

Objectives of Lesson

• To introduce the synthesis essay by developing a defensible



sources

College Board Learning Objectives from

the 2019–2020 CED

• CLE 4.C 



• REO 6.A: “Develop a line of reasoning and commentary that



Activities

• Writing the argument

• Supporting the argument with outside sources

How to Use This Lesson Plan

This lesson is designed to help students understand the

       

essay. While most students are adept at developing their

          

synthesis essay because students often rely too heavily on the

sources to make the argument. This lesson requires students

      

    

        

       

explicit instruction for the argument essay. This lesson has





on your class time.

NOTES

Write or type in this area.

English Language and Composition Lesson Plan

Turning the Argument into Synthesis

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product. Visit www.marcolearning.com for additional resources.

Step 1: Writing the Argument

As college costs grow in the United States, both Democrats

and Republicans have been arguing that we need to do

more to control the cost of attendance. Canceling student

debt is one way to begin this process. Colorado Governor,

Jared Polis, introduced a bill to the House of Congress that

all college debt should be canceled. Former presidential

candidate Pete Buttigieg proposed that college be free for

families who earn up to $100,00, while others argue that

eliinating student debt will ostly benet the upper

iddle class, rendering it ineectie.

Write an essay that argues your position on the claim that

canceling all student debt would be a divisive step for

America.

         







this may serve as an introduction to synthesis writing.

Direct students to pay close attention to the prompt: they

are not being asked if college should be free for all students.



in America. Students should rely on the prompt to examine the

two obvious sides of the argument: yes it would be divisive—it

        



          



should be familiar with analyzing an argument prompt.

Students will begin writing once you have determined that

they’ve had enough time to consider the complexities of the

issue. Students should type this essay because they will revise

it to include outside evidence in Step 2. We recommend that



Board’s recommended time for the argument essay. Once





a break from the essay before moving on to the synthesis step

of this lesson.

TEACHER’S NOTE:

Before distributing the prompt,

you may want to jumpstart

students own thinking. Perhaps

you can give them a simple quick

write prompt: should college be

free? Then, give them one minute

to write down their thoughts. Let

them share out. Then, deliver the

prompt, which is about cancelling

student debt rather than making

college free.

DEVELOPING A POSITION:

With this prompt, students can

“defend, challenge, or qualify” the

claim, and while this may seem

easier, it is important that you

spend time discussing the think

piece. Encourage them to think

critically about qualifying the claim

as this could help them analyze the

complexities of the issue.

NOTES

Write or type in this area.

English Language and Composition Lesson Plan

Turning the Argument into Synthesis

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product. Visit www.marcolearning.com for additional resources.



Step 2: Synthesizing Information

Reviewing the Study Guide



contents with the students. To “synthesize” means to draw

ideas from multiple sources together into a single argument.



ability to develop an argument with a strong line of reasoning

that contains support from reliable sources. We have already

stated that students struggle with the synthesis essay for one

reason: they rely on the sources to make the argument for

them. Reinforce that they develop the claims and reasons. They

will use the provided sources as evidence or expert support to

advance their own claims and establish their credibility

Discovering Evidence

While students will receive a packet of sources with the

    

         



discuss the following considerations with them.

• They must incorporate three sources in their essay.

• 





conservative news sites?

• 

the counter-argument.

• 

characteristics of credible sources so that they can ensure

they increase their credibility through their use of sources.



students share their sources with a peer. Each partner can

summarize their argument and explain how each source will

strengthen it. The peer can review the sources using the checklist

on the right to ensure that the sources appear credible. If each



to revise the essay.

TEACHER’S NOTE:

This study guide reviews the

speciﬁc steps in writing the

synthesis essay. We recommend

that you review it before

distributing it to your students to

ensure that this is the best time for

you to introduce these steps with

your speciﬁc students

TEACHER’S NOTE:

When checking a sources

credibility, students should

consider the following:

➙ When was the text published?

➙ How does the text connect to

their claims?

➙ What are the author’s

credentials?

➙ Is the information reliable

– facts, neutral tone, peer-

reviewed?

➙ What is the purpose of the

text: to inform, persuade,

entertain, etc.?

NOTES

Write or type in this area.

English Language and Composition Lesson Plan

Turning the Argument into Synthesis

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product. Visit www.marcolearning.com for additional resources.

Synthesizing the Argument

Students are ready to revise their arguments after they have

found their sources and completed the peer check. Remind

students that they are strengthening their original argument

with their evidence. They should not completely rewrite the

         





sources by including the author’s credentials or acknowledging

       

to include multiple sources within each body paragraph to

      

their outside evidence should be in conversation with each

other. This means that they will pull multiple pieces of evidence

from the sources and interweave them throughout the body

paragraphs. You may need to review in-text citations with your

        

          

           

beginning! Students should also include a works cited page for



should submit their essays to you.

Completing the Student Activity

        

         

and evidence that leads to a conclusion. As they work through

       

draw connections between their evidence and their thesis

        

but each paragraph has a claim. If the paragraph contains

commentary that explains how the evidence supports the



TEACHER’S NOTE:

Share the checklist below with

students so they can ensure they

have included the necessary

components of the synthesis essay.

SYNTHESIS CHECKLIST:

There is a clear, defensible claim.

Multiple supporting claims/

reasons are offered.

Multiple outside sources

are used to back each

supporting claim.

A total of three outside sources

are integrated throughout

the essay. In-text citations

are present.

NOTES

Write or type in this area.

English Language and Composition Student Handout

Argument to Synthesis

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product. Visit www.marcolearning.com for additional resources.

Instructions

To “synthesize” means to draw ideas from multiple sources

together into a single argument. The essay is the College

Board’s attempt to evaluate a student’s ability to develop an

argument with a strong line of reasoning that contains support

from reliable sources. Follow the directions below to familiarize

yourself with this skill.

Step 1: Create an argument essay over the

following prompt:

As college costs grow in the United States, both

Democrats and Republicans have been arguing that

we need to do more to control the cost of attendance.

Cancelling student debt is one way to begin this process.

Colorado Governor, Jared Polis, introduced a bill to

the House of Congress that all college debt should be

cancelled. Former presidential candidate Pete Buttigieg

proposed that college be free for families who earn up to

$100,00, while others argue that eliminating student debt

will mostly benet the upper-middle class, rendering it

ineective.

Write an essay that argues your position on the claim

that cancelling all student debt would be a divisive step

for America.

Step 2: Discovering Evidence

Although you will receive a packet of sources with the synthesis

prompt on exam day, this activity requires you to conduct your

research to nd sources that will support your argument. Before

you begin your research, consider the following:

• You incorporate three sources in your essay.

• Find sources of diering perspectives. For example, if

you rely on political sources, are they all from the same

newspaper or are they all published by conservative news

sites? Try to vary them.

• If you defend or challenge the claim, nd a source that

could be used in the counter-argument.

• Most importantly, be sure that your sources are credible

and relevant to your argument!

○ When was the text published?

○ How does the text connect to their claims?

○ What are the author’s credentials?

NOTES

Write or type in this area.

English Language and CompositionStudent Handout

Argument to Synthesis

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product. Visit www.marcolearning.com for additional resources.

○ Is the information reliable—facts, neutral tone, peer-

reviewed?

○ What is the purpose of the text: to inform, persuade,

entertain, etc.?

Step 3: Synthesizing Your Argument

Now, you are ready to revise your argument. Remember, you

are strengthening your original argument with evidence, not

completely rewriting the essay. As you begin to integrate your

evidence, briey introduce the sources by including the author’s

credentials or acknowledging the publisher. Additionally, you

need to include multiple sources within each body paragraph

to eectively synthesize information. Your claims and outside

evidence should be in conversation with each other. This means

that they will pull multiple pieces of evidence from the sources

and interweave them throughout the body paragraphs. Before

submitting your essay, make sure that you have a works cited

page for your sources that coordinates with your parenthetical

citations. Visit https://owl.purdue.edu/owl/purdue_owl.html

and click on MLA guide for help.

Finally, you can use this checklist to make sure that your

synthesis has all the necessary components.

Synthesis Checklist:

✓ There is a clear, defensible claim.

✓ Multiple supporting claims/reasons are oered.

✓ Multiple outside sources are used to back each

supporting claim.

✓ A total of three outside sources are integrated throughout

the essay.

NOTES

Write or type in this area.

English Language and Composition Study Guide

The Synthesis Essay

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product.

Visit www.marcolearning.com for additional resources.

WHAT DOES “SYNTHESIZE” MEAN?

To “synthesize” means to draw ideas from multiple sources

together into a single argument. The essay is College Board’s

attempt to evaluate a student’s ability to develop an argument

with a strong line of reasoning that contains support from

reliable sources.

How to Synthesize

The following gives a guideline for how much time to spend on

each step of the synthesizing process.

1. Read—15 minutes

Spend the 15-minute reading period carefully reading both the

prompt for the essay and each source.

• The introduction and the prompt of the Q1 essays are

extremely helpful in the brainstorming process. Often,





• Be sure to correctly identify the writing prompt. Do not get

distracted by the introduction. It is helpful, but it does not

contain the writing task.

• Consider your initial stance on the argument. Based on

your knowledge of the topic, you might be able to develop

a claim and reasoning. If not, move on to your sources.

• As you read through the sources, identify the claims of each

argument, data and evidence that support the arguments,

and the assumptions or beliefs associated with the claims

and evidence.

2. Plan—5 minutes

Before you start writing, you need to know what you’re going

to write. Consider the following to determine what position you

will take in your essay:

• Look for nuances and complications in the issues and think

about how to address some of them.

• 

pops into your mind. The graders are looking for complex

arguments that acknowledge multiple points of view.

• Develop a basic outline with an overall thesis (as

complicated and robust as the topic commands) as well as

a claim for each paragraph.

• Choose which sources you will reference in each body

paragraph. We recommend that you use at least two

sources within each paragraph.

When Your Source is an Image

One method for analyzing an

image is the OPTIC method.

O is for overview—write down a few

notes on what the visual appears

to be about.

P is for parts—zero in on the parts

of the visual. Write down any

elements or details that seem

important.

T is for title—highlight the words

of the title of the visual (if one is

available).

I is for interrelationships—use the

title as the theory and the parts of

the visual as clues to detect and

specify the interrelationships in

the graphic.

C is for conclusion—draw a conclu-

sion about the visual as a whole.

What does the visual mean?

Summarize the message of the

visual in one or two sentences.

Citing Sources: When including

evidence from the provided sources,

it is important to place them in

conversation with one another.

You can use the following sentence

stems for help.

Similarly, Source A states “. . .”

Although Source C may oppose this

position, it is strong because “. . .”

Source E offers a slightly different

perspective, illustrating that “. . . ”

Finally, Source D develops this

argument further by examining how

“ . . .”

English Language and Composition Study Guide

The Synthesis Essay

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product.

Visit www.marcolearning.com for additional resources.

3. Write—35 minutes

For maximum success, follow these guidelines:

• Remember, you are making the argument here, not the

sources. Your thesis and claims should be authentic.

• The reasoning and evidence within the body paragraphs

should be a combination of your ideas and insight from the

sources.

• Develop a conversation among your ideas and those from

the chosen sources.

Basic Essay Structure:

The Introduction:

• Open with an engaging hook

• 

• Present a clear, direct thesis statement

The Body Paragraphs:

• Begin with a topic sentence (viz., give one reason in support

of your thesis)

• Explain as necessary

• 

provided sources; you may also bring in other evidence)

• Document all sources

• 

(e.g., what does the evidence show or suggest as true?)

The Concluding Paragraph:

• 

presented

• Bring the paper to a thoughtful ending (be philosophical;

show your wisdom)

Annotated Sample Student Essay

Prompt: Write an essay that synthesizes material from at least

three of the sources and develops a position on the purpose, if

any, of historic preservation.

Thesis: Although historical preservation can protect properties

of symbolic value, it ultimately stagnates the progression of our

country.

Identifying Perspectives within

the Topic:

In developing a nuanced position,

it is important to consider the

different viewpoints of the issue.

Such perspectives can be:

• Cultural/Social

• Economic

• Artistic/Philosophical

• Scientiﬁc

• Ethical

• Environmental

• Political/Historical

• Futuristic

You may consider addressing a few

of the applicable perspectives in

the introduction of your essay. This

helps develop your credibility as a

writer.

English Language and Composition Study Guide

The Synthesis Essay

and AP

are trademarks

registered by the College Board, which is not aliated with, and does not endorse, this product.

Visit www.marcolearning.com for additional resources.

While it is an indignity that the Pennsylvania Station

was replaced with a “dismal modernist urban-renewal

complex” (Source F), historical preservation does more harm

than good for economic progress in America. Although

well-intentioned, many of the architecture protected

by the laws have become blemishes on the American

canvas. According to Source E, a neighborhood protected

by historic preservation laws has become derelict due to

the high costs of repair and upkeep. One can assume that

these buildings remain in their destitute state because

developers are afraid to invest due to the low property rates.

In similar instances, preservation laws make it possible for

building owners to “maintain monopoly rents” (Source A).

Again, this unintended consequence prohibits financial

development opportunities in the community, instead only

benefitting the few who can afford to maintain these

buildings. In these cases, the preservations laws work

against the possible progression that could spark economic

growth in the community.

ANNOTATED ESSAY EXPLANATION

This transition sentence quickly

moves from the qualifying

statement to the writer’s next claim.

A clear introduction of the source

leaves no confusion about where

the evidence came from.

The student connects the evidence

to the claim of this body paragraph.

There is a dialogue between the

sources and the student’s claim.