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AP Synthesis Question Pointers

Dr. Gingrich, AP Lang and Comp, gingrich@fultonschools.org

1. Have a Clear thesis which states your position

2. Respond to the prompt: for the prompt on freedom take a position on the key issues (whether

we should continue with the program and why particular issues are the most relevant to

consider)

How do we define freedom?

Have our views of freedom brought us together or have they pushed us apart? 3. Have supporting arguments (3-5 key supports for your positions). Lead with your arguments

4. Cite three sources which connect to your arguments (cite directly or paraphrase; be sure to

include parenthetical documentation of the source). Cite two of the core texts from this

semester as well.

5. Use the types of arguments to support your position:

Logical: Syllogism, Analogy (compare and contrast; literal, historic, and figurative),Definition

Cause and Effect

Pathos: Feeling or Value (right or wrong)

Ethos: validity, credibility, or authority of the speaker

6. Have an introduction which a. gains audience’s attention, b. states your thesis, and c. outlines

your arguments—this does not have to occur in only one paragraph. Avoid making your thesis

your first sentence-have a lead in.

7. Use the following types of introductions:

Funnel (establishes context leads into thesis) Definition

Quotation

Setting the scene –establishing the situation

Narrative Questions

8. Body: Lead with your argument/reason. Have textual/anecdotal support from at least one

document. A better paragraph may have multiple textual supports. Provide analysis of how

your example supports your argument. (Remember claim/data/analysis)

9. Conclusions summarizes and emphasizes your key points; leaves a memory in the minds of the

read

Quote Overview Call to Action

Metaphor Echo the Introduction

Question Look to the Future

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Synthesis Guidelines for AP Exams

1. Remember this is a persuasive essay not a rhetorical analysis essay.

2. Read the question carefully. Be sure that your essay is responding to what

the prompt is asking. You might write what you are responding to at the

top of the essay as you begin to remind yourself of what the topic is

requiring. For instance is it asking you to discuss what issues are most

essential to consider or to take a position on an issue.

3. Be sure to parenthetically cite at least three sources. You cannot receive

higher than a 4 if you do not cite at least three sources.

4. Your arguments are central the documents are used to support your

position.

5. Develop the other rules of the argumentative essay.

6. It is not necessary to use information other than what is in the documents

themselves, although you may.

7. For this essay I would suggest including three things:

A. A discussion of the characteristics of an actual monument (Jeffersonian,

MLK, 9/11, Holocaust museum) and explain why these factors are

important to consider in the creation

B. A hypothetical creation of a monument (for a person, group, or concept)

and the factors you would consider in memorializing it.

C. What is the purpose of a monument? Why are or are they not significant

for society?

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Source Pro Or Con Argument Made (textual support)

How does the argument help/hinder your argument

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Activity One for Unit on

Animals in Captivity

AP Language and

Composition, Fall 2017

Dr. Gingrich,

gingrich@fultonschools.org

Prereading

View the scenes on the gorilla in the zoo from NPR, NBC, and NY Times Online

http://www.npr.org/sections/thetwo-way/2016/05/29/479919582/gorilla-killed-to-save-boy-at-

cincinnati-zoo

http://www.nbcnews.com/news/us-news/outrage-grows-after-gorilla-harambe-shot-dead-

cincinnati-zoo-save-n582706

http://www.nytimes.com/video/us/100000004455672/no-charges-for-mother-over-dead-

gorilla.html?rref=collection%2Ftimestopic%2FZoos&action=click&contentCollection=science&re

gion=stream&module=stream_unit&version=latest&contentPlacement=6&pgtype=collection

What are the significant issues being raised?

Based on what you know should the gorilla have been shot? Should the mother be tried?

Reading

Read and annotate the articles including the pictures on the deaths of the child and the gorilla at

the Cincinnati Zoo. For each article annotate the following

What is the thesis of the article?

Review Everything is an Argument Chapter One

o What type of argument is being made?

o What is the occasion of the argument?

o What is presented as evidence for the argument?

What types of appeals are made (ethos, pathos, logos)? Underline specific examples of these

for each article?

What is most effective about the arguments? Why are they or are they not convincing?

Writing

Write a letter to the Zoological Society of America about whether or not the gorilla should have

been killed or whether or not the mother should have been charged with child endangerment . Your letter should include three pieces of support and 2 quotations from the articles.

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Animals in Captivity Dr. Gingrich, gingrich@fultonschools.org

Letter Rubric

Names: ____________________________________________ Class Period: ________________

Element

Does Not Meet Standard

Approaches Standard

Meets Standard

Exceeds Standard

Use of sources Draws inaccurate or highly debatable information from one or more sources; does not acknowledge discrepancies.

Draws debatable information from one or more sources; may identify or acknowledge discrepancies.

Synthesizes accurate information from two or more sources; identifies and acknowledges discrepancies.

Expertly synthesizes accurate information from at least two sources sources; identifies and acknowledges complexities, discrepancies.

Organization and Structure

There is a lack of organization which makes it difficult to identify or focus on the thesis.

Thesis and organization rarely work together to give your letter focus.

Thesis and organization inconsistently work together to give your letter focus.

Thesis and organization consistently work together to give your letter focus.

Voice

The text does not incorporate the individual voice; writing is generic.

Portions of the text incorporate the individual voice.

Text incorporates the individual voice in sentence variety and style.

Text highlights the individual voice in sentence variety and style.

Grammar, Mechanics, and Formatting

Major flaws in the category of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Format is incorrect or missing major elements.

Several minor flaws in the category of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Minor flaws in paper format.

Demonstrates an understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Basic formatting (double space, MLA Header, etc.)

Demonstrates a skillful understanding of proper English usage and control of grammar, sentence and paragraph structure, diction, and syntax. Appropriate formatting (double space, MLA Header, etc.)

TOTAL: __________/40 Formative

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Animals in Captivity Simulation in connection to

100 points formative

AP Language and Composition,Dr. Gingrich,

gingrich@fultonschools.org Fall 2017

“The greatness of a nation and its moral progress can be judged by the way its animals are treated.” ― Mahatma Gandhi "Let Us make man in Our image, according to Our likeness; and let them rule over the fish of the sea and over the birds of the sky and over the cattle and over all the earth, and over every creeping thing that

creeps on the earth." Genesis 1:26 General Guidelines:

For your simulation you are first to read the articles and reference the film Blackfish. You should then

find at least two other articles which you may use to support your position.

Opening:

Zoos and circuses have held animals in captivity for centuries; other animals have been used

for domestic purposes both as pets and laborers. Many people argue that animals should only be left

in the wild and should never be held against their will. Other people argue that animals are to serve

people in whatever purposes people deem acceptable. For this activity you will be debating whether

or not animals should be held in captivity (zoos, aquariums, circuses, as pets, for labor etc.) and what

the most significant factors are in determining whether they should be held in captivity. You will

argue from one of six position which you will be given: pro or con.

Roles and Guidelines

1. Create some background identity for the generic individual you are given.

2. List what factors are most important in considering whether an animal should be in

captivity (at least three).

3. Give an opening argument.

4. Respond to the positions of the other groups via questions or responses

5. Present a closing argument which summarizes your position, responds to questions or

arguments of other groups.

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You must make at least three references to the film and the articles. You must also reference at least two other

articles during your presentation.

https://seaworldcares.com/the-facts/truth-about-blackfish/

http://www.mercedsunstar.com/news/state/article3288814.html

http://beta.latimes.com/opinion/editorials/la-ed-seaworld-breeding-20160318-story.html

https://www.washingtonpost.com/opinions/do-better-by-the-whales/2015/11/15/f58474ac-8967-11e5-be39-

0034bb576eee_story.html?utm_term=.290a972e750c

https://www.scientificamerican.com/article/will-seaworld-s-phasing-out-killer-whale-shows-make-a-

difference/

Written responses to 1-3 should be posted to google classroom prior to the debate.

This is the order and time frame for the debate portion. We will begin on Thursday and finish on Friday (check

that your group members will be here for the days they are to present).

1. Present a description of the biography and experiences of the character (one page)

2. List the three most important factors and explain why they are the most important (2 minutes)

3. Present an opening argument for your position (3 minutes)

4. Provide responses or questions to the other group’s openings (3 minutes)

5. Present your closing argument (3 minutes)

Each member should familiarize themselves carefully with the readings looking at key aspects. They should be

prepared to respond from the perspective of their group’s figure to the situation.

Positions

Group A: Pro, a zoologist at the San Diego Zoo

Group B: Con, an animal rights activist

Group C: Pro, a big game hunter who has large game on their property

Group D: Con, the spouse of an animal trainer who was injured at an amusement park

Group E: Pro, a minister of tourism for a country which is dependent on individuals travelling to the country to see

animals, some that are in captivity

Group F: Con, a marine biologist who studies sea life in the wild

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Simulation Scoring Guide

Group Members:

Scoring Guide for Blackfish Simulation/Position:Category

Inadequate 65-74

Adequate 75-84

Effective 85-90 Exemplary 91-100

Stays in Character Biography posted to google classroom (10 points)

Little Knowledge of Character

Clear Knowledge of Character

Thoughtful Representation of Character

Insightful and fully developed representation of character

Knowledge of the Readings/Clarity of

Most important Issues (factors posted to google

classroom) 20 points

Little evidence of readings

Shows knowledge of readings and key ideas

Effectively supports ideas through examples from readings

Displays thorough knowledge of readings by synthesizing information from multiple source

Initial Arguments (opening posted to google classroom) 25 points

Unclear arguments

Clear and logical arguments

Thoughtful and well supported arguments

Insightful and persuasive arguments

Response to Other Teams/ Questions 20 points

Little knowledge of oppositional arguments and ability to respond Unclear questions

Careful knowledge and ability to respond; signs of active listening Adequate Questions

Responds to and critiques/elaborates on other teams’ positions Clear and well thought out questions

Sophisticated analysis, critique, and elaboration upon the arguments of other teams Superior questions show close analysis of other group’s presentation and sophisticated knowledge of key and issues

Final Response 25 points

Unclear arguments

Clear and Logical arguments

Thoughtful and well supported arguments

Insightful and persuasive arguments

Total score

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Synthesis Argument Practice: Trigger Warnings, Patriotism, Cheating

Dr. Gingrich, gingrich@fultonschools.org

1. Read all 4 of the articles for your group use the links for your topic.

2. List the three most important factors to consider in making a decision on your group

3. Write a statement of your position on the argument

4. Write an introductory paragraph (the issue, the context, why you think it is important, what

your position is and why)

5. Write one body paragraph

Includes a thesis statement (claim)

Includes examples from two of the documents (evidence)

Explains why those examples connect to your argument in this paragraph (analysis) Post parts one through 5 to google classroom

Topic One: Americans and their Flag

Colin Kaepernick, the San Francisco 49ers quarterback, has created an uproar among football fans and others by refusing to stand for the national anthem. “I am not going to stand up to show

pride in a flag for a country that oppresses black people and people of color,” he said.

Why are national symbols, staples at many sporting events, so important to Americans?

Statement: Not standing during the national anthem shows a lack of patriotism and love of country. (take a position pro or con)

http://www.nytimes.com/roomfordebate/2016/09/01/americans-and-their-flag

Topic Two: Honesty and Cheating

Volkswagen’s blatant cheating on auto emissions is only the latest example of dishonesty by corporations and others, many of whom have gone unpunished. Banks have admitted to massive

fraud with no executive going to jail. And even some of the most powerful officials in some of the wealthiest states have been charged with or convicted of corruption.

Has the pervasiveness of cheating made moral behavior passé? Is honesty for suckers?

Statement: Being honesty puts an individual at a disadvantage with respect to having success.

(take a position pro or con)

http://www.nytimes.com/roomfordebate/2015/09/29/is-honesty-for-suckers

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Topic Three: Trigger Warnings

Supplemental article

https://www.washingtonpost.com/opinions/professors-like-me-cant-stay-silent-about-this-extremist-

moment-on-campuses/2017/10/27/fd7aded2-b9b0-11e7-9e58-

e6288544af98_story.html?tid=ss_mail&utm_term=.660fcc92d793

Jay Ellison, the dean of students at the University of Chicago, made national news when he informed the incoming freshman class that the school is committed to “academic freedom” and does not support “trigger warnings.” Some students argue that a “little heads-up” about content

that will be discussed in class that might be painful for some to hear doesn’t inhibit free speech.

But lost in all the debate is this question: Do trigger warnings actually help students who have experienced trauma or suffer from post-traumatic stress disorder?

Statement: Schools should support the exclusion of trigger warnings from the school

environment. (take a position pro or con)

https://www.nytimes.com/roomfordebate/2016/09/13/do-trigger-warnings-work

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Source Pro Or Con Argument Made (textual support)

How does the argument help/hinder your argument

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American Decades Project Synthesis Assignment

250 points Summative

Dr. Gingrich, AP Language and Composition

Written Product: 100 points Due Friday, March 4th

Rough Draft: 20 points Due Friday, 26th (at least two of the products)

Annotated Bibliography (of five sources): 30 points Due Thursday, February 18th, end of

period

Bibliographic information in correct MLA format

Summary of information

How you will use this information in your paper

Two direct quotes from the source of at least one sentence each

Group Presentation: 100 points Week of March 1st

Topic Group Presentation: Each person within your group is to pick a separate issue or theme that s/he will be exploring.

Each group member should find at least three separate sources related to the topic that they select. Your group will be responsible for researching and presenting a “living museum” for a class period on your particular decade and topics.

Video: As part of your group should make a 7-10 minute video/live performance which does

one of the following

A. Reenacts a historical event B. Creates a scene from a novel or play

C. Reenacts a scene from a film or television series D. Creates original scenes which are vignettes illustrating life during that time period

The assignment and additional resources and links can be found at

http://www.rsgingrich.com/americanliterature/decadesproject.htm

The Synthesis Written Assignment:

Select a question/issue—occurs in American history over the past century-- which is raised in your

decade and issue (see above for examples).

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Then find five different sources related to that question. One of the sources must be a visual document. One of the sources must be a primary source from the decade you are using.

Create a synthesis question based upon your sources. Include the context, the question, and then a

written response to the question of 1200-1800 words. You must cite each of the five sources in the essay. Include the following with the final product

Rubric with your name on it

The question and context (follow the examples from the practice AP exams) Your essay including citation of all five sources

A works cited page of all five sources

A copy of the primary source A copy of the visual source

A rough draft of your essay

Peer editing rubric for your rough draft

General Topics (each person will have a different category)

Art

Literature

Sports

Entertainment

Popular Culture

Music

World Events

Politics

Social Movements

Medicine

Economics

Science/Technology/Inventions

Law

Religion

Fashion

Some Examples of Issues:

· Due to the economic problems of the Great Depression, films served an important role for escapism and as social commentaries. In what ways were the films of the 1930’s escapist and to

what extent were they successful in unburdening the American public from their problems? How were the movies of the 1930’s a social commentary on the issues that were

occurring during the Great Depression?

· Following World War II, what has been come to be called the Cold War came into existence. One of the aspects of this Cold War was an anti-communist sentiment that led to the

McCarthy trials “McCarthy witch hunt.” What were the causes and effects of the trials and how did they alter the American conscience? Why did they occur at this particular time and what

other events in American history did they parallel?

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· In 1964 and 1965 a series of legislative bills known as the Civil Rights Act were passed in congress. How did this legislation change American society?

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Guidelines for Writing a Synthesis Question

Sample Synthesis Questions

Sample A:

Introduction

Some nations have a defined national school curriculum, while others, such as the United States, do not.

As a result, students in high school English classes in the United States can read texts that vary widely

from school to school, while students in other countries may all read the same books in high school.

Key Questions

Is a national curriculum likely to improve rigor? Should individual schools be allowed to decide on the books that are taught in their schools?

Assignment

Write an essay that develops a position on whether or not there should be specific texts that all students of high school English must read. Synthesize at least three of the sources for support.

Sample B:

Introduction:

In 1945 the United States dropped atomic bombs on Nagasaki and Hiroshima Japan killing

hundreds of thousands of Japanese civilians. Many argued that it was necessary in order to end the war

and potentially saved millions of lives on both sides.

“The world will note that the first atomic bomb was dropped on Hiroshima, a military base. We

won the race of discovery against the Germans. We have used it in order to shorten the agony of war. In

order to save the lives of thousands and thousands of young Americans. We shall continue to use it until

we completely destroy Japan's power to make war. " Harry Truman Quote

Questions:

Was the dropping of the bomb on Japan ethically? Is it worth killing thousands? Were there other options?

Assignment:

Support (agree), refute (disagree), or qualify (agree but with limitations) the following statement.

The dropping of the bomb on Nagasaki and Hiroshima was ethical because it saved more lives than it

cost.

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