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Contemporary Literature -- Synthesis Paper

INSTRUCTIONS:

A synthesis essay requires the student to synthesize evidence and ideas from multiple sources relating to a specific topic. It is very similar to a research paper, but the sources are provided and the writer must recognize the conversation between the sources on the topic. This is a common type of essay that students see in a college classroom.

Select one of the three prompts, and write a 4-6 page synthesis essay that cites at least four sources, including at least one fiction source. It is expected that students will type the essay in MLA format and provide a works cited page (not included in the page count).

DUE DATES:

February 1 - Source Notes– For at least four selected sources, write how the author of the source and key characters within the source would reply to the prompt. Also, note at least three specific details (quotes are good) from the source that could be useful to your paper. Include the source’s MLA citation. *Due by end of period.

February 6 – Thesis + Outline – Use the provided outline template to organize your thesis, topic sentences, and quotes / evidence. *Due by end of period.

February 12 - Rough Draft – At this point, your draft should be at least 3 pages in MLA format (plus a works cited page). Bring a printed copy on this day.

February 16 - Final Draft – Students are to submit an electronic copy to before class starts. Late submissions will lose 20%. After a week, late drafts will earn up to half credit. Drafts that are short of the page minimum will receive a prorated score. For example, a 3 page final draft will receive 3/4 of the points it would have otherwise scored.

SCORING: 100 points. See rubric for specifics.

**The 70% Rule is in effect. Papers scoring below 70% will not receive credit until they are revised to standard.**

PROMPTS:

Select one of the three prompts and carefully analyze all sources before developing your position.

A. We live in a “post-racial” society. Defend, challenge, or qualify this claim.

B. Race matters. Defend, challenge, or qualify this claim.

C. Select a current issue or controversy in America involving race or ethnicity, and clearly state the question that the issue raises (this will be the question you seek to answer). Develop a clear understanding of the issue by examining and explaining differing perspectives on the issue. Then use the analysis of both fiction and non-fiction sources to support your opinion on the subject.

SOURCES:

-Crash (2004) Dir. Paul Haggis

-The White Boy Shuffle by Paul Beatty

-“The Kind of Light That Shines on Texas” by Reginald McKnight

-“Indian Education” by Sherman Alexie

-“Just Walk on By: A Black Man Ponders His Ability to Alter Public Space” by Brent Staples

-“The Black Table Is Still There” by Lawrence Otis Graham

RECOMMENDED SOURCES:

-“Unpacking the Invisible Knapsack” by Peggy McIntosh

-“Blacks and Whites see racism in the United States very, very differently” by Ryan Struyk

-“Racism In America Is Over” by John McWhorter (2008)

-President Obama’s speech (following Zimmerman verdict)

-Bill O’Reilly’s response to Obama’s speech (video)

-Your book study novel

POTENTIALLY RELEVANT TOPICS:

Affirmative action

Black Lives Matter

Standing Rock protest

The removal of Confederate monuments

NFL player protests

Immigration policies

Police treatment of minorities

Refugees

Anti-Muslim sentiment post-9/11

The “N” word

Synthesis Essay Rubric TOTAL SCORE: __________ / 100

| |Ideas / Analysis |Support |Style |

| |______/40 pts |______/40 pts |______/20 pts |

|Excellent|-The introduction captures the reader’s interest with relevant and |-The writer uses an excellent |-The writing is concise and ideas are conveyed|

|A/A- |interesting content. |selection of specific and sometimes |with exceptional clarity. |

| |-The writer develops a clear, original, and thought-provoking |subtle quotes and details from the |-The writer seamlessly transitions between |

| |position. |sources. |sources, ideas, and paragraphs. |

| |-Complexity and depth of ideas are extended through commentary that|-The writer draws evidence from all |-Quotes are seamlessly integrated. |

| |is logical and analytical. |necessary sources. |-The writer’s voice is academic, yet it |

| |-The writer displays an insightful understanding of the |-All evidence is accurate and |displays a personality behind the writing. |

| |“conversation” between the sources. |contradictory evidence is refuted. |-Sentences are varied in structure, and |

| |-It is clear the writer draws thoughtful conclusions from a |-Works Cited page present and |vocabulary is precise; both display |

| |thorough inspection of the topic. |accurate. |sophistication and clarity. |

| |-The paper is thoughtfully organized with topic sentences providing| | |

| |clear structure to the argument(s). | | |

|Strong |-The introduction gets the reader’s attention with relevant |-The writer uses specific and |-The writing is mostly concise and ideas are |

|B+/B/B- |content. |well-chosen quotes and details from |conveyed with clarity. |

| |-The writer develops a clear position with depth. |the sources. |-The writer transitions well between sources, |

| |-Ideas are further explored through the writer’s commentary, which |-The writer draws evidence from most |ideas, and paragraphs. |

| |is interpretive. |necessary sources. |-Quotes are properly set up. |

| |-The writer displays a clear understanding of the sources. |-All evidence is accurate and |-The writer’s voice is academic and |

| |-The writer draws logical conclusions on the topic. |contradictory evidence is considered. |consistent. |

| |-The paper is well-organized with topic sentences extending the | |-Sentences are varied in structure, and |

| |thesis. |-Works Cited page present with minor |vocabulary is precise; both increase |

| | |flaws. |readability. |

|Adequate |-The topic is introduced through relevant content. |-The writer uses quotes and details |-The writing is fairly clear, with occasional |

|C+/C/C- |-The writer states a somewhat clear position that answers the |from the sources, but some are more |wordiness. |

| |prompt. |effective than others. |-The writer uses basic transitions between |

| |-Ideas are touched on through the writer’s commentary, which |-The writer draws evidence from at |ideas and paragraphs. |

| |displays opinion. |least four sources. |-Quote set-up is sometimes clear, sometimes |

| |-The writer displays some understanding of the sources. |-All evidence is accurate and a |choppy. |

| |-The writer draws sufficient conclusions on the topic. |counterpoint is presented. |-The writer’s voice is usually academic, but |

| |-The paper is organized with topic sentences providing claims. |-Works Cited page present, but flawed.|monotone with some lapses in tense. |

| | | |-Sentences show some variation, and vocabulary|

| | | |is usually precise. |

|Needs |-The introduction is dull and / or not clearly related to the |-The writer uses unconvincing or |-The writing is unclear and awkward at times. |

|Developin|topic. |irrelevant quotes and broad details | |

|g D+/D |-The writer’s position lacks clarity and/or depth. |from sources. |-Transitions between ideas and paragraphs are |

| |-Ideas are repeated in the writer’s commentary, but not developed |-The writer uses minimal amount of |choppy or formulaic. |

| |further. |evidence. |-Quote set-up is choppy. |

| |-Commentary wanders away from the sources. |-Most evidence is accurate, but |-The writer’s voice is too informal. |

| |-The writer’s understanding of the sources is limited. Ignores |contradictory evidence is overlooked. |-Sentence structure and vocabulary are |

| |relationship between sources. | |simplistic. |

| |-Conclusions are unfounded. |-Incomplete Works Cited page. | |

| |-Organized into paragraphs, but topic sentences do not provide | | |

| |clear and focused arguments. | | |

|Significa|-The introduction does not effectively set up the main ideas |-The writer uses quotes and details |-The writing is awkward, disorganized, and |

|nt Lapses|because it is cliché, dull, unclear, and/or irrelevant. |from the sources that do not support |unclear. |

|F |-The writer’s position is factual, too unclear to understand, or |the argument. |-Transitions between ideas, quotes, and |

| |off-prompt. |-The writer uses few to no pieces of |paragraphs are frequently choppy or missing. |

| |-The writer does not develop ideas throughout the essay, and |evidence. |-The writer’s voice is inappropriate for the |

| |instead summarizes the sources. |-Several inaccuracies discredit the |purpose. |

| |-The writer displays flawed understanding of the sources. |writer’s ideas, and/or contradictory |-Sentence fluency and vocabulary are |

| |-Conclusions are illogical or missing. |evidence is ignored. |problematic. |

| |-Paragraphs are disorganized and often wander away from the |-Missing Works Cited page. | |

| |sources. Topic sentences present no argument. | | |

|Conventio|-0 to -1 |-2 to -3 |-4 to -6 |-7 to -10 |

|ns |Lapses in grammar, spelling, capitalization, |Lapses are occasional and minor |Regular lapses distract the |Major lapses frequently distract |

| |formatting, or punctuation are minimal. |enough to cause little distraction. |reader |the reader |

| | | | | |

| | | |Some mistakes in spelling, |Frequent mistakes in spelling, |

| | | |capitalization, and/or sentence|capitalization, and/or sentence |

| | | |fluency. |fluency. |

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