Msgentile.files.wordpress.com



Name #:_____

Date

Section

FINAL SYNTHESIS ESSAY: Guidelines

Topic:

• Compose a well-written essay in which you indicate what you’ve learned, support your claim with warrants and evidence from English, Latin, History and Biology

Question:

• What did you learn about Power and its connection to the human experience?

Directions:

• Using the information you have been given in your cluster classes

o Create a clear and well-structured, one sided thesis in which you answer the question above.

o Be sure your thesis is about POWER and HOW/WHY it can mean something to how we live/exist as humans

• You need to incorporate sources and evidence from English, Latin, History and Biology

o How can you use examples from Literature or History?

o How do non-fictional and historic events serve as examples of support?

o How can a biological standpoint support your warrants?

• FOUR Body paragraphs following MEAL’s on WEAL’s format

• Intro/conclusion (including a “so what”)

• Appropriate spelling/grammar/syntax/tone

• Transitions

• You must incorporate citations from EACH CLUSTER CLASS (English, Latin, History and Biology)

• MUST be in MLA format

o Use the brainstorms, handouts, class workshops and online resources to help you

o Format the margins, headings, header, etc

o PROPER citations, not summaries, but actual quotes!!

o Work Cited page

• Final Copy ready!!

o Rubric facing UP and ON TOP of the Essay

o Stapled as you walk into the door

o On Time!!

• DUE ON THE DUE DATE!!!

o I will ONLY accept emailed essays if you:

▪ See me in advance and get approval

▪ Or, are absent with a LEGIT doctor’s note.

▪ AND you bring in a copy of your actual essay the next day.

• This will count as a heavily weighted grade in English, Latin, History and Biology

• Use the Rubric to help you (see reverse side)

Due SUNDAY 2/10: Upload onto turnitin by 11:59 pm

DUE Monday 2/11: FINAL COPY: final copy ready = typed in MLA, drafts, rubric on top, stapled.

NO EXCEPTIONS!!!!

Writer’s name: __________________________________________ Score =____________/25 = _____________/100

Final Synthesis Essay: Rubric

What did you learn about Power and its connection to the human experience?

|5 |3 |1 |

|Exceeds Expectations |Meets Expectations |Does Not Meet Expectations |

|ORGANIZATION: Writer included all components of the |ORGANIZATION: Writer did best to include components of |ORGANIZATION: Many required components of the |

|required paragraphs, as in the outline (intro, |the required paragraphs. Sometimes the organization was|paragraphs are missing. As a result, the writer’s |

|conclusion, body). Organization and thesis was seamless|a bit clunky but this is only because the writer was |thesis is not proved and the synthesis is not clear. |

|and clear. All tied back up to topic sentences and the |trying to meet the requirements. The intro attempts a |The hook is not thoughtful nor original and the |

|thesis. The intro contains a thoughtful hook, |thoughtful hook and conclusion indicates an attempt at |conclusion is a summary and no indication of “So what” |

|Conclusion indicates a clear and thoughtful “So what” |a “So what” | |

|WORD CHOICE/GRAMMAR: Words used are above a Freshman |WORD CHOICE/GRAMMAR: Words used are at a Freshman |WORD CHOICE/GRAMMAR: Words used aren’t up to the |

|writing level. There are numerous instance of DICTION |writing level. The writer makes good effort at trying |expected level for a Freshman writing. There is no use |

|that give clues as to the writer’s opinion on this |to use DICTION and should continue to work on |of DICTION or it is too hard to tell. Many grammatical |

|topic. No major grammar mistakes are detected nor |developing. Some grammatical mistakes are detected and |errors are detected and therefore the meaning is |

|impose on the content |impose on the content/meaning |difficult to understand. |

|MEAL’s on WEAL’s: Writer begins body paragraphs with a |MEAL’s on WEAL’s: Writer shows a solid understanding of|MEAL’s on WEAL’s: Writer “quotes and runs.” As a |

|clear warrant, Evidence is clearly relevant to |how to Follow the MEAL/WEAL format. Has relevant |result, evidence is not clearly linked to warrants or |

|warrants/claims, links and connects to warrants/claims.|evidence, a strong analysis but link is not clear. Uses|claims. Does not use required sources and examples |

|Uses required sources and examples insightfully. |some required sources and examples insightfully. |insightfully. |

|TRANSITION WORDS AND ANALYSIS: Transition words are |TRANSITION WORDS AND ANALYSIS: Writer uses transition |TRANSITION WORDS AND ANALYSIS: Writer should consult |

|expertly used to connect thoughts and tie back up to |words to make use of evidence effective and logical. |They Say, I Say and use transition words to connect |

|topic sentences and the thesis and to deepen analysis. |Analysis is attempted but needs to go deeper and be |sentences and deepen analysis. |

| |explicit. | |

|PROCESS: writer meets all deadlines and draft |PROCESS: writer meets some of the time deadlines and |PROCESS: writer does not meet time deadlines and draft |

|requirements on time. Format is final copy (FC) ready, |draft requirements. Missing come components for FC |requirements. Is not FC ready, MLA format is poorly or |

|in MLA with proper citations and a work cited page. |ready, MLA format is attempted and citations and a work|not attempted with inappropriate citations and work |

| |cited page need improvements |cited page |

Name #:________

Date

section

Part I Pre-writing: WHAT DID YOU LEARN??

Do now: in the chart below, you will have to brainstorm what you learned in each category. EVERYTHING is important and will help you later on, so write it ALL down!!

You will be completing one for EACH cluster class, so you should have EVERYTHING you learned out and on paper to help you in planning your thesis. Each step given to you in Ms. Gentile’s class will help you stay ORGANIZED! You have to complete each step on time.

If you are unsure where your thought “goes” just put it ANYWHERE!! Getting it out and the paper is the most important task, so try and put it where you think it fits “best.” Use separate pieces of paper if needed. DORI: Just keep writing!!!!

What did you learn in: :

|Skills/technical (ie: MLA format, verb conjugations, new vocab, historical dates, character relationships, etc): |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Concepts/Ideas (ie: Propaganda/KELP, causes of war/oppression, rise of power, choosing a mate, etc) |

| |

| |

| |

|Concepts/Ideas (ie: Propaganda/KELP, causes of war/oppression, rise of power, choosing a mate, etc) |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

|Personal growth/Connections (ie: meanings to you, thoughts you have in general about the world, etc) |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

| |

Name: #:_____

Date

Section

Part II: Thesis Brainstorming

Now: once we have complied a list, start coming up with ideas about the topic. List 10-15 ideas you have connected to the topic asked of you. They don’t need to be thesis statements quite yet, but this is the first step to start thinking about your thinking.

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

Once you have your list:

Work with a partner to turn these ideas/concepts into clear/concise thesis statements. Take your best THREE!

| |

| |

| |

CIRCLE the idea you want to work with and begin thinking of why you believe that statement to be true. You should have at least 8 reasons why you are correct/right. Then you can narrow that down and pick the best ones for your essay.

Think: This is true because….

|1 | |

|2 | |

|3 | |

|4 | |

|5 | |

|6 | |

|7 | |

|8 | |

Name: #:_____

Date

Section

Part III: Adding evidence

Directions: Now, take your best FIVE ideas and add evidence to support them. You can add as much as you can from each cluster subject.

|CLAIM: | |

|Possible Warrant #1: | |

|ENGLISH Example | |

|LATIN Example | |

|HISTORY Example | |

|BIO Example | |

|Possible Warrant #2: | |

|ENGLISH Example | |

|LATIN Example | |

|HISTORY Example | |

|BIO Example | |

|Possible Warrant #3: | |

|ENGLISH Example | |

|LATIN Example | |

|HISTORY Example | |

|BIO Example | |

|Possible Warrant #4: | |

|ENGLISH Example | |

|LATIN Example | |

|HISTORY Example | |

|BIO Example | |

|Possible Warrant #5: | |

|ENGLISH Example | |

|LATIN Example | |

|HISTORY Example | |

|BIO Example | |

Name: #:_____

Date

Section

Part IV: Thesis Outline

Introduction Paragraph:

|Hook (do this AFTER | |

|you outline). Put in | |

|your thesis first and | |

|work from there! | |

|Topic= your | |

|title/author, topic | |

|you are discussing, | |

|etc | |

|Thesis | |

Body Paragraph 1:

|W/M= “Because ______” | |

|Topic Sentence. Your | |

|reason | |

|E= Evidence, your | |

|proof, your fact from | |

|credible sources. | |

|A= Analysis, How/why | |

|does the evidence mean| |

|something? The | |

|Connection P +P | |

|L= Link the AEM to the| |

|T, then LEAD to the | |

|next paragraph, | |

|Transition | |

Body Paragraph 2:

|W/M= “Because ______” | |

|Topic Sentence. Your | |

|reason | |

|E= Evidence, your | |

|proof, your fact from | |

|credible sources. | |

| | |

|A= Analysis, How/why | |

|does the evidence mean| |

|something? The | |

|Connection, P +P | |

|L= Link the AEM to the| |

|T, then LEAD to the | |

|next paragraph, | |

|Transition | |

Body Paragraph 3:

|W/M= “Because ______” | |

|Topic Sentence. Your | |

|reason | |

|E= Evidence, your | |

|proof, your fact from | |

|credible sources. | |

| | |

|A= Analysis, How/why | |

|does the evidence mean| |

|something? The | |

|Connection, P +P | |

|L= Link the AEM to the| |

|T, then LEAD to the | |

|next paragraph, | |

|Transition | |

Body Paragraph 4:

|W/M= “Because ______” | |

|Topic Sentence. Your | |

|reason | |

|E= Evidence, your | |

|proof, your fact from | |

|credible sources. | |

| | |

|A= Analysis, How/why | |

|does the evidence mean| |

|something? The | |

|Connection, P +P | |

|L= Link the AEM to the| |

|T, then LEAD to the | |

|next paragraph, | |

|Transition | |

Conclusion

|Summarize the argument| |

|SO WHAT? Why did you | |

|make this argument? | |

|Explain what you want | |

|your reader to DO with| |

|the argument? Think: | |

|so what and why should| |

|your reader care? | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download