EA 2 Packet

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Unit 1: Embedded Assessment 2

Group Synthesis Essay
DUE DATES: FINAL COPY:
Monday (end of class): Group Position and Thesis Statement Typed
Tuesday (end of class): Graphic Organizer 12 point Times New Roman
Wednesday (beginning of class): Outline MLA format
Wednesday (end of class): Rough Draft of assigned paragraph
Thursday (end of class): Concession/Refutation paragraph & Conclusion Paragraph
Friday (end of class): Peer Editing & Group Revision
Monday: FINAL COPY DUE at the beginning of class (NO EXCEPTIONS)
MONDAY
BELL WORK Prompt:
To what extent does a person’s culture inform the way he or she views others and the world? To answer
well, consider your personal point of view based on personal experience and on texts you have read during
this unit.
CHOOSING A POSITION
Throughout the last few activities you have focused on individuals’ attitudes and perspectives about cultures
that have “infiltrated” their own. You have analyzed perspectives through a close look at rhetorical devices
and elements of argument.
In order to write a proficient synthesis essay, you need to:
(1) present a clear position on an issue
(2) synthesize perspectives from multiple sources, including your own experiences, in support of that
position
Activity #1
For this assessment, you will be working in a group to create a synthesis essay. What are the benefits and
barriers to writing a group synthesis essay? Pass a single paper and pen around from person to person to
write your thoughts.
NOW, look at your group list. What do you need to do to be successful in this assessment? How will you turn
your barriers into positives? Conduct a small group discussion by hearing from each member.
Activity #2
Working with your group, brainstorm three different ways one could respond to this type of prompt – by
defending, challenging, or qualifying it.
* Response #1 (Defend/Agree):
* Response #2 (Challenge/Disagree):
*Response #3 (Qualify/Neutral):
Activity #3
Share your Bell Work response with your group so that everyone has a chance to hear perspectives that he
or she may not have considered. Then, as a group, decide which of the positions (defend, challenge, qualify)
your group will write about for the synthesis essay.
Write your group position here and highlight it:
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Activity #4
Now that you have a position, brainstorm stories, essays, poems or real-life incidents that support your
position. Pass a pen and paper around the table while each member writes one supporting idea. Each
member needs to add a new piece of evidence or support.
Activity #5
After reaching a consensus and brainstorming support for your position, construct a well-crafted thesis
statement that asserts your group position. Write it below.
Thesis Statement Formula: Group Position + and this is evidenced through + listing the genre and title of
each work chosen.
Synthesis Essay Work Division
NAME ____________________________________ Opening Paragraph:

Hook, filler information, claim/Thesis
Statement
NAME ____________________________________ Paragraph 2:

Chosen literary work from unit:
NAME ____________________________________ Paragraph 3:

NAME ____________________________________ Paragraph 4:

COLLABORATIVE/ALL GROUP MEMBERS Paragraph 5:

Concession/Refutation
NAMES _____________________________________ Concluding Paragraph:

Restated Thesis Statement and Call to Action
LIST OF WORKS:
“Ethnic Hash” by Patricia Williams
“Two Kinds” by Amy Tan
“Legal Alien” by Pat Mora
“Multiculturalism Explained in One Word: HAPA” by Kristen Lee
“When Worlds Collide” by Pico Iyer
“Everyday Use” by Alice Walker
“An Indian Father’s Plea” by Robert Lake
MLA FORMAT EXAMPLE – the TOP LEFT of the first page of the essay should look as follows:
Sandy Olsson
Mrs. Mitman
Language Arts 10 Period 7
12 October 2015
Synthesizing Culture Using “Ethnic Hash,” “Two Kinds,” and “Legal Alien”
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TUESDAY
BELL WORK PROMPT:
Write about a work that you believe addresses the thesis statement you and your group generated
yesterday. How does it support your group’s position? Give details from the text.
Activity #1
Each member of your group will select one author from the unit who is relevant to the conversation about
how culture informs perspective. Your task is to re-read the text and fill in the graphic organizer below.
When you have finished, be prepared to report your findings to your group.
What is your group’s position?
Which author is relevant to the

conversation? Why?
Would he/she agree, disagree,

or qualify your position?
Explain.
What specific evidence could

we use to support/refute our
claim? (Include at least three.)
Activity #2
Revisit the components of an argumentative essay on the front of the work “An Indian Father’s Plea.” Then,
take a look at the outline on the next two pages. On a piece of loose leaf paper, fill in information only for
your individual assigned section of the paper. Once you have completed the outline, turn it into a
paragraph on the back of that same piece of loose leaf paper.
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Outline for Synthesis Essay

I. Introduction
1. Capture the reader’s attention. Use a quote, or a description, or anything interesting to hook the
reader in.
2. Give a little background information about culture and cultural identity.
3. Explain how culture/cultural identity can be controversial.
4. Write your thesis. Your thesis should include the three major works you are going to cover in your
body paragraphs.
II. Support
1. Topic sentence: Choose one concept word from the last sentence of your previous paragraph and
use it again in a different way in this sentence.
2. Write a sentence using a quote from your source that supports your idea. Embed the quote or
introduce it. Do not dump it into your paragraph.
3. Write a sentence of commentary, explaining how this supports your thinking.
4. Write another sentence using a quote from one of your sources that supports your thinking. Embed
the quote or introduce it. Do not dump it into your paragraph.
8. Write a concluding sentence, using one of the concept words from the topic sentence in this
sentence.
III. Support
sentence.
IV. Support
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sentence.
V. Concessions and Refutation

Look at the arguments made by those who do not agree with you.
use it again in a different way in this sentence. This sentence should introduce one of the reasons
that does NOT support your thesis.
2. Write a sentence using a quote from one of your sources that takes the point of view OPPOSITE to
yours. Make the quote part of your own words. DO NOT JUST USE A QUOTE, and none of your own
words!!!!
3. In your sentence of commentary, explain why this reason or idea may be good but is not as valid or
as good as yours.
4. Write another sentence of commentary explaining why this reason is not valid.
5. Write another sentence using a quote from different one of your sources that is OPPOSITE to your
thinking.
6. In your sentence of commentary, explain why this idea may be good, but it is not as valid as yours.
7. Write another sentence of commentary explaining why this point of view is not valid.
8. Write a concluding sentence using one of the concept words from the topic sentence in this
sentence.
VI. Call to Action
1. Summarize the argument you are trying to make, by reusing two or three key concept words from
your thesis in a different way.
2. Sum up your argument with a few final facts, or tie in some pathos or ethos (e.g. for pathos, discuss
a relevant personal example; for ethos, make an appeal for cultural diversity).
Integrating Claim Evidence into a Paragraph

1. Find an appropriate quote that supports your argument.
Use this checklist to make sure your quotation is the best fit for your argument.
- Does the quote help me answer the essay question?
- Is the information in the quote clear?
- Is the quote understandable to me?
- Does the quote include specific facts or details?
2. Blend the quote.

Consider using one of the following sentence starters to introduce the quote (‘X’ is either the title of the author name):
- X states, “__________.”
- As the famous author/scientist/historian X explains it, “________.”
- As claimed by X, “______.”
- In his/her article _______, X suggests that “_________.”
- In X’s perspective, “___________.”
- X concurs when he/she notes, “_______.
Remember to make sure your commentary sentences are explaining how the quote you chose supports the claim.
If you need to, use the sentence starter: “This quote supports (insert claim here) by explain/showing/describing/etc……”
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Developing Your Concession/Refutation Paragraph
Format of the Concession/Refutation:
1. Topic Sentence: Introduce the opposing side’s arguments. You are acknowledging the other point of view. You will
use phrases such as the following:
 Some critics argue/assert/contend/claim/state . . .
 Many believe that . . .
 It has been argued/asserted/contended/claimed/stated . . .
 Opponents argue/assert/contend/claim/state . . .
2. Evidence: This sentence backs up the

sentence with a quotation or paraphrase of evidence. It includes
the name of the author/source, the title of the article or web site, and, if necessary,
the expertise of the source to show the validity of the evidence.
For example:
In “When Patients Request Assistance with Suicide,” Dr. Michael Maskin,
argues that in many cases, dying patients’ thinking is simply occupied by negative reactions to their
condition (2).
3. Commentary sentence: This sentence begins with a transition (therefore,

thus, to explain, as a result, to elaborate, in other words, etc.) and explains the evidence and/or provides an example
of what it is saying.
4. Concession sentence: Concede (acknowledge) the other side’s validity in a

respectful way. You might begin with phrases such as the following:
 For this reason, opponents believe/argue/claim/contend/stress etc.
 As a result of _______________, many believe/argue etc.
 It is understandable why the opposition believes/argues etc.
 Critics have a valid point about . . .
STEPS 5, 6, & 7 are to repeat the Evidence, Commentary, and Concession Sentence.
8. Refutation sentence: This is where you refute or challenge the

opposition’s viewpoint and remind readers of your stance. You will begin
by using a phrase such as the following:
 Nevertheless/nonetheless/however + your argument
 Though it is a valid point/argument + your argument
 Even though (one part of the argument) is true, it still does not . . .
 Though he/she/they make a good point, + your argument
Example
Main Claim: Terminally ill patients have the right to end their own lives, and those who choose to help them should not be
punished for doing so.
1 Critics argue that the reason why some terminally ill patients wish to commit suicide is nothing more than
melancholia. Patients suffering terminal illness might tend to be negative, hopeless, and depressed. 2 In “When Patients
Request Assistance with Suicide,” Dr. Michael Maskin argues that in many cases, dying patients’ thinking is simply occupied
by negative reactions to their critical condition (2). 3 In other words, most of the reasons why terminally ill patients request
doctors and/or loved ones to assist them in committing suicide might be caused by certain problems such as hopelessness,
because there is no effective treatment, anxiety over expensive medical bills, and regret for being a burden to their families
(Maskin 2). 4 For this reason, opponents argue that the terminally ill patient needs psychotherapy, and that his wish to end his
life should never be considered. 8 Though it is true that psychotherapy might help the terminally ill patient confirm his
decision and that it is not a medical doctor’s job to help patients end their lives, it is, however, ultimately the patient’s
decision and his life to end. No person or law should prevent or punish loved ones who assist in that choice.
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PEER EDITING
INTRODUCTION
Is there a hook sentence? Yes or No
Write it: ___________________________________________________________________________________
Is there a thesis statement? Yes or No
Write it: ___________________________________________________________________________________
_________________________________________________________________________________________.
BODY PARAGRAPHS
1. Does the commentary explain how the quote chosen supports the claim? Yes or No
2. Is the commentary a personal experience? Yes or No
3. Are there transitions at the beginning of every claim evidence and conclusion sentence? Yes or No
Write all transitions: __________________________________________________________________
__________________________________________________________________________________________
GENERAL
1. Does the essay have academic tone (no personal pronouns, no creative punctuation, no slang vocabulary,
etc? Yes or No
2. Is the claim evidence is properly formatted with quotation marks and punctuation inside the quotation
marks? Yes or No
3. Are the titles of the literary works properly formatted with capitalization and quotation marks? Yes or No
4. Are the paragraphs are between 5 and 8 sentences in length? Yes or No
5. As you are reading, please make note of and edit any grammatical mistakes: commas, misspellings, slang
words, informal tone, etc.
6. Is the essay in MLA format? Yes or No
Make one positive comment about the essay you read:
Make one critical comment explaining something your peer could do to improve his/her essay:
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TRANSITONS:
Goals: to separate examples within a paragraph and CUSTOMIZE to fit your

Paragraph.
First (to replace the overuse of “first” within a paragraph)
 On good example is  When looking over the evidence, it is clear

 An interesting fact is that the first…
 First of all  One reason is
 Initially  One way this is true is
 One piece of evidence that points to this is  In the beginning
 It is important to note that  On one hand, there is
 The first good piece of evidence is  A great example is
 One way to look a this is through  One example that stands out is
 One example that proves this is  Probably the best example to begin (start)
 One example that suggests this is with is
 There are several examples that show this  The best place to start is with
and one of them is  This can fist be seen when
 First and foremost  For example
 A good first example of this is  For instance
 It is important to first note that  The first instance that comes to mind is
 One notable example is when…
 The first indication of this is  This can be clearly seen first of all when…
 To begin with
Second (to replace the overused “second”)
 Another good example is  Another example that stands out is

 Another interesting fact is  Similarly
 Second of all  Likewise
 Secondly  Along with that, there is
 Furthermore  Moreover
 A great second example is  In addition
 Another good piece of evidence is  Adding to that
 Another way to look at this is through  In addition to that
 Another example that proves this is  Still another great example is
 Another example that suggests this is  Then again, another stronger example is
 Anoter great example that helps support  Of course
this is  Also
 Second an even more importantly  In the same light
 The second good example is  Even more interesting is
 Yet another good reason (example) is  Making an even stronger case is
 Yet another piece of evidence is  An even better example of this is
 Another indication of this is  Equally as interesting was
 Still  While the first example is good, an even
 Even so better one is
 In the same way  To add even more fuel to the first
 Next  To add another even more interesting fact
 The next example (idea, reason, piece of  An additional fact is
evidence)  Another strong indication was when
 On the other hand, there is  Another quote that supports this is
 Even more compelling is
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THIRD OR FINAL (To replace the overused “third” and “finally”)
 A final example (fact, reason)  Most importantly

 And finally  Accordingly
 Lastly  Along with the first two examples, there is
 Last of all  Moreover
 A final great example is  In addition to the first tow
 The third and final example is  Adding to those
 The final good piece of evidence is  In addition to those
 The best way to look at this is through  Still another great example is
 The final example that proves this is  Then again, the strongest example is
 The last example that suggests this is  Of course
 The last (final) example that helps support  But most conclusive is
his is  In the same light
 Third and even more importantly  A perfect final reason (example, fact) is
 The third good example is  Adding ot the first two examples is
 Yet the best piece of evidence is  Making an even stronger case is
 The last (final) indication of this is  An even better example of this is
 Most compelling is  The last place this can be seen is when
 Even so  While the first two examples are good, an
 The best and final reason is even better one is
 On top of that  To add even more fuel to the fire
 The last example (idea, reason, piece of  To add a final, even more interesting fact
evidence)  A good way to really show this is true is
 Best of all  This is best seen in the part when
 The final example to note  Yet the best quote that shows this is
 The last example that stands out is
IN CONCLUSION (The “CON” in MEL-Con)
 So, it is clear to see that  Due to all of these reasons

 Summing this whole thing up  Together
 Accordingly  One can see that
 In summary  The evidence is clear
 Consequently  No one can argue that
 Thus  And so it is
 As a result  Yes, it is evident that
 In short  Truly
 Therefore  To reemphasize
 So  To repeat
 The evidence clearly points  Again
 All of this together means  Indeed
 Put it all together an  Of course
 The best way to sum it up is  There is no doubt that
 With all of this  With all of these examples
 The three example,…., prove that….  In total
 And so therefore  When looking at all of the possibilities
 For all of these reasons,…, one can see  Clearly
that…  Yes, it is true then
 This all adds up to one conclusion  So, when looking at the facts, it is evident
 So, when studying all of the reasons that
 With all of this in mind
** These are some generic examples. Transitions can be more specialized around your own topic
as well.**
Example: You are writing a paper on the “NO HAT POLICY” you can “customize” your transitions
like this:
*Ex: A good first example of the hat policy in action was when. . .
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Unit 1: Embedded Assessment 2

NAME ____________________________________ Opening Paragraph:

NAME ____________________________________ Paragraph 2:

NAME ____________________________________ Paragraph 3:

NAME ____________________________________ Paragraph 4:

COLLABORATIVE/ALL GROUP MEMBERS Paragraph 5:

NAMES _____________________________________ Concluding Paragraph:

Language Arts 10 Period 7

What is your group’s position?

Which author is relevant to the

Would he/she agree, disagree,

What specific evidence could

Outline for Synthesis Essay

V. Concessions and Refutation

VI. Call to Action

Integrating Claim Evidence into a Paragraph

2. Blend the quote.

Developing Your Concession/Refutation Paragraph

Format of the Concession/Refutation:

2. Evidence: This sentence backs up the

3. Commentary sentence: This sentence begins with a transition (therefore,

4. Concession sentence: Concede (acknowledge) the other side’s validity in a

8. Refutation sentence: This is where you refute or challenge the

Is there a hook sentence? Yes or No

Write it: ___________________________________________________________________________________

Is there a thesis statement? Yes or No

Write it: ___________________________________________________________________________________

2. Is the commentary a personal experience? Yes or No

Write all transitions: __________________________________________________________________

4. Are the paragraphs are between 5 and 8 sentences in length? Yes or No

6. Is the essay in MLA format? Yes or No

Make one positive comment about the essay you read:

Goals: to separate examples within a paragraph and CUSTOMIZE to fit your

First (to replace the overuse of “first” within a paragraph)

 On good example is  When looking over the evidence, it is clear

Second (to replace the overused “second”)

 Another good example is  Another example that stands out is

THIRD OR FINAL (To replace the overused “third” and “finally”)

 A final example (fact, reason)  Most importantly

IN CONCLUSION (The “CON” in MEL-Con)

 So, it is clear to see that  Due to all of these reasons

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