How to Teach Synthesis

Wondering how to teach synthesis essay writing? This blog post contains some examples of synthesis activities that help make writing a synthesis essay more approachable for students.

 

Synthesis Dinner Party

The synthesis dinner party is a popular synthesis activity among AP® Lang teachers. It is a great way to introduce students to the idea of having a “conversation of sources.”

 

Note: The “dinner party” concept came from Kenneth Burke in The Philosophy of Literary Form in 1941.

 

 

The Prep

To prep, you’ll want to make a graphic organizer for your students. I usually make one on Google Slides. I use a rectangle for the “table.” Then I write the prompt in the form of a question in that box. Next, I add squares as seats around the table. If there are 6 sources, I add 6 squares: one at each end of the rectangle and two on each side. Honestly, this does not have to be fancy, but you can add fun graphics if you wish.

 

The Steps

First, have your students read the sources independently or as a class. In order to do the synthesis dinner party well, students need to be familiar with the sources first.

 

Next, explain the premise of a dinner party. While students might not have attended a formal dinner party, they may have some frame of reference for seating at a family gathering or even the high school lunch table.

 

Explain to students that the sources will be the guests of a dinner party, and they are in charge of making a seating chart. They want to make sure that they seat sources in a way that will lead to “good” or “civil” conversation.

 

If it is the first time my students have done this activity, I usually draw the seating chart on my white board or display the slides on the TV in my classroom. Then, I’ll tell the students that I want them to fill in the seats at the opposite ends of the table first. I want them to put sources that contradict each other or would not get along in those seats. At this point, I like to ask “why would I put contrasting sources in those spots?” Students then answer that it is because those are the farthest apart.

 

Depending on the group of students, this may be an opportune time to mention that one of these sources could possibly be used as a counterargument for the other.

 

The first time students do this activity, it is helpful to let them work with a partner or small group to decide which sources belong on the ends. Then I have groups share out their decision and explain their reasoning.

 

There is more than one “right” answer. It’s all about being able to defend your reasoning, which means students can practice making claims as they determine their seating chart.

 

After seating the sources at the end of the table, students can then fill in the other seats. This requires students to think about commonalities between the source’s main ideas or positions. Sources that are seated next to one another may pair well in a paragraph when students write the essay.

 

Sometimes students may be unsure where to place neutral sources, but the good news is that if the source is neutral, it can pretty much be placed anywhere, so it may help to “seat” them last.

 

Extension Activity

In addition to having students verbally share their reasoning behind their placement of the “end of the table” sources, I like to have students write a brief paragraph after they have finalized their seating chart. In the paragraph, I ask them to explain their rationale for seating the sources where they did. For example, students might explain what the sources have in common or why a particular source needs to be seated away from another source. As previously stated, this is a simple way to have students practice writing a claim, but it also helps them articulate their line of reasoning for their seating chart.

 

While I don’t do the dinner party too often, this is a great synthesis activity for students who are unfamiliar with how to synthesize sources.

 

Synthesis Sources T-Chart

Making a t-chart is simple, but it is also one of my favorite tips for how to teach synthesis. This is a practical synthesis activity students can do on their own on exam day if they’d like to organize their thoughts.

 

I did this activity recently with my students. Our prompt was “Should kindergarten be transformed into a more academic environment?” After students have read the sources, have them make a t-chart. For our prompt, one side of the t-chart said “reasons kindergarten should be more academic,” and the other side said “reasons why kindergarten should not be more academic.”

 

Have students work with a partner or small group to add entries to their t-chart. They do not need equal entries on both sides of the t-chart.

 

It helps if students write the source(s) that correspond with each reason. This will help them if they write the synthesis essay in a future lesson.

 

Next, ask for volunteers to share out their reasons and make a collaborative t-chart as a class. Encourage students to add to their t-charts as needed.

 

Making a t-chart can help students identify potential main ideas for their essay. It also helps them realize which sources relate to each other or contradict each other.

 

Sticky Note Continuum

I like to do this synthesis activity after the t-chart activity. For the “sticky note continuum,” you’ll need sticky notes and a dry erase board or large piece of paper. Personally, I like to use these lined sticky notes.

 

To prep, draw a continuum on the board or on your paper. If desired, write the prompt in the form of a question above the continuum.

 

 

Have students work independently, with a partner, or as a small group to write a claim in response to the prompt. If needed, provide students with a sentence frame. I like to have students write their claim on a regular piece of paper first before writing it on a sticky note.

 

Allowing students to collaborate during this synthesis activity allows them to learn from each other. Have them to focus on the word choice and syntax of their claim.

 

Once students have written their claim, have them rewrite it on a sticky note. Next, they place it on the continuum where they think it belongs.

 

Want more tips for teaching AP® Lang? Check out this blog post.

 

Looking for more tips for how to teach synthesis? Be sure to sign up for my teacher email list. When you do, you’ll receive my 5 tips for teaching rhetorical analysis. Don’t worry. I send synthesis teaching tips too.

 

 

 

 

 

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