2007 AP SYNTHESIS—MAKING THE

SOURCES TALK TO EACH OTHER

Prompt: Take a position on the effects of advertising.

INTRODUCTORY POSITIONS Critics=propaganda Advocates=prosperity and free trade

WHEN I AM EVALUATING YOUR SOCRATIC SEMINAR PARTICIPATION, I ASK THE FOLLOWING QUESTIONS ABOUT PARTICIPANTS. DID THEY…. Speak loudly and clearly? Cite reasons and evidence for their statements? Use the text to find support? Listen to others respectfully? Stick with the subject? Talk to each other, not just to the leader? Paraphrase accurately? Ask for help to clear up confusion? Support each other? Avoid hostile exchanges? Question others in a civil manner? Seem prepared?

SOCRATIC SEMINAR TALLY SHEET

Name Question Extension

Follow/Clarify

Text. Refs.

“A” LEVEL PARTICIPANT Participant offers enough solid analysis,

without prompting, to move the conversation forward

Participant, through her comments, demonstrates a deep knowledge of the text and the question

Participant has come to the seminar prepared, with notes and a marked/annotated text  

Participant, through her comments, shows that she is actively listening to other participants

Participant offers clarification and/or follow-up that extends the conversation

Participant’s remarks often refer back to specific parts of the text.

“B” LEVEL PARTICIPANT Participant offers solid analysis

without prompting Through comments, participant

demonstrates a good knowledge of the text and the question

Participant has come to the seminar prepared, with notes and marked/ annotated text

Participant shows that he/she is actively listening to other and  offers clarification and/or follow-up

“C” LEVEL PARTICIPANT Participant offers some analysis, but

needs prompting from the seminar leader

Through comments, participant demonstrates a general knowledge of the text and question

Participant is less prepared, with few notes and no marked/annotated text

Participant is actively listening to others, but does not offer clarification and/or follow-up to others’ comments

Participant relies more upon his or her opinion, and less on the text to drive her comments

“D” OR” F” LEVEL PARTICIPANT Participant offers little commentary Participant comes to the seminar ill-

prepared with little understanding of the text and question

Participant does not listen to others, offers no commentary to further the discussion  

Participant distracts the group by interrupting other speakers or by offering off topic questions and comments.

Participant ignores the discussion and its participants

OPENING QUESTIONS How can you…? Why would you…? When would you…? When would you expect…? Why do you think…? What would you suggest…? What is the problem with…? What can you infer…? How could you verify…? What changes would you make to revise…? Predict the outcome if… Elaborate on the reason you… Devise a way to… How would you generate a plan to…? What ideas validate…?

TRY THESE IDEAS TO ADD TEXTUAL EVIDENCE… Begin with a preface or qualifier

1. In Source C Culpa

2. In Source E Deception Detection Schrank writes

3. In Source A the visual text

Strong ACTION Verb

Quotation from source embedded here

Strong ACTION verb FOLLOWED by Paraphrase

BELLRINGER DAY 1 Choose a side for this commercial and

justify whether you view it as propaganda or prosperity/free trade.

https://www.youtube.com/watch?v=HCmh8cBjUeM

BELLRINGER DAY 2 How would a critic/advocate of

advertising respond to this Super Bowl 49 commercial? Be sure to include a vocabulary word in your answer.

EXIT SLIP DAY 2 Choose 2 sources to correspond with the

following visual text, and then, take a position on the effects of advertising. This may mean that you choose to directly quote the sources or simply paraphrase their claims as a part of yours. REMEMBER: Use one new vocabulary word in your claim.

ARE YOU LOVIN’ IT?

SYNTHESIS VERSUS DBQ--SIMILARITIES

Synthesis Essay 1. Use sources to support a

thesis 2. Must cite sources 3. Read for 15 minutes

(suggested)   4. Do not simply

paraphrase -- no "laundry list"  

5. Must "enter into a conversation"  

6. Consider the author's purpose, audience, and point of view  

7. Must develop a clear, organized argument

Document-Based Question 1. Use documents to

support a thesis   2. Must cite sources   3. Read for 15 minutes

(suggested)   4. Do not simply paraphrase

-- no "laundry list"   5. Must understand the

complexity of the historical issue to "enter into a conversation"  

6. Consider the author's purpose, audience, and point of view

7. Must develop a clear, organized argument

SYNTHESIS VERSUS DBQ--DIFFERENCES

1. Sources provided 2. Primary and

secondary sources used 3. Suggested writing

time: 40 minutes 4. Outside information

not required 5. Must use a minimum

of three sources 6. Prompt in three

parts: directions, introduction, and assignment

1. Documents provided 2. Only primary sources

used 3. Suggested writing

time: 45 minutes 4. Outside information

required 5. Expected to use more

than half of the documents (not specifically stated in the directions)

6. Directions with statement or question