Page 76 - ELA_CA_HighSchool_Sampler_Flipbook

Writing a Synthesis Paper EMBEDDED ASSESSMENT 2
ASSIGNMENT
Your assignment is to collaborate with your peers to write an essay that responds to the following synthesis prompt: To what extent does one’s culture inform the way one views others and the world?
Be sure to support your claim with evidence from at least three different texts you have read, viewed, or listened to in this unit, as well as with personal experience and insights.
Planning and Prewriting: Take time to make a plan for your essay.
Drafting and Revising: Compose your synthesis paper.
Editing and Publishing: Prepare your essay in final form.
Reflection
n In the texts you have studied, how have the attitudes and actions of the authors or characters been influenced by their cultural backgrounds?
n How will your group reach a consensus to write a preliminary thesis (claim) on the extent to which culture shapes perspective?
n How will you select an organizational structure that addresses the key elements of an argument—hook, claim, support, concessions/refutations, and call to action?
n Once your organizational framework is clear to all members of your group, how will you assign each individual a section to compose? For example, do you plan to write the body paragraphs separately and then synthesize your information in order to compose your opening and conclusion as a group?
n How will you ensure that each group member contributes a section that supports the thesis with evidence identifying cultural influences?
n How will you incorporate textual evidence from your readings into the section you will contribute to the essay?
n How can you work with your group to share and respond to the individual sections in order to revise and synthesize a cohesive draft?
n How can you and your group use the Scoring Guide to develop questions that will focus your discussion and revision?
n How can you work collaboratively as well as individually to improve sentence variety with parallel structure, phrases, or semicolons?
n How will you check that you have embedded source material using correct punctuation and in-text parenthetical citations?
n Which resources (including peer editing) can help you edit for correct grammar, appropriate punctuation and capitalization, and correct spelling?
After completing this Embedded Assessment, respond to the following:
• What were the benefits and challenges of writing collaboratively, and what would you do differently if faced with a similar task in the future?
• Of the texts you studied in this unit, which author or character’s perspective could you relate to or understand best? Did that person have a cultural heritage similar to yours? Explain.
TEACHER
Technology Tip
COMMON CORE STATE STANDARDS
Focus Standards:
M 9781457304668_TCB_SE_G10_U1_B2.indd 101
W.9–10.1a: Introduce precise claim(s),
distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
W.9–10.1b: Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a
Unit 1 • Cultural Conversations 101 manner that anticipates the audience’s knowledge
level and concerns.
W.9–10.1c: Use words, phrases, and clauses 10/2/15 to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons.
W.9–10.1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
10:51 PM
EMBEDDED ASSESSMENT 2
Suggested pacing: 2 50-minute class periods
TO TEACHER
As much as possible, you will want students to take responsibility
for accomplishing this task. The suggestions below are to help you consider what kind of additional guidance you may want or need
to offer.
1 Planning and Prewriting: Have students revisit the group norms they have established and add to or revise the list as they embark on collaborative writing.
2 Be sure students review the assignment and Scoring Guide to ensure they understand the criteria and expectations for the assignment.
3 You may want to require students to submit a preliminary thesis and outline along with the individual assignments for each group member. This will give you an opportunity to monitor and adjust if necessary, to ensure that all groups are heading in the right direction.
4 Drafting and Revising: Provide class time for students to meet with their groups for synthesis and revision, as well as collaborative composition.
5 If needed, provide additional support for students who need assistance with the proper punctuation and format for embedding quotations for in-text parenthetical citation.
6 You may need to model how to use the Scoring Guide to generate questions for peer revision, such as, “Does this paragraph integrate relevant examples from texts and personal insight to support the claim?”
Students may want to use a file- sharing program such as Google Drive or Dropbox to synthesize their individual sections after revision.
Unit 1 • Cultural Conversations 101
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.