Source Based Argument

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Source Based Argument

• The Synthesis Question

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Which Sources?

• The sources should come from a range of places
  and may be in a variety of organizational modes
  or genres. A visual argument is required.
• The synthesis questions format asks students to
  move beyond using the sources to simply report.
  Instead, they must use them to make purposeful,
  individual arguments.

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Synthesis requires a student to converse with his
sources, establishing and supporting his own
argument while acknowledging both (or more) sides
of the issue by conceding or refuting those
pieces that do not support his claim. This is
civic dialog!
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Why ask students to do this?

• It moves them toward successful academic writing.
• It requires them to connect their prior knowledge
  about a topic with the sources to create an
  argument.
• It helps them prioritize sources and look for
  bias.
• Most importantly, it teaches them to engage in a
  more intellectual, literate discourse with
  society. Writing is a social act in which
  writers enter into the broader conversation.
  Its relevant and civic minded.

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• This doesnt need to be big research. It is a
  process that reinforces thinking, which is
  something we should be encouraging in all
  students.

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Do students naturally synthesize?No, scaffolding
is important.

• First, students need to connect with the topic in
  a general sense What are their potential
  beliefs/stances on this issue based on their
  prior knowledge.
• They must enter, however, with an open mind,
  withholding final judgment until they have read
  the sources. This is a task in embracing
  uncertainty.

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The Second Step

• For each source students must analyze not only
  its content, but also its p.o.v., form, context,
  and appeals. They should converse with the
  author what is valid/faulty? They do not need
  to adopt a position to acknowledge its validity.

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Step Three

• Next, students need to explore how each source
  interacts with the others. Which agree, which
  disagree, and which extend a viewpoint. Ask
  students how one author might discuss the topic
  with another author.

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Finally, students think for themselves.

• They develop conviction What do I believe and
  on what is that belief based? To do this they
  need to
• Prioritize information
• Use 3 - 5 sources
• Set a context for the sources cited
• Represent uncertainty or multiple points of view

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Developing a Synthesis Question

• Initially, take inventory of what is in your
  curriculum already that may complement the
  synthesis format. Do you have study clusters or
  reading clusters? These may be easily refocused
  to move beyond discussion and analysis and into
  argument.

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So whats involved in building a synthesis
question?

• The basics
• ? Identify the time frame in which the students
  are working
• ? Create an introduction to the subject that
  provides sufficient context for the reading and
  thinking that must occur prior to writing.
• ? Present the assignment itself - the particular
  task that must be addressed through writing.
• ? Select and order the sources.

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The challengesWhat comes first the question
or the sources?

• In some ways, writing a question and selecting
  sources is an organic event. The question and
  sources interact. The question may be sharpened
  by the sources selected and the sources are
  selected based on the question you pose.
• Decide upon the character of the question. Will
  students be arguing for a viewpoint? Or will
  they be asked to respond to a controversial
  stance by defending, qualifying, or disputing a
  claim? The question must be accessible yet
  complex and challenging.
• In choosing sources you will face issues
  involving character, balance, length, order. You
  also must consider the chemistry of the pieces.
  I found I was overwhelmed by this task as I had
  too many good sources to include.

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Other Vital Considerations

• ?

• ? The Introduction segment of the task creates a
  context for thinking about the issue. This
  important portion of the synthesis task helps
  your students find their way into the assignment
  by stimulating initial thinking and by providing
  a framework.
• ? The assignment portion lays out the directions
  for reading and writing. It tells them what they
  have to do. Your directions need to be clear.

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And Finally,

• ? Each source should represent a viable viewpoint
  on the question at hand. Do not include
  distractors. The sources should be varied and
  distinct. They should differ in character while
  still representing quality opportunities for
  student engagement.
• This is no small task but one which is worth the
  effort!