Offered fall semesters, even years. Offered fall, even years. ENG-G English Language Sociolinguistics 4 cr A survey course in American and British sociolinguistics, this course investigates the theoretical bases, the major works, and the methodological approaches of current sociolinguistics.
Contact Me How to Teach the Synthesis Essay I want to state at the outset that although this page is primarily intended for AP teachers who are looking for an approach to the AP synthesis essay, students and parents are welcome to read whatever is here.
Teaching isn't a big secret, and you'll see below that I've acknowledged or tried to acknowledge the many influences I've had in developing this teaching plan. Other teachers are free to adapt, adopt, and modify this material as they choose, and the only thing I would respectfully request is that you give credit to the originators of the ideas.
I give major credit to the outstanding Timm Frietas for a great deal of this information. An Overview of the Synthesis Essay Giving a Preview I do the synthesis essay fairly early in the year, usually in the first quarter.
I've played around over the years with teaching the rhetorical analysis essay first, the ADQ agree, disagree, qualify question first, and so on. Although I will often have a short intro unit to the rhetorical analysis essay and spiral back to rhetorical analysis multiple times, the first heavy-duty focus on the procedures and crafting of an essay comes when we look at the synthesis essay.
It's the easiest of the essays and the one whose task is the most familiar; it's also, as my former colleagues at Princeton Review would say, very "technique-able.
I stress the idea that they will be reading about short pieces that they will use to support their own argument, that they will synthesize these sources more later and that they absolutely must cite sources -- ideas to which I will return again and again.
I then point out that the most successful synthesis essays are written by those students who can bring more to the table of their own ideas, readings, and reflections than the sources themselves provide, so as a way of giving them background on the issue addressed in the synthesis prompt, we'll be doing the activity known as Philosophical Chairs.
Is College Worth It? Philosophical Chairs is an in-class debate activity in which students are presented with deliberately ambiguous position statements on aspects of the central issue addressed by the synthesis essay. Students begin by individually answering a series of questions agreeing or disagreeing with the deliberately ambiguous position statements, but then are put in small groups of about five to six students.
There, the entire group must come to an absolute consensus no "majority rules," no "give in because everyone else disagrees. The purpose of the group is to sway the other members to consensus.
The College Prompt The prompt essentially asked students to take a position arguing whether attending college was really worth it. The position statements were geared toward this issue: Opening Questions Do you agree or disagree with the statements below?
Going to college will better prepare me for adult life. Having a college degree will mean I will earn more money in my career. Having a college degree is essential for success.
Arguments Ensue Once groups have come to a consensus -- a process which may take a substantial amount of time, possibly as much as an entire regular-length period -- then students should be directed to go to one side of the room or the other depending on the question.
Using the example above, all students should go to the right side of the room if they agree that the purpose of college is to prepare one for a career and to the left if they disagree. There are a number of different rules for conducting philosophical chairs that should be explained and put on the board for reference: Philosophical Chairs Rules Students are to keep an open mind and listen to the speaker's statements without rushing to judgment.
No speaker may speak twice in a row for his or her side. This is a discussion among adults. Wait three seconds before responding.
Restate or repeat what the last person said. The "hot seat" is the seat in the middle for people who are undecided. At the end, you will write a reflection. The question you will be given will ask you to explain about how your viewpoint was strengthened, weakened, or changed.
Do not cheer or give verbal feedback. You may move silently to one side or the other to show support. Your Role in Philosophical Chairs During this discussion, the teacher should primarily stay out of it except to enforce the rules -- or to call foul on students who aren't moving even after a very persuasive argument has been given.This question counts for one-third of the total essay section score.) Many recent college graduates have faced record levels of unemployment.
This situation has led people to question. 2 UNCG Undergraduate Bulletin 4 Notices Equality of Educational Opportunity The University of North Carolina at Greensboro is com-mitted to equality of educational opportunity and does not. The two synthesis essay questions below are examples of the question type that has been one of the three free-response questions on the AP English Language and Composition Exam as of the May exam.
Mission-driven organization representing over 6, of the world’s leading colleges, schools, and other educational organizations. The two synthesis essay questions below are examples of the question type that has been one of the three free-response questions on the AP English Language and .
The newest section of the AP English Language and Composition Exam, the synthesis essay, is one of three essays you will be completing during the examination’s 2-hour free-response period. However, you’ll also have a minute reading and planning period just for this essay, and if you use this time to plan effectively, you can’t go wrong.