Student Name _____________________________Student ID# ______________ Teacher ____________ Course______________

Missisquoi Valley Union High School Grade 11 Quarter 3 Synthesis Project

Research W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self -generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

4. I can evaluate the relative authoritative value of my sources and acknowledge limitations or alternative interpretations of my sources.

3. I can interpret significant details from my sources that clarify the author’s claim while supporting my reasoning.

2. I can select details from multiple sources that can be applied to at least two distinctive reasons for my claim.

1. I can gather, sort, and select a set of different texts to define the background and controversy of an issue.

Synthesis W.11-12.7. Conduct short as well as more sustained research projects to answer a question (including a self -gnerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under einvestigation.

4. Using transitional language, I can explain how details from multiple sources connect to my claim.

3. I can apply detailed evidence from different kind of sources for my claim to back up my reasons

2. I can give reasons for my claim

1. I can make a claim about an issue.

Visual Texts SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, oral ly) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

4. I can provide alternative interpretations of the text or key details, or apply it to a different point of view.

3. I can explain the significance of the detail relative to the whole visual or connect it to a reason or claim.

2. I can explain the overall intent and meaning of the visual text in its context.

1. I can zoom in on a detail in a visual text and explain why I selected it.

Critical Thinking RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

4. I can acknowledge the value of opposing views or the risks and limits of my own solution.

3. I can recommend the best solution to an issue and explain its positive effects.

2. I can explain alternate sides of how to respond to the issue

1. I can identify an issue that needs attention in society.

Writing - Organization W.11-12.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.2 Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

4. I use an introduction, conclusion, and an engaged writing voice to connect to my reader and to follow through on my purpose.

3. I can use transitional language within paragraphs, and transitional sentences at the beginning and end of paragraphs, to refocus the discussion and tie parts of the whole together.

2. I can use topic sentences that help indicate progression from summary, analysis, interpretation, to evaluation.

1. I can write a multiple paragraph essay with complete sentences.

Misssiquoi Valley Union High School

Grade Eleven English Language Arts

3rd Quarter Curriculum, March 2012

Research Synthesis Summative Assessment

“Food Safety and the Consumer”

Research Organizer

My Sources:

My Reasons:

1.

2

3.

My Specific Text or details for evidence

My claim:

My question:

Research Organizer “TREE” : thesis branching with reasons blooming with evidence

Sources: A B C D E F

Reason 1. e e e e e e

Reason 2 e e e e e e

Opposing Reason e e e e e e

Thesis:

Question:

Thesis

Evidence

Reasons

Question:

Thesis:

Reason 1:

Source ____

Evidence:

Source ____Evidence:

Reason 2:

Source ____

Evidence:

Source ____Evidence:

Acknowledgement / Rebuttal

Opponent’s Best Reason :

Opponent Source ____

Evidence:

My “Judo Flip” Rebuttal:Reinterpret opp. Evidence or pull in new

Synthesis Essay Planner Outline : “Persuading a BEAR up a TREE of others’ knowledge ”

Stipulate the Question: This __________________________________ or That______________________________________

Thesis:

Best Premise : because….

Evidence:

Elevated Premise: this is important because

Source ____

Evidence:

Source ____Evidence:

Acknowledgement / Rebuttal

Concede One Opponent’s Premise :

I would agree that…

Evidence:

Refutation of a premise “Judo Flip” :However…

Persuasive Essay Outline : “Persuading a BEAR with your OWN Knowledge ”

books

ideas history &

society

experience

books

ideas history &

society

experience

books

ideas history &

society

experience

Grow a T.R.E.E. (x3)

Thesis

Reasons

Evidence Elaborated

Evidence Doubled

Persuade a B.E.A.R.

Best Premise

Elevate the Premise

Acknowledge the Opponent

Refute a Premise

books

ideashistory &

society

experience

Check out the “HotTIes”

Hot button language

Techniques explained

Ideas Developed

BE the audience

!

Don’t forget to

STIPULATE!

Borrow the BEAR to

organize the Synthesis!

Hot spot of loaded language

Technique’s impact on audience

Idea reinforced by language + technique

Hot spot of loaded language

Technique’s impact on audience

Hot spot of loaded language

Technique’s impact on audience

Idea reinforced by language + technique

Idea reinforced by language + technique

Evaluating author’s overarching purpose and overall effect on audience

Check out this hot

language!

Analysis is just taking an essay apart to show how

it works..

Source A

“Food and Agriculture: Toward Healthy Food and Farms”, Union of Concerned Scientists: Citizens and Scientists for Environmental Solutions, http://www.ucsusa.org/food_and_agriculture/

Working to promote sustainable agriculture in the United State

Our agricultural system has lost its way.Millions of acres of corn, soybeans, and other commodity crops, grown with the help of

heavy government subsidies, dominate our rural landscapes.To grow these crops, industrial farms use massive amounts of synthetic fertilizers,

herbicides and pesticides, which deplete our soil and pollute our air and water.Much of this harvest will end up as biofuels and other industrial products—and most of

the rest will be used in CAFOs (confined animal feeding operations) or in heavily processed junk foods, which seem cheap only because their hidden costs don't show up at the cash register.

Industrial agriculture is unhealthy—for our environment, our climate, our bodies, and our rural economies.

A Better Way: Sustainable AgricultureThere's a better way to grow our food. Working with nature instead of against it,

sustainable agriculture uses 21st-century techniques and technologies to implement time-tested ideas such as crop rotation, integrated plant/animal systems, and organic soil amendments.

Sustainable agriculture is less damaging to the environment than industrial agriculture, and produces a richer, more diverse mix of foods. It's productive enough to feed the world, and efficient enough to succeed in the marketplace—but current U.S. agricultural policy stacks the deck in favor of industrial food production.

It's time for new policies that will level the playing field for sustainable farmers.

Source BMike Adams, “How to Buy Organic Apples”,

http://www.naturalnews.com/022040_organic_produce_organics.html, September 18, 2007

Source C

Bioengineering of Agriculture Products: Feeding the World or Frankenfoods and Superweeds?An Informational Report, November 2000, League of Women Voters

With proper safeguards, genetic engineering offers the possibility of foods that benefit consumers.

Examples are breads and oatmeal that help lower cholesterolor vegetables packed with cancer fighting ingredients. Potatoes could be genetically engineeredto contain a vaccine against Norwalk virus, a major cause of infectious diarrhea. Canadian scientists have already announced that they have engineered "Enviropig,"a porker with replicated mouse genes whichproduces manure with less phosphorus (a key pollutant in farm runoff). Some scientists are altering corn to produce pharmaceuticals, and bananas to provide vaccines.

Another genetic engineering project is aimedat controlling striga, a weed that parasitizes the roots of African corn plants. Scientists hope to identify the genes exuding chemicals that attract the striga and turn them off. A sweet potato has been produced that is protected against deadly mosaic virus. (Sweet potatoes are a staple diet of both Kenyans and Mexicans.)A virus-resistant transgenic papaya, which increasesyields, has recently been introduced.

The most far-reaching new product is a modifiedrice strain called "golden rice" containing betacaroteneto protect undernourished children from illnessand blindness. It is an example of a finishedproduct targeted at the problem of world hunger.Patent rights to processes used in the development of"golden rice" have delayed approval of distributionrights. The new rice is the work of European universityscientists. Several of the owners of the patents tothe genes used in creating the rice have agreed to waive their right to patents and to give the rice to poor farmers in the third world in exchange for commercialrights in the U.S. and other affluent world markets.

Source D Mike Kelly, “Factory Farmed”, Cartoon Syndicate

Source E “Crop bioengineering: enormous potential for catalyzing international development”, Peter Gregory, Cornell University and Stanley P. Kowalski, Franklin Pierce Law Center

Bioengineering provides unique and dramatic opportunities for crop improvement. It can be used to develop crop varieties that would otherwise be unavailable and can facilitate much faster and more precise ways of developing improved varieties. It can help to increase yields and reliability and thus reduce food costs for the consumer while helping to control input costs for farmers through reduced applications of herbicides, pesticides, and fertilizer….

The range of bioengineered crop species available to developing countries must be expanded significantly if agricultural production is to keep pace with growing populations, diminishing arable land, relentless urbanization and an ever expanding global appetite for meat consumption.

Whereas multinational life sciences companies have led the research, development and commercialization of bioengineered crops, their primary focus has been, and will likely continue to be, on crops with traits having commercial value as global commodities. Meanwhile, many crops of extreme importance to subsistence and resource-poor farmers around the world have been neglected. Such crops – often referred to as ‘orphan’ crops because of the relative lack of research and development applied to them – can be vitally important for nutrition and income in poor regions. … Moreover, indigenous crops such as tef, quinoa and many types of vegetables are critical for food security and nutrition on a regional or local basis. Whereas some of the production constraints associated with these crops are being overcome by conventional breeding and agronomic approaches, for some crop/constraint combinations bioengineering is the only answer.

The long-term technological possibilities for bioengineered crops are vast due to breakthroughs in genomics and bioinformatics. Ultimately plant genes encoding all agriculturallyimportant traits will be more easily identified and isolated and, through bioengineering, transferred to target varieties. By facilitating access to, and use of, desirable genes in plant germplasm collections and naturally occurring genetic resources, the combination of genomics, bioinformatics and bioengineering will indirectly contribute tothe improved conservation of biodiversity.

Source F

Mike Lester, “Yo quiero Taco Bell..Still? (“I want Taco Bell..Still?”), 2011 Cagle Cartoons

Source G

Chipotle Restaurants Web Advertisement, 2012