Name Hour Date+

Synthesis Essay (Position Paper)

Position papers take on controversial issues that have no obvious “right” answer, no truth everyone accepts, no single authority everyone trusts. Consequently, simply gathering information—finding the facts or learning from experts—will not settle these disputes because ultimately they are matters of opinion and judgment.

Although it is not possible to prove that a position on a controversial issue is right or wrong, it is possible through argument to convince others to consider a particular position seriously or to accept or reject a position. To be convincing, a position paper must argue for its position by giving readers strong reasons and solid support. It also must anticipate opposing arguments (445).

Reading Critically, Writing Well by Axelrod and Cooper

This paper must be word processed at home. Though some writing time will be given in class, no computer lab time will be given to word process the paper.

Requirements of a position paper: have a clear purpose, a clear position, and an interesting first paragraph develop a clear, logical argument using the strongest points first and last present and point out weaknesses in two opposing viewpoints use facts and examples to support opinions have a good balance of fact and opinion demonstrate original thinking be well organized use persuasive language (word choice) show how the subject affects the reader attack issues, not individuals be well researched suggest solutions maintain a positive and reasonable tone throughout (word choice) end with a clever, persuasive ending contain at least seven paragraphs and be at least 3 pages in length (typed) contain a variety of sentence structures be written in present tense be written in third person show control over writing conventions such as grammar, punctuation, and spelling

See back side for due dates and schedule.

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Table of Contents for this packet

Introduction of Assignment and Due Dates for the paper. . . . Pages 1 & 2Thesis Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 3 – 6Plagiarism Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 7 - 9Paper Format and MLA In Text Documentation . . . . . . . . . . Pages 10 - 13Including Evidence and Quotations in your Paper . . . . . . . . . Pages 14 - 16Introduction and Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . Page 17Counterarguments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 18 - 21Works Cited. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 22 & 23Synthesis Essay Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 25 & 26Peer Evaluation Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 27 & 28Outline Worksheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pages 29 & 30

IMPORTANT DUE DATES!!Tuesday, Feb 3 OUTLINE DUE (10 points in the Homework Category)

Homework for the weekend of January 31 and Feb. 1 and Monday, Feb. 2You may want to work on the paper during this weekend depending on how busy your upcoming week will be. You may have to do additional research. The typed rough draft is due at the end of the upcoming week. You may also want to get the vocabulary log and studying vocab list 3 out of the way during the weekend. You’ll be very busy writing the paper all week.

Tuesday, Feb. 3; Wednedsay, Feb. 4, Thursday, Feb. 5 Work days in computer lab 313. BRING YOUR FLASHDRIVES!(Participation points earned each day)

Friday, Feb. 6 – TYPED ROUGH DRAFT DUE (30 points in the Homework Category). Rough draft must be at least 3 typed pages in length and include 7 paragraphs. We’ll be having peer conferences in class. You are not allowed to hand this assignment in late, even with a late coupon. If you do not have this assignment in hand (not on a flashdrive or my email) at the beginning of the hour, you will receive a zero for this assignment.

**If you are absent on this day, you must get the rough draft to me anyway. You can email it to me or send it with a friend.

Tuesday, Feb. 10 – FINAL DRAFT AND PROCESS MATERIALS DUE (50 points in the Major Assessment Category)Paper must be organized as you walk in the door or you will lose 2 points off the total score. We will have writing groups on this day so you will have an audience for your paper. If you are absent on this day, you must turn the paper in the day you return, and you will receive a 0 for the writing group assignment. There is no make up possible for the experience of having a small group read and comment on your paper.

OPTIONAL:AS YOU ARE WORKING ON THIS PAPER, IF YOU ARE HAVING TROUBLE FINDING THE DATA AND EVIDENCE YOU NEED TO MAKE YOUR ARGUMENT, YOU MAY ADD ONE OR TWO SOURCES TO THE RESEARCH PACKET. YOU MUST HAND THESE NEW SOURCES IN TO ME AND LABEL THEM AS SOURCES G AND H.

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From Owl Online Writing Lab

Writing a Thesis Statement

A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper and answers the question or questions posed by your paper. It offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them. The kind of thesis that your paper will have will depend on the purpose of your writing. This handout will cover general thesis statement tips, explain some of the different types of thesis statements, and provide some links to other resources about writing thesis statements.

General Thesis Statement Tips A thesis statement generally consists of two parts: your topic, and then the

analysis, explanation(s), or assertion(s) that you're making about the topic. The kind of thesis statement you write will depend on what kind of paper you're writing.

In some kinds of writing, such as narratives or descriptions, a thesis statement is less important, but you may still want to provide some kind of statement in your first paragraph that helps to guide your reader through your paper.

A thesis statement is a very specific statement -- it should cover only what you want to discuss in your paper, and be supported with specific evidence. The scope of your paper will be determined by the length of your paper and any other requirements that might be in place.

Generally, a thesis statement appears at the end of the first paragraph of an essay, so that readers will have a clear idea of what to expect as they read.

You can think of your thesis as a map or a guide both for yourself and your audience, so it might be helpful to draw a chart or picture of your ideas and how they're connected to help you get started.

As you write and revise your paper, it's okay to change your thesis statement -- sometimes you don't discover what you really want to say about a topic until you've started (or finished) writing! Just make sure that your "final" thesis statement accurately shows what will happen in your paper.

Argumentative Thesis Statements

In an argumentative paper, you are making a claim about a topic and justifying this claim with reasons and evidence. This claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. However, this claim must be a statement that people could possibly disagree with, because the goal of your paper is to convince your audience that your claim is true based on your presentation of your reasons and evidence. An argumentative thesis statement will tell your audience:

your claim or assertion the reasons/evidence that support this claim the order in which you will be presenting your reasons and evidence

Example: Barn owls' nests should not be eliminated from barns because barn owls help farmers by eliminating insect and rodent pests.

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A reader who encountered this thesis would expect to be presented with an argument and evidence that farmers should not get rid of barn owls when they find them nesting in their barns.

Questions to ask yourself when writing an argumentative thesis statement:

What is my claim or assertion? What are the reasons I have to support my claim or assertion? In what order should I present my reasons?

Further Resources

For more about writing an argumentative paper, you might want to visit our research paper workshop, which covers writing research papers from start to finish.

Many writing centers and writing websites offer help with writing thesis statements. Here are some links to get you started.

Academic Writing: Developing a Thesis Statement (available at http://www.wisc.edu/writing/Handbook/thesis.html)

Thesis Writing (available at http://www.rpi.edu/web/writingcenter/thesis.html) The Thesis Statement (available at http://webster.commnet.edu/grammar/composition/thesis.htm) How to Write a Thesis Statement (available at http://www.indiana.edu/~wts/wts/thesis.html) LEO Thesis Statement (available at http://leo.stcloudstate.edu/acadwrite/thesistatement.html)

This handout written by Erin Karper, August 2002

The following information must remain intact on every handout printed for distribution.

This page is located at http://owl.english.purdue.edu/handouts/print/

Copyright ©1995-2004 by OWL at Purdue University and Purdue University. All rights reserved.Use of this site, including printing and distributing our handouts, constitutes acceptance of our terms and conditions of fair use, available athttp://owl.english.purdue.edu/lab/fairuse.html.

To contact OWL, please visit our contact information page at http://owl.english.purdue.edu/lab/contact.html to find the right person to call or email.

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How to Tell a Strong Thesis Sentence from a Weak One(Adapted from Indiana University’s writing tutortial services.)

1. A strong thesis takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis. First, it fails to take a stand. Second, the phrase “negative and positive aspects” is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand.

2. A strong thesis justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and web pages can provide both advertising and customer support.

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This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like “because,” “since,” “so,” “although,” “unless,” and “however.”

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you write a paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, “world hunger” can’t be discussed thoroughly in five or ten pages. Second, "many causes and effects" is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Appalachia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis because it narrows the subject to a more specific and manageable topic and it also identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Working Thesis Statement Simple Clear Direct 3rd person Most often contains the word should Is positive (in most cases)

The death penalty should be illegal in Minnesota.

Public schools should do more to help fight childhood obesity. They should offer more rigorous physical education classes, offer healthier lunches, and eliminate junk food vending machines.

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Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Plagiarism Policy

Plagiarism is the taking of ideas, concepts, facts, and/or words of another and using them as one’s own. It is considered a form of stealing., Plagiarism will not be tolerated at Osseo Senior High School. Any form of plagiarism will adversely affect your grade and will result in disciplinary action.

If plagiarism is identified in any section of the persuasive paper, the student will receive a zero for this major assignment and parents will be contacted.

The following are the most common types of plagiarism that occur in student work:1. Word-for-word plagiarism is the direct copying of another’s material without

giving credit.2. Paraphrase plagiarism is using someone else’s ideas without crediting the source of

the material or idea.3. Spot plagiarism is using key words or phrases without giving credit.

When to Quote, Paraphrase, or Summarize1. Direct Quotation . Use direct quotation when the source material is especially well-

stated—that is, when it is memorable because of its succinctness, its clarity, its liveliness, its elegance of expression, or its other exceptional qualities.

2. Paraphrase . Use paraphrase as your most common note form. Make this the form that you always use unless you have a good reason to quote your source or to summarize it.

Paraphrase: Write it in Your Own Words from The Owl at Purduehttp://owl.english.purdue.edu/owl/printable/619/

A paraphrase is...your own rendition of essential information and ideas expressed by someone else, presented in a new form. one legitimate way (when accompanied by accurate documentation) to borrow from a source. a more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because...it is better than quoting information from an undistinguished passage. it helps you control the temptation to quote too much. the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.

6 Steps to Effective Paraphrasing1. Reread the original passage until you understand its full meaning. 2. Set the original aside, and write your paraphrase on a note card. 3. Jot down a few words below your paraphrase to remind you later how you envision using this

material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.

4. Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.

5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.

6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

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Strategies for Avoiding Plagiarism

1. Put in quotations everything that comes directly from the text especially when taking notes.

3. Paraphrase, but be sure you are not just rearranging or replacing a few words. Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or close the text so you can’t see any of it (and so aren’t tempted to use the text as a “guide”). Write out the idea in your own words without peeking.

4. Check your paraphrase against the original text to be sure you have not accidentally used the same phrases or words, and that the information is accurate.

Terms You Need to Know (or What is Common Knowledge?)

Common knowledge: facts that can be found in numerous places and are likely to be known by a lot of people.

Example: John F. Kennedy was elected President of the United States in 1960.

This is generally known information. You do not need to document this fact.

However, you must document facts that are not generally known and ideas that interpret facts.

Example: According the American Family Leave Coalition’s new book, Family Issues and Congress, President Bush’s relationship with Congress has hindered family leave legislation (6).

The idea that “Bush’s relationship with Congress has hindered family leave legislation” is not a fact but an interpretation; consequently, you need to cite your source.

Quotation: using someone’s words. When you quote, place the passage you are using in quotation marks, and document the source according to a standard documentation style.

The following example uses the Modern Language Association’s style:

Example: According to Peter S. Pritchard in USA Today, “Public schools need reform but they’re irreplaceable in teaching all the nation’s young” (14).

Paraphrase: using someone’s ideas, but putting them in your own words. This is probably the skill you will use most when incorporating sources into your writing. Although you use your own words to paraphrase, you must still acknowledge the source of the information.

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Some examples to compareFrom The Owl at Purduehttp://owl.english.purdue.edu/owl/printable/619/

The original passage:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:

In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

An acceptable summary:

Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:

Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.

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Paper Format

Below are some basic guidelines for formatting a paper in MLA style.

General Guidelines Type your paper on a computer and print it out on standard, white 8.5 x 11-inch

paper, Double-space the text of your paper, and use a legible font like Times New

Roman or Courier. Leave only one space after periods or other punctuation marks (unless otherwise

instructed by your instructor). Set the margins of your document to 1 inch on all sides. Indent the first line of a

paragraph one half-inch (five spaces or press tab once) from the left margin. Create a header that numbers all pages consecutively in the upper right-hand

corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor's guidelines.)

Use either italics or underlining throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.

If you have any endnotes, include them on a separate page before your Works Cited page.

Formatting the First Page of Your Paper Do not make a title page for your paper unless specifically requested. In the upper left-hand corner of the first page, list your name, your instructor's

name, the course, and the date. Again, be sure to use double-spaced text. Double space again and center the title. Don't underline your title or put it in

quotation marks; write the title in Title Case, not in all capital letters. Use quotation marks and underlining or italics when referring to other works in

your title, just as you would in your text, e.g., o Fear and Loathing in Las Vegas as Morality Play o Human Weariness in "After Apple Picking"

Double space between the title and the first line of the text.

See the back of this page for a sample first page of an essay in MLA style:

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Image Caption: A sample first page of an MLA-formatted paper.

Basic In-Text Citation Rules

In MLA style, referring to the works of others in your text is done by using what's known as parenthetical citation. Immediately following a quotation from a source or a paraphrase of a source's ideas, you place the author's name followed by a space and the relevant page number(s).

Human beings have been described as "symbol-using animals"

(Burke 3).

When a source has no known author, use a shortened title of the work instead of an

author name. Place the title in quotation marks if it's a short work, or italicize or

underline it if it's a longer work.

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Your in-text citation will correspond with an entry in your Works Cited page, which, for the Burke citation above, will look something like this:

Burke, Kenneth. Language as Symbolic Action: Essays on Life,

Literature, and Method. Berkeley: U of California P,

1966.

It's important to know that parenthetical citations and Works Cited pages allow readers to know which sources you consulted in writing your essay, so that they can either verify your interpretation of the sources or use them in their own scholarly work.

LEO: Literacy Education Online http://leo.stcloudstate.edu/research/mlaparen.html

MLA Parenthetical Documentation

In MLA style, in-text citations, called parenthetical citations, are used to document any external sources used within a document (unless the material cited is considered general knowledge). The parenthetical citations direct readers to the full bibliographic citations listed in the Works Cited, located at the end of the document. In most cases, the parenthetical citations include the author's last name and the specific page number for the information cited. Here are general guidelines for in-text citations, including use of authors' names, placement of citations, and treatment of electronic sources.

Use of Authors' NamesAlways mention the author's name—either in the text itself or in the parenthetical citation—unless no author is provided.

If the author's name is mentioned in the text

If the author's name is used in the text introducing the source material, then cite the page number(s) in parentheses:

Branscomb argues that "it's a good idea to lurk (i.e., read all the messages without contributing anything) for a few weeks, to ensure that you don't break any of the rules of netiquette" (7) when joining a listserv.

If the author's name is not mentioned in the text

If the author's name is not used in the sentence introducing the source material, then include the author's last name in the parenthetical citation before the page number(s). Note that no comma appears between the author's name and the page number(s).

The modern world requires both the ability to concentrate on one thing and the ability to attend to more than one thing at a time: "Ideally, each individual would cultivate a

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repertoire of styles of attention, appropriate to different situations, and would learn how to embed activities and types of attention one within another" (Bateson 97).

If there are two or three authors

If a source has two or three authors, place all of the authors' last names in the text or in the parenthetical citation:

A team can be defined as "a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable" (Katzenbach and Smith 45).

If the source has a corporate author

If a source has a corporate author, include the author's name and the page(s). If the corporate author's name is long, it should be included in the text rather than the parentheses:

According to the Centre for Development and Population Activities, interest in gender roles and responsibilities over the past decade has been "driven by the realization that women often do not benefit from development activities and in some cases become even poorer and more marginalized" (3).

If no author is identified

If a source does not include an author's name, substitute for the author's name the title or an abbreviated title in the text or parenthetical citation. Underline the title if the source is a book; if the source is an article, use quotation marks:

The use of Customer Relationship Management (CRM) systems has grown substantially over the past five years as companies attempt to adapt to customer needs and to improve their profitability ("Making CRM Work").

Placement of Citations

Place a citation as close to the quoted or paraphrased material as possible without disrupting the sentence.

When material from one source and the same page numbers is used throughout a paragraph, use one citation at the end of the paragraph rather than a citation at the end of each sentence.

Parenthetical citations usually appear after the final quotation mark and before the period.

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Produced by Writing Tutorial Services, Indiana University, Bloomington, INwww.indiana.edu/~wts/pamphlets/using_evidence.shtml

How to Use EvidenceWhy Should Writers Use Evidence?

Like lawyers in a jury trial, writers must convince audiences of the validity of their argument by using evidence effectively. As writers, we must also use evidence to persuade our readers to accept our claims. But how do we use evidence to our advantage? By leading our reader through our reasoning.

The types of evidence you use change from discipline to discipline—we use quotations from a poem or from a literary critic, for example, in a literature paper; we use data from an experiment in a lab report.

The process of putting together your argument is called analysis—it interprets evidence in order to support, test, and/or refine a claim. The chief claim in an analytical essay is called the thesis. A thesis provides the controlling idea for a paper and should be original (that is, not completely obvious), assertive, and arguable. A strong thesis also requires solid evidence to support and develop it because without evidence, a claim is merely an unsubstantiated idea or opinion.

When should you incorporate evidence?

Once you have formulated your claim, your thesis, you should use evidence to help strengthen your thesis and any assertion you make that relates to your thesis. Here are some ways to work evidence into your writing:

Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own.

Present evidence that contradicts your stance in order to argue against (refute) it and therefore strengthen your position.

Use sources against each other, as if they are experts on a panel discussing your proposition.

Use quotations to support your assertion, not merely to state or restate your claim.

Weak and Strong Uses of Evidence

In order to use evidence effectively, you need to integrate it smoothly into your paragraph by following this pattern:

State your claim. Give your evidence, remembering to relate it to the claim. Comment on the evidence to show how it supports the claim.

To see the differences between strong and weak uses of evidence, here are two paragraphs.

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Weak Use of Evidence

1) Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want.

This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn’t explain the connection.

The same evidence, however, can be used to support the same claim, but only with the addition of a clear connection between claim and evidence, and some analysis of the quotation’s content.

Stronger Use of Evidence

2) Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

This is a far better example, as the evidence is more smoothly integrated into the text, the link between the claim and the evidence is strengthened, and the evidence itself is analyzed to provide support for the claim.

Using Quotations: A Special Type of Evidence

One effective way to support your claim is to use quotations, but because quotations involve someone else’s words, you need to take special care to integrate the evidence into your paragraph.

Here are two examples of quotation use, one ineffective and one more effective.

Ineffective Use of Quotation

1) Today, we are too self-centered. “We are consumers-on-the-run…the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat…on the way to their next activity” (Gleick 148). Everything is about what we want.

This example is ineffective because the quotation is not integrated with the writer’s ideas. Notice how it is dropped into the paragraph without any connection between the claim and the quotation. Furthermore, the quotation’s significance is not discussed, which makes it difficult for the reader to see the relationship between the evidence and the writer’s point.

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A More Effective Use of Quotation

2) Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster,” We are consumers-on-the-run…the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat…on the way to their next activity” (148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

The second example is more effective because it follows the guidelines for incorporating evidence into a paragraph. Notice, too, that it uses a “lead-in” phrase to introduce the direct quotation. This “lead-in” phrase helps to integrate the quotation with the writer’s ideas. Also notice that the writer discusses and comments upon the quotation immediately afterwards, which allows the reader to see the relationship between the quotation and the writer’s point.

REMEMBER: Discussing your evidence’s significance develops and expands a paper!

Citing Your Sources

Evidence appears in paragraphs in the form of quotations, paraphrases, and summaries. Each form of evidence must be cited in your text. Citing evidence means distinguishing the information from your own and giving credit to your sources. See pages 7 & 8 of the synthesis packet for more specific information about citing sources.

Remember that your job during the course of your essay is to persuade your readers that your claims are feasible and the most effective way of interpreting the evidence.

Questions to Ask Yourself When Revising Your Paper:1. Do I avoid generalizing in my paper by specifically explaining how my evidence

is representative? 2. Have I offered my reader evidence to substantiate each assertion I make in my

paper? 3. Do I thoroughly explain why/how my evidence backs up my ideas? 4. Do I provide evidence that not only confirms but also qualifies my paper’s main

claims? 5. Do I use evidence to test and evolve my ideas, rather than to just confirm them? 6. Do I cite my sources thoroughly and correctly?

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Synthesis Essay (Position Paper)Writing Effective Introductions and Conclusions

IntroductionThe purpose of the introduction is to grab the reader’s attention and to inform the reader as to what the purpose of the paper will be. Therefore, the introduction should include an attention getting device, a brief history or introduction of the issue, and the thesis statement.

Attention getting devices include Asking a rhetorical question (one not meant to be answered) Relating a brief anecdote (telling a short story that relates to the topic) Beginning with a startling fact

The thesis statement should be placed at the end of the first paragraph.

Conclusion The conclusion should restate the thesis and sum up the ideas presented in the paper. Do not bring in new ideas in the conclusion. The conclusion should be relatively brief but powerful. It is your last chance or

appeal to the reader to change his/her mind to agree with your opinion. Spend time writing a good conclusion.

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Counter-Argument

When you write an academic essay, you make an argument: you propose a thesis and offer some reasoning, using evidence, that suggests why the thesis is true. When you counter-argue, you consider a possible argument against your thesis or some aspect of your reasoning. This is a good way to test your ideas when drafting, while you still have time to revise them. And in the finished essay, it can be a persuasive and (in both senses of the word) disarming tactic. It allows you to anticipate doubts and pre-empt objections that a skeptical reader might have; it presents you as the kind of person who weighs alternatives before arguing for one, who confronts difficulties instead of sweeping them under the rug, who is more interested in discovering the truth than winning a point.

Not every objection is worth entertaining, of course, and you shouldn't include one just to include one. But some imagining of other views, or of resistance to one's own, occurs in most good essays. And instructors are glad to encounter counter-argument in student papers, even if they haven't specifically asked for it.

The Turn Against

Counter-argument in an essay has two stages: you turn against your argument to challenge it and then you turn back to re-affirm it. You first imagine a skeptical reader, or cite an actual source, who might resist your argument by pointing out

a problem with your demonstration, e.g. that a different conclusion could be drawn from the same facts, a key assumption is unwarranted, a key term is used unfairly, certain evidence is ignored or played down;

one or more disadvantages or practical drawbacks to what you propose; an alternative explanation or proposal that makes more sense.

You introduce this turn against with a phrase like One might object here that... or It might seem that... or It's true that... or Admittedly,... or Of course,... or with an anticipated challenging question: But how...? or But why...? or But isn't this just...? or But if this is so, what about...? Then you state the case against yourself as briefly but as clearly and forcefully as you can, pointing to evidence where possible. (An obviously feeble or perfunctory counter-argument does more harm than good.)

The Turn Back

Your return to your own argument—which you announce with a but, yet, however, nevertheless or still—must likewise involve careful reasoning, not a flippant (or nervous) dismissal. In reasoning about the proposed counter-argument, you may

refute it, showing why it is mistaken—an apparent but not real problem; acknowledge its validity or plausibility, but suggest why on balance it's relatively

less important or less likely than what you propose, and thus doesn't overturn it; concede its force and complicate your idea accordingly—restate your thesis in a

more exact, qualified, or nuanced way that takes account of the objection, or start a new section in which you consider your topic in light of it. This will work if the

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counter-argument concerns only an aspect of your argument; if it undermines your whole case, you need a new thesis.

Where to Put a Counter-Argument

Counter-argument can appear anywhere in the essay, but it most commonly appears

as part of your introduction—before you propose your thesis—where the existence of a different view is the motive for your essay, the reason it needs writing;

as a section or paragraph just after your introduction, in which you lay out the expected reaction or standard position before turning away to develop your own;

as a quick move within a paragraph, where you imagine a counter-argument not to your main idea but to the sub-idea that the paragraph is arguing or is about to argue;

as a section or paragraph just before the conclusion of your essay, in which you imagine what someone might object to what you have argued.

But watch that you don't overdo it. A turn into counter-argument here and there will sharpen and energize your essay, but too many such turns will have the reverse effect by obscuring your main idea or suggesting that you're ambivalent.

Counter-Argument in Pre-Writing and Revising

Good thinking constantly questions itself, as Socrates observed long ago. But at some point in the process of composing an essay, you need to switch off the questioning in your head and make a case. Having such an inner conversation during the drafting stage, however, can help you settle on a case worth making. As you consider possible theses and begin to work on your draft, ask yourself how an intelligent person might plausibly disagree with you or see matters differently. When you can imagine an intelligent disagreement, you have an arguable idea.

And, of course, the disagreeing reader doesn't need to be in your head: if, as you're starting work on an essay, you ask a few people around you what they think of topic X (or of your idea about X) and keep alert for uncongenial remarks in class discussion and in assigned readings, you'll encounter a useful disagreement somewhere. Awareness of this disagreement, however you use it in your essay, will force you to sharpen your own thinking as you compose. If you come to find the counter-argument truer than your thesis, consider making it your thesis and turning your original thesis into a counter-argument. If you manage to draft an essay without imagining a counter-argument, make yourself imagine one before you revise and see if you can integrate it.

Copyright 1999, Gordon Harvey (adapted from The Academic Essay: A Brief Anatomy), for the Writing Center at Harvard University

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Counterarguments

You will need to address arguments your readers may have. After mentioning the counterargument, you will then need to refute it.

You can do it two ways.

1. Address arguments after each reason if there is a natural place for the counterargument.

2. Have a special section in your paper for counterarguments. This will come after you fully develop your reasons.

Use these transitions to help your counterarguments flow:

of course certainly doubtless to be sure to doubt that granted that it may be true that Some will arguewhile these arguments may be true

Some believe

examples disprove this argument another argument

they feel despite

they argue one of their arguments

Addressing the opposing view – the counter-argument

1. Begin with the opponent’s point of view. Many people say. . . Some people argue that. . . Some are concerned that . . .

2. Acknowledge their point of view. While this may be true, . . . It is understandable that . . .

3. Give your argument against their point of view. However,

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Example of a counterargument and refutation: (Transitions are underlined)

Despite the promising benefits of competition-based system of

education, people against school choice believe that school choice will do

more harm than good. One of their arguments is that the education system

needs more time and more money, not a switch to a competition-based

system. They argue that the current system of education has not been given

adequate funds or time; therefore, because of this belief, the school system

has not been given the opportunity to improve. Yet, countless examples

disprove this argument. One such study was done by a Harvard professor by

the name of C. M. Hobxby She studied the “effect of parental choice on

school-system performance” She discovered that the performance of the

schools improved a great deal through the presence of competition; in

addition to this, she discovered that even though performance improved

greatly, the price of education at the public schools did not increase

excessively (37).

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Works Cited Page: Basic Format

According to MLA style, you must have a Works Cited page at the end of your research paper. All entries in the Works Cited page must correspond to the works cited in your main text.

Basic Rules Begin your Works Cited page on a separate page at the end of your research

paper. It should have the same one-inch margins and last name, page number header as the rest of your paper.

Label the page Works Cited (do not underline the words Works Cited or put them in quotation marks) and center the words Works Cited at the top of the page.

Double space all citations, but do not skip spaces between entries. List page numbers of sources efficiently, when needed. If you refer to a journal

article that appeared on pages 225 through 250, list the page numbers on your Works Cited page as 225-50.

If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should provide enough information so that the reader can locate the article either in its original print form or retrieve it from the online database (if they have access).

Capitalization and Punctuation Capitalize each word in the titles of articles, books, etc, but do not capitalize

articles, short prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the Wind, The Art of War, There Is Nothing Left to Lose

Use italics or underlining for titles of larger works (books, magazines) and quotation marks for titles of shorter works (poems, articles)

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Works Cited

Angier, Natalie. "Chemists Learn Why Vegetables are Good for You." New York Times

13 Apr. 1993, late ed.: C1. New York Times Ondisc. CD-ROM. UMI-Proquest. Oct.

1993.

Christie, John S. "Fathers and Virgins: Garcia Marquez's Faulknerian Chronicle of a

Death Foretold." Latin American Literary Review 13.3 (Fall 1993): 21-29.

Darling, Charles. "The Decadence: The 1890s." Humanities Division Lecture Series.

Capital Community College, Hartford. 12 Sept. 1996.

Feinberg, Joe. "Freedom and Behavior Control." Encyclopedia of Bio-ethics, I, 93-101.

(MLA) New York: Free Press, 1992.

Pikarsky, M. and Christensen, D. Urban Transportation Policy and Management.

Boston: D.C. Heath, 1976.

"The Political Problems of Arms-Treaty Verification." Technology Review May/June

1986: 34-47.

Seabrook, Richard H. C. "Community and Progress." cybermind@jefferson.village.

virginia.edu (22 Jan. 1994).

Shaw, Webb. "Professionals are Required to Report Abuse." Akron (Ohio) Beacon

Journal, Nov. 11, 1984 (Located in NewsBank [Microform]. Welfare and Social

Problems, 1984, 51: D12-14, fiche).

Sixty Minutes. CBS. WFSB, Hartford. 3 May 1991.

U.S. Dept. of Commerce. U.S. Industrial Outlook. Washington, D.C., Government

Printing Office, 1990.

"U.S. troops capture chief aide to warlord." Hartford Courant 22 Sept. 1993: A5.

"What's a Hoatzin?" Newsweek 27 Sept. 1993: 72.

(Many of the sources on this sample are fictitious.)

This page taken from wwwold.ccc.commnet.edu/mla/sample.shtml

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Back of Works Cited page

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Synthesis Essay Evaluation Name English 11

Hour

The final synthesis essay is due Tuesday, February 10. It is worth 50 points in the Major Assessment Category.

Rate your paper in each of the following categories using the scale below. 1 – Not yet; paper does not meet the basic requirements in the category3 – Satisfactory; paper meets the basic stated requirements for the most part, but may be lacking

in one of the criterion.5 – Excellent; paper exceeds the stated requirements for all items listed in the category.

Requirements Satisfied (checklist below) Rating Stapled together in this order from top to bottom and handed in as a packet. Synthesis Essay Evaluation Final draft - Typed, double-spaced, normal font, no larger than 12 pt., 1 inch margins

Accurate heading on the final draft in the upper left hand corner and a centered title:NameMrs. Endres AP English 11- (hour)10 February 2009

Works Cited page COMPLETED CORRECTLY rough draft (typed and marked with comments) Any handwritten rough draft material we worked on in class Outline Peer evaluation

Students must also hand in additional research used for the essay. This will be separate from the actual writing assignment to be graded and should be labeled as Source G and Source H. Put your name on these sources also.

Introduction and Conclusion Rating The beginning makes the reader wish to keep reading Strong central idea emerges in the introduction Strong central idea is stated in thesis sentence Thesis statement is the last statement of the introduction Thesis statement is assertive and clearly states the writer’s position Conclusion restates thesis sentence, summarizes the paper, and has a clever tie to something

else in the paper or a creative phrase to end the piece.

Ideas/Content Rating Obvious knowledge of subject Evidence/materials support thesis and help build a convincing argument The con arguments are presented and counter argued. No irrelevant details or information are in the paper Vivid detail, examples, anecdotes, personal reflections (if appropriate ) are mixed in with

researched material. Balance of facts and opinions The writer’s position is clear throughout the paper and the position is supported by evidence

from the sources. The essay is not simply a summary of the sources.

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Organization Rating Logical, clear subdivisions of the main idea are organized in an effective, purposeful way

(paragraphing) The argument moves forward in a logical manner; the argument is coherent and cohesive. There is a strong indication of the relationship of the parts of the paper Transitional words, phrases, and sentences add fluidity to the paper

Sentence Writing/Fluency, Word Choice Rating Sentence beginnings and lengths are varied A sense of the writer behind the writing emerges Strong active verbs Lively vocabulary and memorable phrases throughout Limited use of slang, clichés, or jargon. No name calling Syntax is well-crafted and creates the pacing necessary to build the argument.

Depth of Reasoning Rating The paper demonstrates reflection and understanding of the issue The paper seeks to solve a legitimate problem, and/or seeks to answer a legitimate question The writer has considered a variety of possibilities/outcomes and has made thoughtful

analysis, judgments, and/or predictions The paper demonstrates use of critical thinking skills The paper may demonstrate creativity The paper is far more than just a summary or description The paper effectively persuades the reader to rethink his/her position

Conventions Rating Spelling, punctuation Verb agreement is accurate and verb tense is consistent Avoids writing in second person (you) If “I” pronoun is used at all, it is used carefully and judiciously

Information Resources Rating Correct format for parenthetical references Sufficient number of parenthetical references (at least one per paragraph of the body) Correctly formatted and punctuated “Works Cited” page Sufficient variety of resources (use at least 3 of the sources in the packet)

Student Rating Teacher Rating

Overall Grade:

Parent signature for 1 extra credit point

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Peer Evaluation of the Synthesis Essay

Writer’s name Evaluator’s name

5 = excellent 4 = good 3 = ok 2 = so-so 1 = needs improvement

The first paragraph has an effective attention getting device 1 2 3 4 5

A clear thesis statement is in the introduction. 1 2 3 4 5

The writer successfully argues against the opposition’s best argument. 1 2 3 4 5

The writer’s position is clear and persuasive. 1 2 3 4 5

The writer’s facts support his/her opinions. 1 2 3 4 5

The paper is in a logical order and is easy to follow. 1 2 3 4 5

The parenthetical citations are correctly documented. 1 2 3 4 5

Overall, the writer’s argument is convincing. 1 2 3 4 5

The conclusion is effective and memorable. 1 2 3 4 5

Sentences in this paper vary in length and beginnings. 1 2 3 4 5

The writer used vivid verbs and convincing languagewithout offending the opposition. 1 2 3 4 5

What is the best argument the writer makes in his/her paper? And, what is the greatest strength of this paper?

What part of this paper, if any, seems confusing or illogical? (Paragraph ) Explain.

How can the writer improve this paper?

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Peer Evaluation of the Synthesis Essay

Writer’s name Evaluator’s name

5 = excellent 4 = good 3 = ok 2 = so-so 1 = needs improvement

The first paragraph has an effective attention getting device 1 2 3 4 5

A clear thesis statement is in the introduction. 1 2 3 4 5

The writer successfully argues against the opposition’s best argument. 1 2 3 4 5

The writer’s position is clear and persuasive. 1 2 3 4 5

The writer’s facts support his/her opinions. 1 2 3 4 5

The paper is in a logical order and is easy to follow. 1 2 3 4 5

The parenthetical citations are correctly documented. 1 2 3 4 5

Overall, the writer’s argument is convincing. 1 2 3 4 5

The conclusion is effective and memorable. 1 2 3 4 5

Sentences in this paper vary in length and beginnings. 1 2 3 4 5

The writer used vivid verbs and convincing languagewithout offending the opposition. 1 2 3 4 5

What is the best argument the writer makes in his/her paper? And, what is the greatest strength of this paper?

What part of this paper, if any, seems confusing or illogical? (Paragraph ) Explain.

How can the writer improve this paper?

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Name Hour Date

Synthesis Essay – Outline

INTRODUCTION Paragraph 1Attention-getting device, a quick introduction to the issue, and the thesis statement

Working Thesis Statement (should be simple, direct, 3rd person)

BODY Paragraphs 2 - 6Counterarguments (What are your opposition’s best arguments against you? You must address them and then counter them as you defend your position. See page in your handout for a review of counter arguments.)

What evidence or argument will you use to counter the opposition’s argument?

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Some will argue that

What evidence or argument will you use to counter the opposition’s argument?

Some will argue that

BODY continuedMain Points (Outline and develop the main points of your argument)

Argument #1

List evidence you will use to support this argument:

Argument #2

List evidence you will use to support this argument:

Argument #3

List evidence you will use to support this argument:

CONCLUSION Paragraph 7This is your last chance to convince your audience! Don’t bring up anything new. Be clever and creative. Tie the conclusion to something else you’ve used in the paper. Also, RESTATE YOUR THESIS STATEMENT.

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