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English 11 CP Name_____________________ SpringBoard Level 6 Date_______________ Unit 1: The American Dream Embedded Assessment 2: Synthesizing the American Dream ASSINGMENT Your assignment is to synthesize at least three to five sources and your own observations to defend, challenge, or qualify the statement that America still provides access to the American Dream, to the “tired, the poor, and the huddled masses.” This question requires you to integrate a variety of sources (35) into a coherent, well-written argumentative essay that is 3-5 pages long. Be sure to refer to the sources and employ your own observations to support your position. Your argument should be central; the sources and your observations should support this argument. You must use the following three types of sources: The Great Gatsby by F. Scott Fitzgerald, a nonfiction text from SpringBoard Unit 1, any other text from SpringBoard Unit 1. If you opt to have more than the minimum of 3 sources, the 1- 2 additional sources you select may be from any source you choose. STEPS Planning 1. As a class or in small groups, review the elements of a strong synthesis paper. 2. Revisit and carefully consider the various texts (sources) from the unit to identify three to five sources that might be relevant to your position. See the requirements above about where your sources should come from. Drafting 3. Draft your own position on the issue. Consider two or three possible positions you could take and then decide which of those positions you really want to take. Be careful not to generalize, but instead consider the nuances and complexities of the topic. 4. Imagine presenting your position on the issue to each of the authors of your sources. Create an imaginary conversation between you and the author of the source discussing the following questions, and record your findings. Would the author/creator agree with your position? Disagree? Why? Would the author/creator want to qualify your position? Why and how? Does the author make a specific claim about your issue? What assumptions or beliefs are either spoken or unspoken (implicit or explicit)? 5. On the basis of this imagined conversation, revise and refine the point that you would like to make about the issue so it can serve as your central thesis. Draft your opening paragraph in which you contextualize the topic for the reader and then end the intro with your thesis.

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Page 1: Unit 1: The American Dream Embedded Assessment 2 ...jameson11cp.weebly.com/.../ea2_synthesizing_the_american_dream.pdf · English 11 CP Name_____ SpringBoard Level 6 ... The American

English 11 CP Name_____________________ SpringBoard Level 6 Date_______________

Unit 1: The American Dream Embedded Assessment 2:

Synthesizing the American Dream ASSINGMENT

Your assignment is to synthesize at least three to five sources and your own observations to defend, challenge, or qualify the statement that America still provides access to the American Dream, to the “tired, the poor, and the huddled masses.” This question requires you to integrate a variety of sources (3–5) into a coherent, well-written argumentative essay that is 3-5 pages long. Be sure to refer to the sources and employ your own observations to support your position. Your argument should be central; the sources and your observations should support this argument. You must use the following three types of sources: The Great Gatsby by F. Scott Fitzgerald, a nonfiction text from SpringBoard Unit 1, any other text from SpringBoard Unit 1. If you opt to have more than the minimum of 3 sources, the 1-2 additional sources you select may be from any source you choose.

STEPS

Planning 1. As a class or in small groups, review the elements of a strong synthesis paper.

2. Revisit and carefully consider the various texts (sources) from the unit to identify three to five

sources that might be relevant to your position. See the requirements above about where your sources should come from.

Drafting

3. Draft your own position on the issue. Consider two or three possible positions you could take and then decide which of those positions you really want to take. Be careful not to generalize, but instead consider the nuances and complexities of the topic.

4. Imagine presenting your position on the issue to each of the authors of your sources. Create an imaginary conversation between you and the author of the source discussing the following questions, and record your findings.

Would the author/creator agree with your position? Disagree? Why? Would the author/creator want to qualify your position? Why and how? Does the author make a specific claim about your issue? What assumptions or beliefs are either spoken or unspoken (implicit or explicit)?

5. On the basis of this imagined conversation, revise and refine the point that you would like to

make about the issue so it can serve as your central thesis. Draft your opening paragraph in which you contextualize the topic for the reader and then end the intro with your thesis.

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6. Compose your essay considering the elements of argumentation. Be sure to develop the case

for your position by incorporating within your own thinking the conversations you had with the authors of the primary sources.

You should feel free to say things like “Source A would disagree with this point,

however” or “Source B would agree with the majority of this position but would offer a slightly different perspective in this area.”

Don’t forget to cite your sources appropriately in the text itself. Follow your teacher’s instructions for MLA format and documentation.

Revising

7. Share your draft and solicit peer response for the following areas: Organizational structure: Is your argument structured to provide clarity to the reader? Elements of argumentation (see page 77 in your SpringBoard book): Is each element

effective (hook, claim, support, concessions/refutations, and call to action)? Style: Does your draft have sentence variety, coherence, and appropriate diction and

tone for your audience? Ask for specific suggestions for improvement in each of these areas to help you revise your draft.

Editing

8. Review your draft and correct errors in grammar, punctuation, and spelling to produce a technically sound document.

9. Select an appropriate title and use available technology to create a final draft.

Presenting (In-Class Group Activity) 10. Present your argument to your peers. Consider the various viewpoints and reflect on your own

thinking about your claim. Has your view changed? Did other members of your group have similar views? Different? Record your reflections.

GRADING

This assignment is a major assessment for Unit 1, so it is worth 100 points out of the total of 600 points for marking period one. The rubric must be returned with your final draft or five points will be deducted. Please see the attached rubric for more specifics on grading.

DUE DATE

The due date for the assignment will be _____________________________. Remember that the English Department Guidelines for the Submission of Assignments applies to this assessment. Your essay must also be submitted to www.turnitin.com by the due date or it will be considered late.

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Rubric: Synthesizing the American Dream

Exemplary Proficient Emerging

Focus Intriguing essay title

Establishes a strong, distinct thesis that clearly defends, challenges, or qualifies the central claim of the prompt

Thesis contextualizes the issue and captures its complexity

Maintains a single controlling idea and is argumentative throughout

10 9

8 7

6 5-0

Content Effectively synthesizes sources and the writer’s position to support thesis

Presents a cohesive, sustained argument; uses argumentative techniques

Support convincingly goes beyond the citation of a variety of source material to analyze the sources’ significance to the writer’s position

Supports the thesis with well developed body paragraphs that include a substantial amount of relevant, accurate, specific, and effective evidence

Addresses all necessary areas of discussion and development

Minimum of 3-5 quotations from 3-5 different sources

Quotes are smoothly integrated and do not overwhelm the paper

Choice of documentation is appropriate and effectively adds to overall point

20 19 18

17 16 15 14

13 12 11-0

Organization Effective organization aptly reinforces the ideas of the argument

Ideas move smoothly and comfortably with successful use of transitions that enhance the essay’s coherence

Body paragraphs include topic sentences that introduce a specific topic

Intro paragraph appropriately sets up the argument and ends with the thesis

Conclusion goes beyond a summary of the thesis by illuminating how the writer’s position will continue to influence the reader

20 19 18

17 16 15 14

13 12 11-0

Documentation Follows MLA exactly for the format of the essay and all documentation

Includes accurate citations of sources: parenthetical and works cited

Works cited page includes a minimum of 3-5 sources

20 19 18

17 16 15 14

13 12 11-0

Style and Conventions Demonstrates a mature style that advances the writer’s ideas

Precise diction (clear, varied, and effective word choice)

Skillful use of syntax (attention to varied sentence openings and lengths)

Uses a consistent, convincing voice that is appropriate to the audience

Standard writing conventions are followed (spelling, punctuation, grammar, typos, etc. – see the following page)

20 19 18

17 16 15 14

13 12 11-0

Reflection

Perceptively analyzes how the writer has considered various viewpoints

Thoroughly reveals the writer’s thinking about his/her claim

10 9

8 7

6 5-0

Total = _______/100 points

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“TOO AIR IS HUMANE. . .BUTT KNOT EXCEPTABLE”

Please keep the following grammar rules in mind when writing formal papers.

Do not use clichés

Do not use contractions

Do not ask questions

Do not have sentence fragments

Do not have run-on sentences

Do not use first person or second person: o I, me, we, us, our, etc. o you, your, etc.

Do not capitalize common nouns; only capitalize proper nouns

Use possessive apostrophes correctly

Do not confuse common homonyms: o there, their, and they’re o to, too, and two o its and it’s o affect and effect o than and then

Do not misspell words: o a lot o cannot

Check sentence agreement o subject-verb o pronoun-antecedent o verb tense

Do not split infinitives

People are who, whom, whose, or that (not which)

Topic sentences should not have pronouns without antecedents

Follow basic comma rules: o between items in a series o before a coordinating conjunction joining two independent clauses o before and after nonessential “interrupters” o after introductory words/phrases

Use titles correctly: o titles of separate publications in italics o use quotation marks for titles included in larger volumes o use NO punctuation for your own essay title o do not use the author’s title as your title