The synthesis essay requires engaging in an ongoing conversation about an issue, similar to joining a party conversation.
It involves examining different perspectives on an issue, like a stakeholder's activity.
It requires identifying and analyzing viewpoints from various sources such as articles, editorials, reports, and visual media.
The goal is to formulate your own argument or analysis about the issue.
You must use viewpoints from the provided sources to support your argument or analysis.
Writing Directions
Take a Position: Formulate an essay that explains whether high schools, in general or a specific school/district, should mandate community service.
Incorporate references or quotations from at least three sources.
Analyze an Issue: Compose an essay that examines the factors a school district should consider before implementing a mandatory community service requirement for high school graduation.
Incorporate references or quotations from at least three sources.
Recognizing Complexity
Topics on the exam will be complex, with multiple perspectives.
Your argument or analysis should recognize the complexities of the topic.
Anticipate objections to your position.
For "Take a position" directions, take a clear stance and identify the main points to consider.
For "Identify the factors" directions, address all factors presented in the documents.
Incorporating Sources: Take a Position
Put sources in conversation within each body paragraph; aim for two sources per paragraph.
Alternating: Place opposing sources in a paragraph by conceding to an opposing viewpoint or identifying its limitations, then refuting it with evidence from another source.
Block: Place complementary sources together in a paragraph to build on each other and support your claim.
Incorporating Sources: Identify the Factors
Put sources in conversation within each body paragraph; aim for two sources per paragraph.
Option #1: Each body paragraph addresses a factor identified from the documents. Incorporate two sources that build on each other, addressing the same factor but providing different information.
Option #2: Each body paragraph focuses on a factor identified from the documents. Incorporate two sources that may agree, disagree, or qualify some point about the factor.
Analyzing Sources
As you read each source, analyze:
What claim is the source making about the issue?
What data or evidence does the source provide for the claim?
What are the limitations and implications of the claims and evidence?
How credible is the source?
Which other sources does this source agree or disagree with?
Citing Sources
AP readers will look for citations after direct quotations or paraphrases.
Include some context explaining the author(s) or content of the source.
Examples of citations:
According to Source D, …
In Smith’s opinion, …
A survey of recent graduates (Source D) shows that …
“25% of recent high school graduates view their high school community service experiences as rewarding” (Smith).
Essay Requirements
Consider all lenses represented in the sources and address them in your essay (usually three).
Cite at least three sources within the essay.
Avoid merely summarizing sources; instead, quote or paraphrase them and explain how they support your claim/thesis.
Assess the credibility of the sources.
Introduction
Content & Format:
Begin with an attention grabber.
Address background (what the reader needs to know) and context (the ongoing conversation about the issue).
State your thesis.
Avoid using the same language as the prompt.
Introduction Example: Take a Position
Attention-grabbing opening: Reluctance to try new experiences and the saying "You won’t know unless you try."
Background: School district’s decision to implement mandatory community service.
Counterargument: Some argue mandatory volunteerism corrupts the spirit of service.
Thesis: High school should require equitable and accessible community service to instill civic responsibility and encourage a lifelong habit of helping others.
Introduction Example: Identify the Factors
Attention-grabbing opening: Reluctance to try new experiences and the saying "You won’t know unless you try."
Background: School district’s decision to implement mandatory community service.
Counterargument: Some argue mandatory volunteerism corrupts the spirit of service.
Thesis: School districts should consider accessibility of volunteer opportunities, equity in what counts as service, and effective implementation of service programs.
Body Paragraphs
Content & Format:
State a claim or idea in support of your thesis; explain or clarify the claim.
Incorporate evidence from the sources to support your claim: paraphrase or directly quote your sources (two per paragraph).
Cite your sources.
Explain how the source supports your claim or idea.
Connect to the thesis by explaining what the evidence means in relation to the thesis.
Body Paragraph Example: Take a Position
Claim: It is a school district’s responsibility to create citizens who will contribute positively to society through community service.
Counterargument and Source: Some argue that mandating community service devalues the service (Rodgers and Hamilton).
Rebuttal and Source: Students often recognize the value of service and continue to serve into adulthood. According to Source A, 72% of Valhalla High School seniors who participated in mandatory community service reported that the experience was positive and that they thought they would seek volunteer opportunities after graduating.
Further Evidence and Source: 30% of those seniors surveyed said that no one in their family participates in a volunteer program (Source A). A Harvard University study found that people who regularly help others “have increased productivity at work and score higher on happiness tests” (Achor).
Connection to Thesis: Mandatory volunteer programs create citizens who feel a responsibility to contribute to their community, which is a benefit, not a burden.
Body Paragraph Example: Identify the Factors
Topic: It is important for school districts to consider the accessibility of volunteer opportunities if they want the experience to be positive for all students.
Evidence and Source: The graph in Source D shows that the highest percentage of students volunteered when the events were at the school itself and on school days (80% for peer tutoring).
Counter Evidence and Source: Only 15% of students helped out at a community fair, which took place on the weekend at a community center not accessible by public transportation.
Evidence and Source: In Source B, interviews reveal that students mostly learn about volunteer opportunities from older siblings or friends.
Connection to Thesis: The district must ensure all students know about and can participate in the volunteer opportunities for the program to be a positive and equitable experience, otherwise, the program may just cause resentment among students and distaste for service.