SYNTHESIS RESPONSE E.WilsonLMAC

What is a Synthesis Response?  Synthesis: (n) from two or more entities to make something new. Synthesis:  In other words – we are going to take a look at two different pieces (short story, poem, movie, graphic novel, photo essay, etc.) and look at them through a specific lens. E.G.: Very Special Shoes by M. Callaghan & Do Not go Gentle into that Good Night by D. Thomas

Synthesis Response?  “Response” - as in to respond to something, in this case, a guiding question.  What is a “Guiding Question?” – Think of it like a lens or a direction for your argument, it will help you focus on specific elements or techniques within the pieces. E.G.: Both Very Special Shoes and Do Not go Gentle deal with the issue of loss – which author is more effective?

Interprets the relationship(s) between reader, text and context in light of own response(s) Explains the impact of a text on self as reader by returning to its social functions, as well as the way meanings and messages are constructed. Draws on own reading profile, including knowledge of textual structures and features, to locate textual details that support own interpretations. Constructs interpretations that embody both own world and the world of the text. Key Features of Competency 2 – Adjusts reading strategies and stance to build and sustain meaning – Draws on discussions with peers to extend, reshape and clarify own responses – Makes connections between reader, text and context to justify own interpretations – Applies research and organizational strategies appropriate to context – Evaluates own growth as a reader of spoken, written and media texts Competency 2 - Reading

Evaluation What am I being evaluated on? 1. Your ability to see how the text(s) is constructed (i.e. Codes & Conventions = Lit Elements & Author’s Techniques). 2. Then, your ability to support your findings with evidence from the text(s). 3. And finally, your ability to answer the guiding question in relation to what you found.

CriteriaMinimal – 1Partial – 2Acceptable – 3Thorough – 4Advanced - 5 Description: Vague understanding of the task. Tenuous understanding of the task. Occasional reference to the text(s) when mentioning ideas. Acceptable understanding of the task. General references to the text(s), offering opinions when justifying. Thorough understanding of the task. With supportive references from the text(s) when justifying significant ideas. Superior understanding of the task. With perceptive references from the text(s) and critical ideas about the text(s). Meaning: Imprecise or unsubstantial. Undeveloped content, limited meaning, little attention to the guiding question. Commonplace or insubstantial content, straightforward meaning. Some attention to the question Thoughtful and clear content, thorough meaning with attention to the guiding question. Perceptive and concise content draws extensive meaning from the text(s) with attention to the guiding question. Codes, Conventions & Structures: States a vague or insubstantial Comments on obvious codes, and expresses a tentative preference with occasional reference to the text. Refers to the C&C and the structures of the text(s), supports own preference with vague references. Considers the C&C and the structures of the text(s), supports own preference with thoughtful references. Evaluates the C&C and structures of the text(s), justifies own preference with perceptive references. Connections: Unrelated or illogical connections between the texts. Makes occasional personal connections between the selected texts. Makes general connections between general issues within the texts. Makes interpretive connections and references between the texts, citing significant issues. Makes perceptive connections and references between the texts, citing world issues or events. Judgment: Offers a judgment by restating ideas from the text(s). Offers an opinion with basic comments about the text(s). Offers a sensible judgment about the effectiveness of the text(s) with reference to the guiding question. Offers thoughtful judgment about the effectiveness of the text(s) with reference to the guiding question. Offers a discerning judgment about the effectiveness of the text(s) with reference to the guiding question. Rubric – Synthesis Response C-2: Reads and listens to written, spoken and media texts. K.F.: Interprets the relationship between reader, text and context.

Ouch – My Brain Hurts. Let’s break it down even further:  Meaning – Did you understand the text?  C & C – Can you identify the codes and conventions within the text?  Connections – Can you compare the two texts?  Judgement – which author does a better job and why?

How are you going to tackle a Synthesis Response? Let’s Talk Strategy

Guiding Question: Both Very Special Shoes and Do Not go Gentle deal with the issue of loss – which author is more effective? Text #1 – Very Special Shoes by M. Callaghan Text #2 – Do Not Go Gentle by D. Thomas Deconstruct & Analyze: Codes & Conventions Lit Elements Author’s Techniques Deconstruct & Analyze: Codes & Conventions Lit Elements Author’s Techniques Connect & Compare what you found. Judgement: Which one did a better job and WHY.

How it Works 1. Read BOTH Texts – take notes/fill in worksheets. 2. Discussion – No notes, proper protocol. 3. No Rough Draft – but outlines are ok. 4. Time – 3 hours (or about 3 classes)

Ready?