SYNTHESIS
RESPONSE
E.Wilson
LMAC
2011-2012
What is a Synthesis Response?


Synthesis: (n) from two or more entities to make
something new.
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?
Competency 2 - Reading
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
Evaluation
What am I being evaluated on?
1.
2.
3.
Your ability to see how the text(s) is
constructed (i.e. Codes & Conventions = Lit
Elements & Author’s Techniques).
Then, your ability to support your findings
with evidence from the text(s).
And finally, your ability to answer the guiding
question in relation to what you found.
Rubric – Synthesis Response
C-2: Reads and listens to written, spoken and media texts. K.F.: Interprets the relationship between reader, text and context.
Criteria
Minimal – 1
Partial – 2
Acceptable – 3
Thorough – 4
Advanced - 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.
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?
Let’s Talk Strategy
How are you going to tackle a
Synthesis Response?
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.
Text #2 – Do Not Go Gentle by D.
Callaghan
Thomas
Deconstruct & Analyze:
Deconstruct & Analyze:
• Codes & Conventions
• Lit Elements
• Author’s Techniques
• 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?