AP Lang
Synthesis Test
Format
 40 minutes
 Multiple Sources (Must use 3). I say 4, no more than 5.
 Synthesis: 70% from Sources they give you / 30 % from
your prior knowledge.
 Both persuasive and expository
Where to Begin
 15 minutes to Read the Prompt/Sources and Develop
your view by annotating!
 Look for Language to see what it asks you to do:
Evaluation = Reasons For and Reasons Against
 Bullet point them and consider each a “positive” or a
“negative”
 AP wants you to have a conversation with these
sources… but keep your argument central.
While You Read
 Reading the prompt: What are the asking?! It gets tricky
when they ask for more than one thing. Define,
Evaluate, Propose.
 T Chart: Put sources into two column T Chart
 Sources are + or – or Both for “it.”
 Decide which sources are best to use /Criteria:
- Something you are familiar with
- Sources that agree and disagree with each other
What KIND of Essay: Definition,
Evaluation, and/or Proposal
 Argument of Evaluation: Take a position and ARGUE. Use
the sources, combine, make distinctions, but make sure
YOUR ARGUMENT is central. Sources cannot control your
essay. You do. Rule of thumb = 2 to 3 body paragraphs
 Argument of Definition: Easy, JUST make sure you come
up with a definition. Rule of thumb = 1 paragraph
 Argument of Proposal: Look for good ideas IN the
sources, but ultimately, ANY argument. Rule of thumb =
1 paragraph
Introduction
 Introduction:
- Hook that restates the assignment.
- Thesis Sentence Frame:
In choosing ______________, __________ should
consider ___________, _______________, and ______________.
For example, “In choosing to eliminate the penny, Congress should balance
its historical significance with its modern-day uselessness and cost of
production saved.”
• Lends itself well to a five-paragraph essay.
Conversation With Sources
 Your topic sentence should NEVER include a source but rather a claim. Introduce sources with
material about each source that they provide you. Use both explicit and implicit data. Cite your
sources. Link your sources with conversational transitions. Make sure your commentary
dominates each body paragraph.
 Example: (Claim, Data, Commentary): Some believe the penny honors President Lincoln, and
therefore, should not be eliminated. In defense of the penny for it’s historical significance,
historian and penny expert Jane Jones argues that Lincoln is our “greatest President” and that
historically, you really cannot “honor” him enough (Source A). Meanwhile, President of the
Abraham Lincoln-lover Club, Sam Smith, agrees with Jones, “President Lincoln’s historical
significance cannot be overstated” (Source B). Clearly, Lincoln has fans. No one denies
President Lincoln’s valued place in history, however, the ‘preserving history argument’ has one
great flaw: Lincoln’s placement on the five-dollar bill assures proper Presidential reverence.
The argument for history’s sake doesn’t hold water for other reasons. Recently, on a trip to
Washington DC, we paid homage to our greatest President by visiting the Lincoln Memorial, a
majestic monument. To suggest Lincoln will be forgotten just because we make a prudent
financial decision is just wrong.
 Notice how the sources are introduced TWICE each. The first time is to impress College Board
with your close reading of the introductory information and the second is kind of like a College
Board-world citation format – like MLA, but not.
 Notice too, how the above paragraph mixes explicit quotes (between the quotations) and
implicit paraphrasing… both of these methods are data.
 Notice the transition above - by making it argumentative – your voice stands out among the
other sources. Your arguments MUST remain central.
Conclusion
 Restate challenge, this time use a metaphor.
 Restate issues, factors.
 Restate your argument.