Synthesis Essay

Abstractions Versus Specifics: Evidence

Note this from above: “conversations involve people discussing something, contributing something from their perspectives and experiences.” Even though some of the articles are abstract—Horkheimer and Adorno’s is extremely abstract while Postman’s is sometimes abstract—that’s not justification for any of you to write abstractedly—that is, in broad, sometimes vague, generalizations. For example, although Postman might use the abstraction “technology” too often, none of you should; instead, be specific, discussing specific technologies—the Internet, cell phones, laptops, driverless cars, AI, pencils, etc. For another example, the term “media” is abstract. Which media? The medium that is television, radio, the Internet? The term “social media” is somewhat abstract even though not as abstract as “media.” So which social media? Facebook? Twitter? Etc. Again, note this line: “conversations involve people discussing something, contributing something from their perspectives and experiences.” What, then, will you contribute to the conversation? Something from your perspective and experiences. That is, the evidence to support claims is to stem from both your personal experiences and your observations of others’ experiences. So, indeed, your essay will be written from a first person singular point of view: your “I” represents you.

Enabling Essay Focus: Chunking Sections

Try to avoid confirming Carr’s contention that internet usage affects the ability to concentrate, focus. That is, be sure that the essay’s discussion is focused, purposeful (frame), that the essay does not just ramble or spin off into tangents. Since this essay will be longer and more complex that those previously written for the course, good organization or structure (the essay’s frame) is paramount. Longer essays tend to be organized in/as sections: after an intro and thesis, an essay of this type may provide a few paragraphs that make clear the context the essay will respond to before actually responding in detail in a number of paragraphs. Such an essay would then include three or four sections: an intro with thesis; a few paragraphs of context; a section or two (depending) of focused discussion in which the author provides specific examples from her or his experience or observations of others to demonstrate claims/ideas. Conceiving of a longer essay as a number of sections not only helps a writer focus but also makes the writing more manageable: it’s easier to plan, organize, focus on, and write a section at a time than to sit down and just write some 14 or so consecutive paragraphs.

Writing Conventions

To achieve its purpose with its audience, the essay should:

· provide an introduction that identifies the main theme(s) the essay will explore and examine; the intro can discuss ideas or provide an anecdote that illustrates some main idea(s) (but the introduction should not be so broad or general it could introduce many different essays and it should not begin with an artificial hook);

· state a clear thesis that makes a claim that the essay will then demonstrate;

· be organized or structured effectively (frame, TREE paragraphs);

· explain the context or conversation the essay will engage (though the intro may provide some of this, discussions of sources also need to provide some context)—see the context diagram on canvas in modules;

· integrate sources smoothly and correctly (attribution, parenthetical citation, documentation on a Works Cited page), which is especially critical given the essay must integrate and synthesize several different sources;

· synthesize sources effectively (that is, not just drop a source into a paragraph and then not discuss it, move on to something else; instead, explain clearly how readers should understand some quotation or how some quotation functions to demonstrate a topic sentence or the thesis—likely by integrating specifics, quoting a few words or phrases from some quotation into the explanation following the quotation);

· and conclude not by summarizing the essay but by adding something additional.

As for its sentence-level writing, the essay should exhibit the writing techniques practiced over the course:

· craft clear, grammatically-correct sentences that are easily comprehendible or understood;

· practice using a variety of sentence types and lengths for effect;

· avoid excessive misuse of coordinating conjunctions (“and” and “but” especially) when ideas/clauses are not equal or contrasts but are in a major to minor, cause-effect, or some other relationship;

· be sure ideas/clauses that share a cause-effect relationship are crafted to reveal that relationship;

· avoid excessive wordiness;

· use clear, precise, accurate language or words (see the document on canvas at the top of the modules called “words wise to avoid”);

· avoid using weak verbs (again, see “words wise to avoid”);

· and avoid clichés and metaphors as substitutes for clear, precise expression, unless a metaphor is used strategically, purposefully for effect.

To Research or Not To Research?

If the essay uses additional (researched) sources, then be sure any are documented correctly on the Works Cited (it’s probably best to consult with me in such a case to ensure the proper or correct documentation template is used). However, I strongly advise against researching (for one, Engl 101 is not a research-based writing course; Engl 201 is). Just adding some statistics and such does not make an essay any more convincing; indeed, statistics are the easiest form of data to manipulate—both when attaining and when used to support some claim—and so as far as I’m concerned not convincing. Evidence in itself does not mean anything until someone interprets it. So it’s the writing in which some evidence is embedded that can convince. And so the best evidence to use for these essays is that which you know—your specific experiences and observations of others’ experiences.