Source summary

52 Synthesizing Sources

PHIL WEST AND CHRISTINA FRASIER

Learning Objectives

· Identify what synthesis is and how synthesizing quotes differs from summarizing quotes

· Recognize ways synthesis might be incorporated into college writing and on-the-job writing

Finding good evidence to use as quotes and paraphrases for your papers is essential to college writing, and it’s also a skill that translates to writing you might do in your career. The level of research you’ll need to do will depend on the rhetorical situation you’re in, but you’ll typically need to consult more than one source, and you’ll need to think about how those different sources compare to one another–and how the interact with one another in the text of your paper.

For instance, one source might be extremely knowledgable about the whole topic. Another might be focused on one aspect of a topic, and provide detailed information on that. Another might have a great deal of knowledge, but might be biased and advocating for a cause rather than just giving general information on the topic. Research is not just about knowing the  what in the text, it’s about uncovering the  how and the  why.

The difference between summary and synthesis

When you’re sharing evidence from sources with your audience, the most basic and straightforward way to do so is through summary. You might have learned to do this even before getting to college: You take one source and highlight what’s important, and if you’re working with two or more sources, you present them one at a time, ideally in separate paragraphs to help your reader know which is which.

But there’s a more sophisticated approach that allows you to do more with the quotes you gather—synthesis.

In its basic definition, synthesis is combining two or more sources in the same paragraph. But in college writing, it’s more than just finding quotes from different sources to add to a paragraph. Each body paragraph in your paper should have a specific focus—an aspect of your topic, a central idea or a shared group of ideas. Synthesis allows you to use quotes from different sources that have a theme or aspect or idea in common, and as you introduce your quotes and then show how they fit into your paper–the context surrounding your quote or paraphrase can give the reader needed context.

Example

Let’s say you’re writing a paper about electric vehicles. Source A talks about the challenge of making them affordable for consumers. Source B elaborates on how one company worked to bring the cost down and create an option priced for a wide range of drivers. And then let’s say, in the next paragraph, on building an infrastructure of charging stations, Source A has some material that will work to support that paragraph, and while Source B doesn’t. Source C does, so you use evidence from Sources A and C to build that paragraph.

The University of Arizona Global Campus Writing Center differentiates summaries from quotes: “In a summary, you share the key points from an individual source and then move on and summarize another source. In synthesis, you need to combine the information from those multiple sources and add your own analysis of the literature. This means that each of your paragraphs will include multiple sources and citations, as well as your own ideas and voice.”

Think about being at a party. You mingle with different people, hear a wide range of things from many characters, but when you’re relaying a story about that party, you’re actively synthesizing it, sharing the best quotes from the best people you met to convey how fun it is—or maybe the worst quotes from the worst people if you had a terrible time!

The synthesis matrix

The same writing center also suggests using a  synthesis matrix  to help organize a paper using synthesis. As they describe it, “the sources are listed in the left column of the table, and the main ideas or themes about the topic are listed along the top of the table.”

Example

Below is a synthesis matrix for the above example:

To build out the matrix, students can list their sources (author name and year) in the Sources column. Then, on the top row, list the main ideas, points, or themes identified you will be focusing on in each paragraph. This allows you to map which sources cover which general areas that might apply to your argument. If you’ve already selected specific quotes you think you can use, you should either place them into the appropriate places in your draft, or otherwise organize them in a way you can grab them once you’re ready.

References

University of Arizona Global Writing Center, “Synthesis.” University of Arizona Global Writing Center,  https://writingcenter.uagc.edu/synthesis . A

University of Arizona Global Writing Center, “Synthesis Matrix.” University of Arizona Global Writing Center,  https://writingcenter.uagc.edu/synthesis-matrix .

Write summaries for your Paper 1 sources.

See the Paper 1 prompt for assistance.

Actions

See the Paper 1 Reading List to find the other articles you need.

Actions

Directions:

· Have three new sources.

· Choose two more articles from the ones provided. 

· One of these articles must be a study.

· Find another source yourself, keeping in mind the expectations of college writing.

· Write the summary of the non-journal source from the provided list and the one source you found.

· Use copilot to write summaries for all three.

· Write a new and improved summary for the two sources you summarized, using the help provided by copilot.

· When you have completed the assignment, you will have  a total of seven summaries (you will have three different ones for two of the sources).

· Only use copilot AI where assigned. 

· Do not use any available abstracts.

· Do not use any quotes. 

· Submit all of these summaries as a word file.

Paper 1 Reading List Some reading will take you into the library listing. Go to the View Online Now section and choose a database. Readings for the Annotation Assignment When it Comes to Critical Thinking, AI Flunks the Test Why You Should Rethink Your Resistance to ChatGPT Did a Bot Do Your Work? Teaching Al Literacy Skills The AI revolution already transforming education AI in academic writing: Tool or Invader Reports and Studies Generative AI in first-year writing: An early analysis of affordances, limitations, and a framework for the future Student Use, Performance and Perceptions of ChatGPT on College Writing Assignments AI in Academic Writing: Ally or Foe? The Value, Benefits, and Concerns of Generative AI-Powered Assistance in Writing "Grammarly" as AI-powered English Writing Assistant: Students' Alternative for English Writing Students’ voices on generative AI: perceptions, benefits, and challenges in higher education AI-Assisted Enhancement of Student Presentation Skills: Challenges and Opportunities Challenges for higher education in the era of widespread access to Generative AI Challenges of artificial intelligence on the learning process in higher education Higher education crisis: Academic misconduct with generative AI Analysis of college students' attitudes toward the use of ChatGPT in their academic activities: effect of intent to use, verification of information and responsible use Additional Readings ChatGPT Has Changed Teaching. Our Readers Tell Us How No ChatGPT Can’t be Your New Research Assistant AI Means Professors Need to Raise Their Grading Standards: ChatGPT has transformed grade inflation from a minor corruption to an enterprise-destroying blight Legal and ethical rules of plagiarism

GPT-4 Can Already Pass Freshman Year at Harvard: Professors need to adapt to their students' new reality — fast A Study Found That AI Could Ace MIT. Three MIT Students Beg to Differ Writing and AI in College Education: A Brief Case Study AI: The issue of bias Generative AI in Academic Writing Using AI ethically in writing assignments UP HIGHER ED. ARE COLLEGES READY? A lot rides on the answer. What ChatGPT Could Mean for Tutoring; AI tools could help personalize tutoring plans, analyze coaching sessions, and potentially even take over as tutor. But is that a good idea? AI Literacy, Explained; What do students need to understand about the technology? AI in Education: The leap into a new era of machine intelligence carries risks and challenges, but also plenty of promise The Impact of AI Chatbot-Based Learning on Students’ Motivation in English Writing Classroom (from Innovative Technologies and Learning, 542-549) How to cheat on your final paper: Assigning AI for student writing (from AI & Society, vol 38, 1395-1405) AI, Blockchain and Self-Sovereign Identity in Higher Education (book, any chapter is a

Paper 1: Ai and College Writing Prompts Students will choose one of the following prompts and write a 3-4 page synthesized research paper to answer the prompt. 1. What are writers, especially college students, using Ai for? How and why? a. The uses explored must closely related and make a unique group that differs from other groups of uses. b. These uses MUST be part of writing or the writing process. c. For example, uses related to getting ideas for a paper. 2. What are the concerns writers, especially college students, have about AI? Why? a. The concerns explored must closely related and make a unique group that differs from other groups of concerns. b. These concerns must be part of writing or the writing process. c. For example, concerns related to accuracy. 3. In what ways does AI have potential to aid a writer and cause trouble? a. This paper must uses Points of Comparison; the topics looked at must have both good and bad side to them. i. One example point of comparison is language, as there are ways it helps and hurts. b. The Points of Comparison must make a focused and closely related group. i. One group could be good and bad with language and style. 4. What issues does AI pose for writers, especially college students? What causes them to occur and why are they a problem? a. The issues must be a closely related group that differs from other groups of issues. These are all possible issues, not just those with writing. b. For example, the group could be about mistakes within content, with one point being hallucinations. 5. What help can AI provide writers, especially college students? What good does it do and how does it provide assistance? a. Each way it helps must be a closely related group different from other groups. The assistance can be any helpful action, not just writing. b. For example, the group could be about useful study tools, with one idea being its ability to summarize reports and scholarly articles.

Objectives Write a 3-4 page informative paper that informs the audience about AI usage (using one of the prompts above). o The paper must have a focus; the points covered must be small unique group withing the larger topic. o It does not take a stand but instead informs the audience. The paper must provide complete info. This will include describing what Ai does and how it works, as well as any related reasons why. Presents a useful introduction and conclusion. o Start with an engaging introduction that hooks the reader, prepares them for the paper, and states a thesis. o Ends with a conclusion that goes beyond a summary of the paper, connecting points into a group and providing importance and connection to the audience. Provides a thoughtful and clear thesis that sets forth the student’s specific examination of AI. Provides an easy-to-follow body. o Paragraphs all work as a close united group. o Paragraphs move smoothly from one to another. Provides focused and manageable body paragraphs. o Paragraphs will likely be a single aspect of the game or step in the game and how or why it helps to achieve the desired goal. o All paragraphs start with a clear, specific topic sentence. o Each paragraph has clear coherence with each sentence moving smoothly from beginning to end. Collect and synthesize expert information from at least four quality sources. o One source must come from the list of sources students annotated. o One source must be a provide report or study. o One source must come from any provided sources not already used. o One source must be acquired by the student. The source must provide useful info to the audience. It is not vague or only provides commonly known info. o Students may use additional provided sources, but may only use one of their own (unless proposed and allowed by the professor). Present specific information in every body paragraph. o The writer must make it clear what the idea is (describing it) and look at how (and in some cases, why). This must come from sources. Explain the experts’ views so the audience can understand what is going on. Explain connections between points. Properly integrate all material from sources. Have correct MLA citations for source material with a correct Works Cited page. Make sure the paper is in correct MLA format. Use Standard American English appropriate to an audience of collegiate peers and faculty.

Directions Find a prompt. o Look through the prompt list and see what prompts the annotated text can help to answer. o Use the focused prompt list and see what provided reports and studies goes with the prompts. o Choose a single prompt from the list that includes the reports. Gather research: Find additional sources, at least one provided and only one from personal research) to help with the topic. Synthesize and organize. o Go through the sources and find possible points you can cover. Make sure that these are specific, narrowed points and not large types. o Choose a closely related group of points. Make sure there is something that connects it beyond the larger topic. If you can define the group in a sentence without any listing, you likely have a related group. o Decide the most logical order for the points. Consider how they relate to one another or even cause and effect. Develop your draft. Use your sources to provide the needed information that illustrates the focused idea of your paper.

59 Thesis Sentences

ROBIN JEFFREY; CHRISTINA FRASIER; EXCELSIOR ONLINE WRITING LAB; ARTHUR RANKIN, ODESSA COLLEGE; AND MELISSA ELSTON

Learning Objectives

· Identify the topic and controlling factor for an essay and capture it quickly and succinctly.

· Develop a road map for an essay so readers can understand the components of the project.

· Analyze a topic and take an explanatory or argumentative approach to developing it.

Stating your thesis

Most traditional research essays will require some kind of explicitly stated thesis. This means you should state your thesis clearly and directly for your readers. A thesis is a statement of purpose, one to two sentences long, about your research, that is often presented at the beginning of your essay to prepare your audience for the content of your whole research paper. Your thesis is often located at the end of your introductory paragraph.

The thesis statement should state your topic and, in a persuasive research essay, state your assertion about that topic. You should avoid simply “announcing” your thesis and should work to make it engaging. A good thesis will answer the “so what?” question your audience might have about your research paper. A good thesis statement will tell your readers what your research paper will be about and, specifically, why it is important.

You should avoid thesis statements that simply announce your purpose. For example, in a research paper on health care reform, you should avoid a thesis statement like this:

Example

· In this essay, I will write about health care in the United States.

Announcing your intentions in first person point-of-view is a speechwriting technique.

Instead, a good thesis statement on health care reform in the United States would be more specific and make a point that will help establish a clear purpose and focus for your essay. It might look something like this:

Example

· Although health care reform is a controversial topic in the United States, advocates of universal healthcare argue for strong reform to ensure equal access to adequate care.

In developing a thesis for an analytical essay, you won’t make an argument, but you’ll still want to provide a specific statement about the purpose of your essay. A good analytical thesis statement might look something like this:

Example

· Analysis of high school dropout rates reveals that an emphasis on standardized testing plays a role in higher dropout rates among American high school boys, resulting in what some educational researchers call “the boy crisis.”

Considering the use of templates

Templates provide students a boost in developing their thesis sentences.

1. A “road map” thesis is one of the most basic thesis sentence types. It briefly states the topic and the subtopics of the essay:

· _______________ affects ____________, _______________, and ______________.

Examples

· Poor sleep affects student success, job performance, and health.

· Foreign and domestic cyberattacks affect the government, businesses, and citizens.

Road map sentences might be too basic for your class; the best way to know if a road map thesis is adequate is to confirm with your instructor.

2. An analytical thesis is more complex than the road map sentence. Here’s an example:

· Analysis of _____________ reveals that an emphasis on _________________________, resulting in what some _____________ call ____________.

Although this template can work as it is for the above topic of high school dropout rates, often if you want to use a template, you must tailor it to meet the goals for your essay. See two tailored examples below.

Examples

· Analysis of modern agricultural practices reveals that an emphasis on monocultural crops can lead to increased pesticide use, resulting in reduction of bee populations.

· An analysis of standardized testing reveals an emphasis on test scores rather than holistic measures of student performance, resulting in what detractors call an unfair advantage for certain groups of students. Proponents argue otherwise.

· ___________ impacts ___________ in both positive and negative ways.

Examples

· Artificial intelligence impacts the workforce in both positive and negative ways.

· Online learning can impact students in both positive and negative ways.

Note these example templates are suitable for expository and analytical papers.

Test your thesis:

You’ve come up with what you hope will be a great thesis for your paper. Want to make sure before you get started with it? Ask yourself the following questions:

1. Does your thesis answer a question?

2. Does the thesis tell my readers the main idea of the essay?

3. Is the thesis specific, but not so specific that I cannot develop it well to meet the length requirement for the essay?

4. Is there evidence to support your thesis?

If the answer to any of these questions is “no,” you need to revise your thesis.

52 Synthesizing Sources

PHIL WEST AND CHRISTINA FRASIER

Learning Objectives

· Identify what synthesis is and how synthesizing quotes differs from summarizing quotes

· Recognize ways synthesis might be incorporated into college writing and on-the-job writing

Finding good evidence to use as quotes and paraphrases for your papers is essential to college writing, and it’s also a skill that translates to writing you might do in your career. The level of research you’ll need to do will depend on the rhetorical situation you’re in, but you’ll typically need to consult more than one source, and you’ll need to think about how those different sources compare to one another–and how the interact with one another in the text of your paper.

For instance, one source might be extremely knowledgable about the whole topic. Another might be focused on one aspect of a topic, and provide detailed information on that. Another might have a great deal of knowledge, but might be biased and advocating for a cause rather than just giving general information on the topic. Research is not just about knowing the  what in the text, it’s about uncovering the  how and the  why.

The difference between summary and synthesis

When you’re sharing evidence from sources with your audience, the most basic and straightforward way to do so is through summary. You might have learned to do this even before getting to college: You take one source and highlight what’s important, and if you’re working with two or more sources, you present them one at a time, ideally in separate paragraphs to help your reader know which is which.

But there’s a more sophisticated approach that allows you to do more with the quotes you gather—synthesis.

In its basic definition, synthesis is combining two or more sources in the same paragraph. But in college writing, it’s more than just finding quotes from different sources to add to a paragraph. Each body paragraph in your paper should have a specific focus—an aspect of your topic, a central idea or a shared group of ideas. Synthesis allows you to use quotes from different sources that have a theme or aspect or idea in common, and as you introduce your quotes and then show how they fit into your paper–the context surrounding your quote or paraphrase can give the reader needed context.

Example

Let’s say you’re writing a paper about electric vehicles. Source A talks about the challenge of making them affordable for consumers. Source B elaborates on how one company worked to bring the cost down and create an option priced for a wide range of drivers. And then let’s say, in the next paragraph, on building an infrastructure of charging stations, Source A has some material that will work to support that paragraph, and while Source B doesn’t. Source C does, so you use evidence from Sources A and C to build that paragraph.

The University of Arizona Global Campus Writing Center differentiates summaries from quotes: “In a summary, you share the key points from an individual source and then move on and summarize another source. In synthesis, you need to combine the information from those multiple sources and add your own analysis of the literature. This means that each of your paragraphs will include multiple sources and citations, as well as your own ideas and voice.”

Think about being at a party. You mingle with different people, hear a wide range of things from many characters, but when you’re relaying a story about that party, you’re actively synthesizing it, sharing the best quotes from the best people you met to convey how fun it is—or maybe the worst quotes from the worst people if you had a terrible time!

The synthesis matrix

The same writing center also suggests using a  synthesis matrix  to help organize a paper using synthesis. As they describe it, “the sources are listed in the left column of the table, and the main ideas or themes about the topic are listed along the top of the table.”

Example

Below is a synthesis matrix for the above example:

To build out the matrix, students can list their sources (author name and year) in the Sources column. Then, on the top row, list the main ideas, points, or themes identified you will be focusing on in each paragraph. This allows you to map which sources cover which general areas that might apply to your argument. If you’ve already selected specific quotes you think you can use, you should either place them into the appropriate places in your draft, or otherwise organize them in a way you can grab them once you’re ready.

References

University of Arizona Global Writing Center, “Synthesis.” University of Arizona Global Writing Center,  https://writingcenter.uagc.edu/synthesis . A

University of Arizona Global Writing Center, “Synthesis Matrix.” University of Arizona Global Writing Center,  https://writingcenter.uagc.edu/synthesis-matrix .