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Synthesis Essay Unit - Should School Start Later?

Grade Levels
7th - 10th
Standards
Formats Included
  • PDF
Pages
17 pages
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Description

Synthesis Writing: In this argument essay synthesis writing mini-unit, students will closely and critically read multiple sources on a single topic and then formulate an argument based on the readings.

This is an engaging argument essay that your students will want to write! Includes: writing prompt, prewriting, graphic organizers, outline, peer edit, rubric, and sources!

Should school start earlier?

This synthesis writing activity is common core-aligned. The argument essay includes everything you need from initial research on the topic to the grading rubric. This assignment is ideal for students in grades 9-12.

This file contains:

table of contents with a link to a Google Doc file containing links to articles and an editable assignment page

unit outline and suggestion page

synthesis writing student infographic

argument essay

prewriting organizer

reading and research notes organizer

evidence organizer

visual, essay-blocking organizer

thesis statement organizer

counter argument graphic organizer

two different essay outlines

peer editing form

100 point argument essay rubric

fill-in-the-blank essay rubric

Looking for more instruction and guidance for your students?

Total Pages
17 pages
Answer Key
Rubric only
Teaching Duration
1 Week
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Standards

to see state-specific standards (only available in the US).
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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