Synthesizing Sources

Synthesizing Sources

  1. WRT Academic Writing
    Academic Writing Feedback/Notes: There are 3 different sources in that one sample
    paragraph and they are woven together with clarity and concise writing. As you work to
    workshop and draft your Research Essay for this class (and any others beyond this
    course), note the following for your own academic writing:
    ● Begin paragraphs with your own idea. How will your sources support or further your
    essay if you don’t begin with your own material, as shown here?
    ● Introduce your sources as you use them in your writing, offering 2-3 pieces of
    identifying information (author, title, and publication). This provides a context to
    your readers on how the sources connect to your topic, as well as what source
    you’re referencing. You don’t want to lose readers because they don’t know what
    source is speaking when – or question who someone is based only on the in-text
    ● Quote or summarize/paraphrase relative material – that is, work to move away from
    the idea that you’re citing just to cite; just to meet a quota or a guideline. Check

your work: Why are you citing this source? What idea does it connect with and have
you made it clear to your readers what connection is?
● Use transition words/phrases to connect sources – if they agree, use verbs that
agree. If they disagree, use verbs that disagree. If they’re neutral, use neutral verbs.
(See link in Week 6 on “verbs to synthesize sources” to help)
● End paragraphs/sections with your own ideas. What do these sources allude to, and
what is your next idea (transition)?
When you’re satisfied with the sources you’ve chosen, take some time to see where they
should be placed for the best synthesis. Happy Writing!

  1. Practice

Synthesis Practice

Find: The different sources, and the synthesis words. Identify writer analysis.
Paragraph 1:
Sharpe (2016) observed an increase in students’ ability to focus after they had recess.
Similarly, Barnes (2015) found that hands-on activities also helped students focus. Both of
these techniques have worked well in my classroom, helping to keep my students engaged
in learning.
Paragraph 2:
Jane Doe (2019) makes a valid point that the music in the Little Mermaid heightens the
movie’s emotional appeal. She fails to consider John Smith’s (2017) insight that the songs
also offer the audience a chance to participate by singing along with the characters. The
fact is, Disney movies are made to be watched again and again by viewers. This
re-watching may in fact weaken the emotional impact of the songs as they become cliched
for viewers: worn out, overplayed and in the end, devoid of meaning.
Paragraph 3:
As Stragalas (2010) argued, sharing specific details about the change will help to
eliminate any difficulties. Steele-Johnson et al. (2010) echoed these sentiments when
they reported that revealing all of the details about a change process can help those
involved better understand and support the change. Steele Johnson et al. also asserted
that a high level of transparency during the change can help those involved prepare for

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APA Format, 583 words
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