Brockman, English
Synthesis Essay ~ Themes from Speak
See pgs 926-933 in your Holt Anthology book for support and further explanations
The A ssign men t:
Write an essay that analyzes and synthesizes the themes of violation, trauma, recovery and
personal voice from Speak, the Ellen James excerpt from The World According to Garp, “This House
I Cannot Leave”, “The Power of Naming Things” and nonfiction/expository research.
Using nonfiction/expository research to support your assertions, explore the reoccurrence of the
motif of the untongued (physically or psychologically) victim through different genres of literature,
written at different times and, most likely, without the others texts in mind. [Your essay must address and
develop the following prompts]
 What are the striking similarities between theses very different texts?
 What accounts for these similarities (assuming they are not coincidences, for what reason do
they exist)? What makes the similarities significant?
 What is the significance of their silence?
 How does it (their silence) manifest itself in theses stories?
 So what? What is the importance of knowing, exploring, talking about any of this?
 Bigger Picture: What is the importance of voice? Of recovery? Of Coping with violence?
Extended Directions
Focus: The similarity in the motif of silence (particularly detongueings – literal or metaphorical, and themes
of violation, trauma, recovery and personal voice from Speak, the Ellen James excerpt from The
World According to Garp, “This House I Cannot Leave”, and “The Power of Naming Things”,
supported and supplemented by findings from research on like topics.
Task: Discuss Melinda’s journey of trauma and recovery in relation to some or all of the texts we
have studied in connection to Speak: Ellen James’ story from The World According to Garp,
“This House I Cannot Leave”, “Procne and Philomela”, and “The Power of Naming Things”.
[You must use Speak, and at least two of the related texts, in addition to your
research – pulling from at least two of your three sources.]
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What do you notice about these women and their stories?
What are the commonalities in their stories?
What are the reoccurring motifs? Why do you think so?
What is revealed about the trauma of violation and the process of
coping with that trauma through these reoccurring motifs?
Questions to answer in Thesis:
Why do these rape stories utilize the reoccurring motif of untongued (physically or psychologically) victims?
What is the role that speaking out and creating art play in these stories?
What can be learned or gained by recognizing and highlighting theses commonalities?
Drafting a Thesis: Identify what you will be comparing and contrasting, state a brief summary of the
similarities and differences, and assert the significance of noting them (the “So What” factor).
The following example thesis statements compare books to films with similar themes – take note of the assertions of significance.
Example 1
Example 2
Common Theme: Disenchantment with the world – looking for escape
(as seen in Harold and Maude and The Catcher in the Rye)
Assertion: Both protagonists, Harold and Holden, struggle with the same
problems, but Harold’s journey leaves him in a healthier and more
promising position than Holden’s does.
Thesis: The protagonists from Harold and Maude and The Catcher in the
Rye both struggle with disenchantment with life and the world – looking
for escape from convention and structured society, but Harold’s journey
with Maude leaves him in a healthier and more promising position than
Holden’s does – one is a journey towards embracing life, the other is a
journey or rejection and alienation.
Common Theme: Personal ambition and the lack of conscience and selfrestraint (as seen in Macbeth and The Talented Mr. Ripley)
Assertion: While both protagonists pursue their ambitions through
violence, deceit, and cover-up, the audience roots for Tom Ripley’s
escape because of his vulnerabilities.
Thesis: While Macbeth and Tom Ripley both pursue their ambitions
through violence, deceit, and cover-up, the audience finds itself favoring
Tom’s escape but not Macbeth’s because early in the play Macbeth
extinguishes all human vulnerabilities, leaving us nothing to connect with,
while Tom Ripley remains, however murderous, vulnerable, which,
despite ourselves, keeps us rooting for his success.
Gather and Organize Support: (See the textbook for further guidance and support)
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Refer back to any notes that you took during our reading, & to the graphic organizers you completed as you compared and
contrasted the novel to the other four texts.
Draft a thesis.
Outline the assertions you will make to prove, support, and develop your thesis (Topic Sentences and Body Points)
Collect Lit. Concrete Details from the novel & from the selected ‘Related Texts’, to support your thesis (don’t forget page #’s!)
Collect Non.Fic./Expos. Concrete Details from the research you conducted using the school’s electronic databases, and
resource/print materials (books). Create Source Cards and Fact Cards. [Utilize either the PowerPoint or handout in the ‘MLA
Support ‘ folder on edline, or Noodle Tools (don’t copy and paste).]
Use Commentary sentences to elaborate on your Concrete Details – tying them back to your thesis and showing that you have an
understanding of the complexities and significance of the subject matter and ideas in these texts.
Be sure that your commentary sentences do not simply restate your CD’s, but explain how they connect to and prove your
thesis statement.
Requirements for Turning In:
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Strong thesis that makes a clear analytical assertion regarding the differing natures of the play and the selected text
Effective use of the PVHS writing program; Minimum of five paragraphs (3 chunks per. paragraph)
MLA format (see Resource section in Grammar Handbook)
Works Cited Page (See class notes; Resource section in Grammar Handbook; library colored ½ sheets)
Required graphic organizer(s) for your topic
All drafts and prewriting
Minimum of one completed Peer Edit sheet, with evidence of using it to make appropriate revisions
Standards
Criteria For Evaluation
CONTENT, IDEAS, Genre, Organization, and Focus
WS 1.1
WS 1.0
WS 1.1, LS
1.14LRA 3.0
LRA 3.0, 3.5
WS 2.2, 2.3
WS 1.4, 1.5,
2.2, 2.3
WS 1.3, 1.4,
1.5
LS 1.14
WS 1.4
LRA 3.10
WS 1.6, 1.7
WA 2.2
LRA 3.8
WS 1.1
WS 1.9
WS 1.1, 1.2,
1.4, 1.9
Introduction begins with an engaging opener / theme statement. The novel’s title & author are introduced, as well as the
other related texts (the research doe not have too be mentioned here). The introduction PP includes a hook, transition that
establishes the context of the essay’s assertion, & a clearly defined thesis.
Conclusion restates thesis & brings the essay to a logical close. The essay ends effectively with closing thought or
reflection – speaks to the ‘So What’ question and the bigger picture of the topic. [No “In conclusion” etc.]
Clever and effective title that prepares reader for the thesis [Does NOT use “Essay” “Paper” or steal the author’s title]
Thesis statement is clear and focused, and identifies a clear and supportable assertion on the topic. The
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significance of the thesis’ assertion is illuminated throughout the essay.
Overall Ideas: Understanding of the novel and the other texts and their broader themes is evident; Critical thinking and
analysis is evident; Provides evidence of understanding themes; Does NOT stop with the basic comparison – the ‘So
What’ questions are addressed. Questions from the essay prompt are addressed.
[Nothing contradicts the events or themes of the book.]
Synthesis: Content from Laurie Halse Anderson’s novel, Kingsolver’s poem, Irving’s excerpt, Ovid’s myth, Ensler’s
essay/memoir and the nonfic./expos. research texts are effectively and purposefully negotiated to make new meaning and
to draw a conclusion.
Sources: Essay must discuss Speak, and at least two of the related texts, in addition to utilizing at least two of the three
research sources.
Analysis of texts is supported with specific & relevant evidence (CD’s in the form of quotation, summary and
paraphrase). CD’s add validity and clarity to the thesis, topics sentences, and body points – proving them.
CD’s that are direct quotations are effectively blended and are appropriately documented with correct internal citations.
At least six CD’s are direct quotations.
Support of thesis is elaborated and explained through relevant sentences of commentary (explaining the significance of
CD’s, tying them back to thesis). CM’s provide persuasive elaborations and factual clarification of CD’s. CM’s do NOT
summarize CD’s that precede them, NOR do they summarize the texts. [CMs are NOT personal responses to the texts]
Text organization flows sensibly and smoothly. Paper strictly and effectively follows the PVHS Writing Program.
Essay uses a minimum of nine chunks (three body paragraphs). Effective evidence of weaving.
Clarity of argument.
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Language Conventions
WA 2.0,
LC 1.1, 1.4,
1.5
WA 2.0,
LC 1.1, 1.2,
1.3
WS 1.7
WS 1.7
Conventions & Mechanics: Standard English spelling, punctuation, capitalization, and manuscript form are used
appropriately for this grade level. (No contractions, no use of “I” or “you”, etc.)
Writing Style: Standard English sentence and paragraph structure, grammar, usage, and diction are used appropriately for
this grade level. Sentences are complex, and vary in structure. Sentences are written for CLARITY.
Document is TYPED and formatted in correct MLA style (see the Resource section in your grammar book and edline folder
“MLA Support” for support) Heading, Header, Title, Text, 1” Margins, Spacing, In-text Citations, Works Cited
Works Cited pg is properly formatted & contains all required information (see grammar book and edline’s “MLA Support” )
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Other Requirements
Related Texts Graphic Organizer ___ /13
Rough drafts with authentic revisions and editing evident ___ /5
3 min. Source Cards, properly cited & formatted ___ /5
Outline & Prewriting ___ /5
Peer/Self-editing sheet completed & consulted in final revisions ___ /5
12 min. fact cards – information is relevant; properly cited ___ /12
___+ 2pts for this sheet
Total Points:
/127
Synthesis Outline
I. Introduction Paragraph
Theme Statement:
Transition
Thesis
II. First Body Paragraph
Topic Sentence:
A. Body Point
a. Concrete Detail (citation)
i. Commentary
ii. Commentary
B. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
C. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
[Conclusion Sentence]
III. Second Body Paragraph
Topic Sentence:
A. Body Point
a. Concrete Detail (citation)
i. Commentary
ii. Commentary
B. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
C. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
[Conclusion Sentence]
Making Your Outline:
While you need to know what your
concrete details will be, when
drafting your outline, you only need
to do what is in color. Make sure
that you TYPE you outlines, and that
you write actual sentences.
Thinking Tip #1:
When comparing two or more things
that are mostly dissimilar, do not
focus on the differences – briefly
acknowledge them (a sentence should
suffice) and move on. When comparing
two or more things that are mostly
alike, do not focus on the
similarities – don’t waste your time
stating the obvious.
IV. Third Body Paragraph
Topic Sentence:
A. Body Point
a.
Concrete Detail (citation)
i.
Commentary
ii. Commentary
B. Body Point
a.
Concrete Detail (citation)
i.
Commentary
ii. Commentary
C. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
[Conclusion Sentence]
V. Conclusion Paragraph
Restate Thesis
Transition
Final Reflection
• Works Cited Page
Format:
 As always, this essay is to follow the writing format (Topic sentences, Body Points, Concrete
Details, Commentary, etc.)
 This essay must also strictly follow the MLA format!!! (See pages 490-500 in your Grammar
Handbook, as well as the ‘MLA Support’ folder posted on edline.)
 This essay must be a minimum of FIVE Paragraphs: 1.) Introduction 2.) Body 3.) Body 4.)
Body 5.) Conclusion.
 This essay must be a minimum of NINE chunks (three per paragraph).
Remember, a
Chunk is _____ a paragraph; a chunk is a ________ of a paragraph!
Requirements:
1.) FOLLOW DIRECTIONS!!!
2.) Do NOT stray from the PVHS Writing Program – you must strictly follow the writing format.
3.) Your essay must be at least five paragraphs (nine chunks) long.
4.) Have a clear thesis before you do anything else. * This is the hardest part, but it makes or breaks
your essay. [Do NOT dedicate your time and effort to an essay with a weak or incoherent thesis; all
your writing counts for next to nothing if solid ideas are not behind it.]
5.) First Draft MUST be written in a shaping sheet [print from the edline folder “Blank Handouts &
Graphic Organizers“ in the “Class Handouts” folder.] Shaping sheets still require actual written
sentences; I do not want to see bullet points and fragments (this is not an “I’ll fill in the rest later”
assignment!
6.) Quotations must be effectively BLENDED.
7.) ALL CD’s, whether quotations or other wise, MUST be cited properly. [Use parenthesis at the end of
the sentence, inside the period, but outside the quotes, remember to space!] Ex: Melinda feels very
isolated at the start of her ninth grade year; her first day of school she says, “I am outcast” (5).
8.) Type, use Times New Roman font 12. Double-space. Do NOT skip an extra line between
paragraphs.
9.) Create a Works Cited page, including all the texts you actually use in you paper. (This should be
the last page of your essay document.)
10.) POST your final draft to TURNITIN.COM
Reminders for STRONG Writing:
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Use strong transitions (for example, also, therefore, thereby, furthermore, first, second, …)
Eliminate weak transitions (I think that…, this shows that…, this is because…,)
Do not speak for the writers (don’t assume you know why they made the choices they made)
Use strong vocabulary words. Do NOT overuse key words.
Cite your concrete details (write the author’s last name and the page number next to your concrete
details in parenthesis).
 Each body paragraph should have exactly 14 sentences (unless you add an additional chunk).
 Do not use any form of the word “you”; Use PRESENT TENSE to talk about the events of the book.
 THINK!!!
Check off each when finished:
____ 1. Complete your ‘Speak Related Texts Graphic Organizer’. [The better your work is here, the easier the essay will be
to write.]
____ 2. Conduct your research and create a minimum of three source cards and twelve facts cards – only using
content relevant to our topics of study. Ex: Post Traumatic Stress (avoid references to soldiers etc.); Depression after being the
victim of violence or violation; flashbacks (to violent or traumatizing events); 'cutting'; 'bearing witness' or speaking about traumatic events, etc.
____ 3. Draft your thesis statement and HAVE IT APPROVED by Ms. B.
____ 4. Complete the shaping sheet. You do need to use actual complete sentences.
____ 5. Peer Revision. Make sure that you have a classmate edit and comment upon your paper, using the sheet
provided. (You may want to ask an adult to do this for you as well)
____ 6. Revise. Reread your essay to make sure that all of your ideas make sense. Check that your essay
is organized and that it follows all of the “reminders” listed above. DID YOU ANSWER THE
QUESTIONS IN THE ESSAY PROMPT?
____ 7. Proofread / Edit. Reread your essay for mistakes in grammar and punctuation.
Pay special attention to the following:
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Did you indent each paragraph? / Do all sentences begin with a capital letter and finish with an end mark?
Did you include in-text citations and the page numbers for ALL your concrete details?
Are all the verbs (when talking about the text) in the present tense?
Did you look up all the words that you were not sure how to spell?
Did you eliminate all the use of the word “you” or “I”?
Did you correct all contractions (“cannot” instead of “can’t”)
Did you italicize novel titles, and put short works in quotes?
____ 8. Write your final draft. Type it. MLA!
____ 9. Create your MLA Works Cited page.
____ 10. Submit to turnitin.com!