Argument Synthesis Assignment #1 ap english Language and Composition Purpose



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Argument Synthesis Assignment #1

AP English Language and Composition

Purpose: You will show your ability to comprehend the content of and analyze the author’s craft in a work of fiction. You will show your ability to synthesize multiple primary sources in order to determine the historical significance of that work. In particular, you will combine your thorough analysis of Twain’s American classic, The Adventures of Huckleberry Finn with commentary on at least 2 contemporary primary sources to argue the degree to which the novel is, in fact, an anti-slavery primary source. You will create an arguable thesis, supported by logical reasons, which are in turn supported by apt text details and patterns, in order to convince your readers of the validity of your overall claim (perhaps even to influence their thinking or behavior).
Format: The final product will be submitted according to MLA publication standards: typed in 12 point font, double spaced, 1” margins, centered title, course and date and name in the heading, and works cited page. The essay will be 500-750 words, approximately 2-3 pages, in length. Accurate citations for paraphrases and quotes will be present; all and only sources cited will be included in the works cited page.
Organization and Content:

Required Texts
In order to elaborate your supporting reasons, cite details directly from The Adventures of Huckleberry Finn by Mark Twain, and from a minimum of two of the following: “The Incident,” by Countee Cullen, “Disgraceful Persecution of a Boy” by Mark Twain, “The Universal Law of Slavery” by George Fitzhugh, “The Meaning of the Fourth of July” by Frederick Douglass, “Appeal” excerpts from David Walker, “Diseases and Peculiarities of the Negro Race” by Dr. Samuel Cartwright, “Only a [Citizen]” by Mark Twain, “The Mudsill Theory” by James Henry Hammond.
Final Draft Requirements— Staple all together


  1. Outline 2. Draft with peer comments 3. Typed Final


Due Dates with completion credit points – on-time completion only will receive points:

Outline : Monday Oct. 19 (2.5)

Typed or neatly written and ready for teacher feedback

First Draft: Wednesday Oct. 21 (2.5)

Typed or neatly written for peer feedback

Final Draft: Monday Oct. 18 (50)

Typed, accompanied by all drafting, ready for teacher

TOTAL SCORE: (55)


Format Outline EXAMPLE:


1. Intro. [record question here]

a. Hook [what kinds of hooks engage an audience – humor, irony, shock, suspense,

visualization, questions, predictions, personal connects, clever figurative or connotative

language, others: record the effect you think you should start with here]

b. Background/Lead in – state sources, connect hook to thesis, define terms, describe

historical context

c. Working THESIS [answer the question here]
2. Support 1 [Record one logical reason your thesis answer is true, right, valid, practical, observable, etc.]

a-c. LIST 3 to 5 quotes or paraphrases you might use to demonstrate, prove, develop,

explain, or clarify the supporting reasons

a-c. LABEL each citation with a technical layer that is at work – either a writing technique

like euphemism, internal conflict, metaphor, etc. OR a pattern the detail is a part of like repetition, contrast, shift, cause-effect, etc.

d. what subject(s) is indicated by the evidence (by source) – what tone is developed toward

that subject(s) – what point is being made as indicated by the tone (Says-Does-Why)
3. Support 2 -- [Record another, different but linked logical reason your thesis answer is true, right, valid, practical, observable, etc.]

a-c. LIST 3 to 5 quotes or paraphrases you might use to demonstrate, prove, develop,

explain, or clarify the supporting reasons

a-c. LABEL each citation with a technical layer that is at work – either a writing technique

like euphemism, internal conflict, metaphor, etc. OR a pattern the detail is a part of like repetition, contrast, shift, cause-effect, etc.

d. what subject(s) is indicated by the evidence (by source) – what tone is developed toward

that subject(s) – what point is being made as indicated by the tone (Says-Does-Why)
4. Support 3 -- [Record yet another, different but linked logical reason your thesis answer is true, right, valid, practical, observable, etc.]

a-c. LIST 3 to 5 quotes or paraphrases you might use to demonstrate, prove, develop,

explain, or clarify the supporting reasons

a-c. LABEL each citation with a technical layer that is at work – either a writing technique

like euphemism, internal conflict, metaphor, etc. OR a pattern the detail is a part of like repetition, contrast, shift, cause-effect, etc.

d. what subject(s) is indicated by the evidence (by source) – what tone is developed toward



that subject(s) – what point is being made as indicated by the tone (Says-Does-Why)
5. Conc. [re-record question here]

a. [record what you want your reader to remember or feel most clearly when he or she thinks about your essay the day after reading it]


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