WRiTing A SynTHESiS 181in previous generations. Those in higher education may have
to change in order to respond to students’ uses of electronic
media, not the other way around.
Finally, Josh Keller points to two additional studies of
writing to suggest that students are developing literate prac-
tices that are more impressive than those of previous genera-
tions. This can be attributed to the fact that current students
have more opportunities to write and they know what it
means to write for an audience. However, Keller, more than
Thompson and Haven, observes that an emerging body of
evidence challenges these recent claims, forcing educators
to consider what constitutes good writing. Keller’s analysis
reveals that questions persist about studies conducted to
assess the development of students’ growth and develop-
ment as writers. How persuasive are the studies conducted at
Stanford, Michigan State, and George Mason? What do we
really know, and what do we need to know? Further, how can
we test the claims experts make about electronic media and
paradigm shifts?
Writing a synthesis, like writing a summary, is principally a strategy
for framing your own argument. In writing a synthesis, you are conveying
to your readers how various points of view in a conversation intersect and
diverge. The larger point of this exercise is to find your own issue — your
own position in the conversation — and make your argument for it.Steps to Writing a Synthesis■^1 make connections between and among different texts. Annotate
the texts you are working with, with an eye to comparing them. As
you would for a summary, note major points in the texts, choose
relevant examples, and formulate the gist of each text.■^2 Decide what those connections mean. Fill out a worksheet to^
compare your notes on the different texts, track counterarguments,
and record your thoughts. Decide what the similarities and differ-
ences mean to you and what they might mean to your readers.■^3 Formulate the gist of what you’ve read. Identify an overarching
idea that brings together the ideas you’ve noted, and write a
synthesis that forges connections and makes use of the examples
you’ve noted. use transitions to signal the direction of your
synthesis.Transition: Both
Thompson and Haven
give less attention to
the counterargument
than they should.Questions set up direc-
tion of what is to follow.07_GRE_5344_Ch7_151_210.indd 181 11/19/14 1:59 PM