Grade 9 · Rhetoric and Seminal Texts · Rhetorical Analysis
Synthesising Multiple Sources
Combine three sources into one analytical paragraph that explains agreement, tension and gaps.
Learning objectives
- Group sources by position rather than order
- Explain a tension between two sources
- Identify a gap the sources leave open
Common Core ELA alignment
RI.9-10.7
Integrate information presented in different media, formats and words to develop a coherent understanding of a topic or issue. Grades 9–10 emphasis: sustain a line of analysis across complex texts, using precise evidence and a formal academic register.
RI.9-10.9
Analyse how two or more authors writing about the same topic shape their presentations of key information by emphasising different evidence or interpretations. Grades 9–10 emphasis: sustain a line of analysis across complex texts, using precise evidence and a formal academic register.
W.9-10.9
Draw evidence from literary or informational texts to support analysis, reflection and research. Grades 9–10 emphasis: sustain a line of analysis across complex texts, using precise evidence and a formal academic register.
MYP criteria
- Criterion A — Analysing
- Criterion C — Producing text
- Criterion D — Using language
ENGAGE
Not a source parade
Weak writing goes: Source 1 says ... Source 2 says ... Source 3 says. Strong writing goes: two sources agree that X, though they disagree about why, and none addresses Y.
Think about it
- Why is source-by-source order weak?
- What organising idea replaces it?
EXPLAIN
Synthesis moves
| Move | Language | What it shows |
|---|---|---|
| Convergence | Both A and B find that ... | Consensus strength |
| Tension | A attributes this to ..., whereas B points to ... | Where the debate actually is |
| Qualification | This holds only where ... | Precision |
| Gap | None of the three measures ... | What research is missing |
Attribution habits
- Name the source type, not only the author: a 2021 government review, a campaign group report.
- Give the reader a reason to weight one source above another.
- Never let a quotation stand without your interpretation.
Common mistake
Balance does not mean giving equal weight to unequal evidence. Say which source is stronger and why.
EXPLORE
Three sources on one question
- Source 1, national review 2021: cycling rose 12 per cent in cities that built protected lanes.
- Source 2, transport economist 2022: the rise is real but driven mainly by younger commuters, with little change among over 50s.
- Source 3, residents association survey 2023: 61 per cent of respondents say lanes increased congestion, though no traffic data is given.
Think about it
- Where do sources 1 and 2 converge, and where is the tension?
- Why should source 3 be weighted differently, and what gap remains?
MYP_PRACTICE
Criterion C and D task
Find three sources on a question that interests you, including one you consider weak. Write a 200-word synthesis paragraph using convergence, tension and gap, and justify your weighting of the weak source.
EXIT_TICKET
Check yourself
Think about it
- State one tension you found between two sources.
- Name the gap you would research next.
Interactive practice · synthesis grid
Build a synthesis grid
For each source, record the finding, method quality and the idea it supports, then draft one convergence and one tension sentence.
Columns
Your answer
This draft stays in this tab only. Copy anything you want to keep into your learning log below.
Key vocabulary
- Synthesis
- Writing that organises several sources around ideas rather than one by one.
- Convergence
- Where independent sources agree.
- Tension
- A genuine disagreement between sources.
- Attribution
- Naming the source and its type so readers can weigh it.
Practice questions
0/2 correct
Level 1 · Criterion A
Where do sources 1 and 2 converge?
Level 2 · Criterion D
Why should source 3 be weighted cautiously?
MYP criterion tasks
Level 3 · Criterion C
Write a synthesis paragraph on the cycling question.
Reflect & track
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