when writing a research essay why is synthesizing sources important

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UMGC Effective Writing Center Write to Synthesize: The Research Essay

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In a synthesis, you bring things together. This combination, integration, or merging creates something new--your synthesis. The action of synthesis is basic to our world. Take, for example, what happens when a single oxygen molecule is combined with two hydrogen molecules. Water is created or synthesized. Hard to get more basic than that.

You also use synthesis to make personal decisions. If two instructors are teaching a class you must take, you may synthesize your past experiences with the teachers to choose the best class for you.

Research Essays:

Thesis driven.

In school, when writing a synthesis from your research, your sources may come from the school's library, a textbook, or the Internet. Here are some important points to keep in mind:

First, regardless of where your sources come from or how many you have, what you write should be driven by a thesis that you devise. After reading and studying your sources, you should form a personal point of view, a slant to connect your sources.

Here's a quick example--Let's say you've read three folktales: Goldilocks and the Three Bears, Little Red Riding Hood, and the Pied Piper--and now you must write a synthesis of them. As you study the three sources, you think about links between them and come up with this thesis: 

Folktales use fear to teach children lessons.

Then you use this thesis to synthesize your three sources as you support your point of view. You combine elements from the three sources to prove and illustrate this thesis. Your support points could focus on the lessons for children:

• Lesson 1 : Never talk to strangers.
• Lesson 2 : Don't wander from home.
• Lesson 3 : Appearances can deceive us.

This step of outlining your thesis and main points is a crucial one when writing a synthesis. If your goal in writing a research essay is to provide readers a unified perspective based on sources, the unified perspective must be clear before the writing begins.

Once the writing begins, your point of view is then carried through to the paragraph and sentence levels. Let's examine some techniques for achieving the unity that a good synthesis requires. First, here’s an example of an unsuccessful attempt at synthesizing sources:

Many sources agree that capital punishment is not a crime deterrent. [This is the idea around which the sources should be unified. Now comes the sources] According to Judy Pennington in an interview with Helen Prejean, crime rates in New Orleans rise for at least eight weeks following executions (110). Jimmy Dunne notes that crime rates often go up in the first two or three months following an execution. “Death in the Americas” argues that America’s crime rate as a whole has increased drastically since the re-instatement of the death penalty in the 1960s. The article notes that 700 crimes are committed for every 100,000 Americans (2). Helen Prejean cites Ellis in her book to note that in 1980, 500,000 people were behind bars and in 1990 that figure rose to 1.1 million (112).

Sample student paragraph adapted from "Literature Review: Synthesizing Multiple Sources." Retrieved 2011 from https://scholarworks.iupui.edu/items/7dda80e7-b0b3-477c-a972-283b48cfdf5c

This paragraph certainly uses a number of sources. However, the sources are presented in a random, grocery list fashion. Besides the main point at the beginning, there is no further attempt to synthesize. The sources seem tossed in, like ingredients in a salad. Let's examine a possible revision of that paragraph and how an adequate synthesis might be achieved:

Major studies suggest that capital punishment fails to deter crime. Helen Prejean, in "Deadman Walking," reviews decades of statistics that indicate capital punishment does little to lower crime. [Key idea from  topic sentence—"capital punishment fails to deter crime"— echoed in sentence about source–"capital punishment does little to lower crime." Repetition links source to main idea.] Based on this evidence, Prejean concludes “Executions do not deter crime . . . the U.S. murder rate is no higher in states that do not have the death penalty than those who do” (110). ["Based on this evidence" forces  reader to refer back to "statistics" in previous sentence.] Prejean’s point is reiterated from a historical perspective in Dunne's article “Death in the Americas.”  [This sentence provides a thought bridge between two sources.] Dunne first points out that, despite the social and economic upheavals from 1930 to 1960, crime rates were unchanged (2). [Linking phrase:"Dunne first points out"] However, after the reinstatement of the death penalty in the 1960s, “crime rates soared” (2). [Linking phase "However, Dunne notes."]

The result is a matrix of connective devices that unifies the sources around a key idea stated at the beginning. Although this matrix seems complex, it is actually built on a simple three-point strategy.

• Stay in charge . You the writer must control the sources, using them to serve your purpose. In good synthesis writing, sources are used to support what you, the writer, have already said in your own words.
• Stay focused . Your main point is not merely stated once and left to wilt. Your main idea is repeated and echoed throughout as a way to link the sources, to weave them together into a strong fabric of meaning.
• Stay strategic . Notice the "source sandwich" strategy at work. First, the author sets up the source with its background and relevance to the point. After the source comes a follows up in his/her own words as a way to bridge or link to the next part. In other words, the writer's own words are used like two slices of bread, with the source in the middle.

Follow these simple principles when using sources in your writing and you will achieve the most important goal of synthesis writing--to create a whole greater than its parts.

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15.7: Synthesizing Sources

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• Lumen Learning

Learning Objectives

• Evaluate how good source synthesis and integration builds credibility

What is Synthesis?

Synthesis is the combining of two or more things to produce something new. When you read and write, you will be asked to synthesize by taking ideas from what you read and combining them to form new ideas.

Synthesizing Sources

Once you have analyzed the texts involved in your research and taken notes, you must turn to the task of writing your essay. The goal here is not simply to summarize your findings. Critical writing requires that you communicate your analysis, synthesis, and evaluation of those findings to your audience .

You analyze and synthesize even before you compose your first draft. In an article called, “Teaching Conventions of Academic Discourse,” Teresa Thonney outlines six standard features of academic writing. Use the list to help frame your purpose and to ensure that you are adopting the characteristics of a strong academic writer as you synthesize from various sources:

• Writers state the value of their work and announce their plan for their papers.
• Writers adopt a voice of authority.
• Writers respond to what others have said about their topic.
• Writers acknowledge that others might disagree with the position they have taken.
• Writers use academic and discipline-specific vocabulary.
• Writers emphasize evidence, often in tables, graphs, and images.

Cooking With Your Sources

Let’s return to the example of Marvin, who is working on his research assignment. Marvin already learned from the online professor that he should spend time walking with his sources (knowing where to find them) and talking to his sources (knowing who is conversing about them and what they are saying). Now Marvin will learn the importance of cooking with his sources, or creating the right recipe for an excellent paper.

O-Prof: Let’s take a look at the third metaphor: cooking. When you cook with sources, you process them in new ways. Cooking, like writing, involves a lot of decisions. For instance, you might decide to combine ingredients in a way that keeps the full flavor and character of each ingredient.

Marvin: Kind of like chili cheese fries? I can taste the flavor of the chili, the cheese, and the fries separately.

O-Prof: Yes. But other food preparation processes can change the character of the various ingredients. You probably wouldn’t enjoy gobbling down a stick of butter, two raw eggs, a cup of flour, or a cup of sugar (well, maybe the sugar!). But if you mix these ingredients and expose them to a 375-degree temperature, chemical reactions transform them into something good to eat, like a cake.

Marvin: You’re making me hungry. But what do chili cheese fries and cakes have to do with writing?

O-Prof: Sometimes, you might use direct quotes from your sources, as if you were throwing walnuts whole into a salad. The reader will definitely “taste” your original source. Other times, you might paraphrase ideas and combine them into an intricate argument. The flavor of the original source might be more subtle in the latter case, with only your source documentation indicating where your ideas came from. In some ways, the writing assignments your professors give you are like recipes. As an apprentice writing cook, you should analyze your assignments to determine what “ingredients” (sources) to use, what “cooking processes” to follow, and what the final “dish” (paper) should look like. Let’s try a few sample assignments. Here’s one:

Assignment 1: Critique (given in a human development course)

We’ve read and studied Freud’s theory of how the human psyche develops; now it’s time to evaluate the theory. Read at least two articles that critique Freud’s theory, chosen from the list I provided in class. Then, write an essay discussing the strengths and weaknesses of Freud’s theory.

Assume you’re a student in this course. Given this assignment, how would you describe the required ingredients, processes, and product?

Marvin thinks for a minute, while chewing and swallowing a mouthful of apple.

Marvin: Let’s see if I can break it down:

Ingredients

• everything we’ve read about Freud’s theory
• our class discussions about the theory
• two articles of my choice taken from the list provided by the instructor

Processes : I have to read those two articles to see their criticisms of Freud’s theory. I can also review my notes from class, since we discussed various critiques. I have to think about what aspects of Freud’s theory explain human development well, and where the theory falls short—like in class, we discussed how Freud’s theory reduces human development to sexuality alone.

Product : The final essay needs to include both strengths and weaknesses of Freud’s theory. The professor didn’t specifically say this, but it’s also clear I need to incorporate some ideas from the two articles I read—otherwise why would she have assigned those articles?

O-Prof: Good. How about this one?

Assignment 3: Research Paper (given in a health and environment course)

Write a 6–8-page paper in which you explain a health problem related to water pollution (e.g., arsenic poisoning, gastrointestinal illness, skin disease, etc.). Recommend a potential way or ways this health problem might be addressed. Be sure to cite and document the sources you use for your paper.

Ingredients : No specific guidance here, except that sources have to relate to water pollution and health. I’ve already decided I’m interested in how bottled water might help with health where there’s water pollution. I’ll have to pick a health problem and find sources about how water pollution can cause that problem. Gastrointestinal illness sounds promising. I’ll ask the reference librarian where I’d be likely to find good articles about water pollution, bottled water, and gastrointestinal illness.

Process : There’s not very specific information here about what process to use, but our conversation’s given me some ideas. I’ll use scholarly articles to find the connection between water pollution and gastrointestinal problems, and whether bottled water could prevent those problems.

Product : Obviously, my paper will explain the connection between water and gastrointestinal health. It’ll evaluate whether bottled water provides a good option in places where the water’s polluted, then give a recommendation about what people should do. The professor did say I should address any objections readers might raise—for instance, bottled water may turn out to be a good option, but it’s a lot more expensive than tap water. Finally, I’ll need to provide in-text citations and document my sources in a reference list.

O-Prof: You’re on your way. Think for a minute about these assignments. Did you notice that the “recipes” varied in their specificity?

Marvin: Yeah. The first assignment gave me very specific information about exactly what source “ingredients” to use. But in the second assignment, I had to figure it out on my own. And the processes varied, too. In the second assignment—my own assignment—I’ll have to use content from my sources to support my recommendation.

O-Prof: Different professors provide different levels of specificity in their writing assignments. If you have trouble figuring out the “recipe,” ask the professor for more information. Keep in mind that when it comes to “cooking with sources,” no one expects you to be an executive chef the first day you get to college. Over time, you’ll become more expert at writing with sources, more able to choose and use sources on your own.

Watch this video to learn more about the synthesis process.

Building Credibility through Source Integration

Writers are delighted when they find good sources because they know they can use those sources to make their writing stronger. Skillful integration of those sources adds to an argument’s persuasiveness but also builds the credibility of the argument and the writer.

Well-integrated sources build credibility in several ways. First, the source material adds evidence and support to your argument, making it more persuasive. Second, the signal phrase highlights the reputation and qualifications of the source, thereby adding to the source material’s credibility. Third, effective citation makes it easy for your reader to find and investigate the original source, building your credibility as a trustworthy writer. Finally, your thorough explanation of the source’s relevance to your argument demonstrates your critical thinking and reasoning , another avenue to increased credibility.

Notice in the example below how the student is able to synthesize multiple sources on the minimum wage in the United States in order to demonstrate familiarity with and respond to other voices on the topic. The writer is also able to state with authority their own perspective on the minimum wage and economic inequality based on the effective discussion and synthesis of sources.

Student Example

In the activity below, you’ll practice building your synthesis based on your analysis and thinking about other source material.

Examine the use of signal phrases, direct quotations from an outside source, citation, and explanation of relevance to consider how well the writer’s source integration builds credibility.

https://lumenlearning.h5p.com/content/1291006520432442118/embed

Synthesis, then, is the final step in the process of using sources. Good writers strive to include other voices in conversation, and they do so using direct quotes, paraphrase, and summary. The most important step, however, in integrating source material, is synthesis where we compare, contrast, and combine those other voices in order to fairly and accurately represent the existing conversation on the topic and thus to demonstrate how our ideas fit into or respond to that existing conversation.

Contributors and Attributions

• Revision and Adaptation. Provided by : Lumen Learning. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Incorporating Your Sources Into Your Paper. Provided by : Boundless. Located at : www.boundless.com/writing/textbooks/boundless-writing-textbook/the-research-process-2/understanding-your-sources-265/understanding-your-sources-62-8498/. Project : Boundless Writing. License : CC BY-SA: Attribution-ShareAlike
• Synthesizing Sources from Chapter 4 and Integrating Sources from Chapter 5: Critical Thinking, Source Evaluations, and Analyzing Academic Writing. Authored by : Denise Snee, Kristin Houlton, Nancy Heckel. Edited by Kimberly Jacobs. Located at : lgdata.s3-website-us-east-1.amazonaws.com/docs/679/734444/Snee_2012_Research_Analysis_and_Writing.pdf. Project : Research, Analysis, and Writing. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Critical Thinking, Source Evaluations, and Analyzing Academic Writing. Authored by : Denise Snee, Kristin Houlton, Nancy Heckel. Edited by Kim Jacobs. Located at : digitalcommons.apus.edu/cgi/viewcontent.cgi?article=1001&context=epresscoursematerials. Project : Research, Analysis, and Writing. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• OWL at Excelsior College: Signal Phrases Activity. Provided by : Excelsior College OWL. Located at : http://owl.excelsior.edu/research-and-citations/drafting-and-integrating/drafting-and-integrating-signal-phrases-activity/ . License : CC BY: Attribution
• Synthesizing Activity. Provided by : Excelsior OWL. Located at : https://owl.excelsior.edu/orc/what-to-do-after-reading/synthesizing/synthesizing-activity-1/ . License : CC BY: Attribution
• Walk, Talk, Cook, Eat: A Guide to Using Sources. Authored by : Cynthia R. Haller. Located at : www.saylor.org/site/wp-content/uploads/2013/01/writing-spaces-readings-on-writing-vol-2.pd. Project : Writing Spaces: Readings on Writing Vol. 2.. License : CC BY-NC-SA: Attribution-NonCommercial-ShareAlike
• Synthesis: Definition & Examples. Provided by : WUWriting Center. Located at : https://www.youtube.com/watch?v=sLhkalJe7Zc . License : All Rights Reserved . License Terms : Standard YouTube License