English Language Arts and Reading.7.12.F

The student is expected to

synthesize information from a variety of sources;

inquiry research TEKS talk image

Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Have students explore mentor texts in the same field of study as their topic of research (e.g., science articles written by scientists, historical papers written by historians, etc.) and identify text structures and author's craft decisions that help convey the message. Then have students begin to shape their own paper, organizing the information they have gathered and using the mentor texts to guide their work. Task students with identifying gaps in information and returning to sources as needed to find additional answers.
 

Further Explanation

Students should be able to synthesize information into a cohesive format such as a presentation or informational essay. In addition to identifying gaps in information, they should be able to recognize when information is not relevant or necessary for the specific task.

any communication medium, such as a book, a person, or an electronic device that supplies information
An important step in research is using information from a variety of sources. Students want to have a combination of primary and secondary sources to ensure a robust collection of supporting evidence. Once students have gathered information, they need to synthesize or pull all the information together into a cohesive format (e.g., presentation or informational essay). For example, students who gather information from various sources about different historical figures who appear in a novel might write a brief summary of each figure and explain the different between historical fact and the way the figure is portrayed in the story.

Research

1. Grabe, W., & Zhang,C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4(1), 9–24. https://doi.org/10.1002/tesj.65

Summary: Researchers note that writing in academic settings is complex and requires critical thinking and planning. Central to the planning is reviewing multiple sources and organizing the information in a logical way. This article demonstrates a strategy that will improve students' ability to review and synthesize information by identifying themes, patterns, opinions, and positions. This process is critical to various writing purposes and improves writing and reading comprehension. 

2. Ferlazzo, L. (2017, November 20). Response: Using questions that 'position students as meaning makers.' [Opinion Classroom Q & A]. Education Week Teacher. Retrieved from blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/2017/11/response_using_questions_that_position_students_as_meaning-makers.html

Summary: This is one blog in a series of five that focuses on using questions to engage students in the teaching and learning process. One of the general outcomes of the questioning process is to guide students to think deeply by analyzing, comparing, and synthesizing information instead of writing a static report of facts or information. Not only are students encouraged to ask questions, but teachers are also provided specific strategies to improve their own questioning skills. The questioning is both formal and informal.