Synthesis Assignment Instructions and Rubric Synthesis Essay. A synthesis is a written discussion that draws on one or more sources. In an academic synthesis, you make explicit the relationships that you have inferred among separate sources, make judgments, draw conclusions and critique individual sources to determine the relationship among them. You should refer to supporting material and examples from class readings, discussions, and research, with proper citations. The essay should not be a summary of the readings but examination of their meanings in systems of belief and reason. You should analyze the claims of authors and their implications. You should also develop an argument, or thesis, based on the synthesis of class readings. Making your own Myth-to be posted on your Tumblr blog The purpose of this collaborative writing exercise is to create an origin myth story of your own imagination. Using the examples from the origin myths in the DBR 200 iBook-create your own origin myth! What was there before the beginning of time? Of space? What does the universe look like in your imagination? Is there a “Creator” in your story? Or multiple “entities” that act like creators or instigators or accidents of nature? What do these “beings” or entities look like? How do they act? Are you telling the story from the perspective of ancient, primitive imaginations? Or is this story a translation or recital of the “original story” told by the “creators” or “first beings or entities?” What about the origins of humankind? How will you describe those events? What sort of relationship do those creatures have with the world or universe? Step One-Try to address some of the issues I’ve raised above in your group discussions. Begin to sketch in some of the details you might like to include as a kind of framework or outline to your story. Step Two-Continue to try to collect images or sounds that might be included in a multimedia representation of the story. You should immediately consider the restrictions/limitations to the kind of media that you can post on Tumblr. That will affect your choice of materials and how they are presented. Step Three-Create the First draft version of the myth and use it to expand/contract depending on how the group wants the version to be received or understood/listened or viewed by your readers. You might even post it up and ask for feedback from “followers” on your Tumblr blogs. Step Four-Post your final version on Tumblr. Each student in the group should post the same/group’s version of the origin story. I will reblog the final versions to everyone. The final version should have a short section at the bottom of the work acknowledging sources, such as the origin myths included in the iBook, in the form of footnotes that detail how a particular figure from one of the origin myths inspired your version, etc. Rubric for Synthesis Assignment-Origin Myths Glossary The definitions that follow were developed to clarify terms a ...

1. Synthesis Assignment Instructions and Rubric
Synthesis Essay. A synthesis is a written discussion that draws
on one or more sources. In an academic synthesis, you make
explicit the relationships that you have inferred among separate
sources, make judgments, draw conclusions and critique
individual sources to determine the relationship among them.
You should refer to supporting material and examples from
class readings, discussions, and research, with proper citations.
The essay should not be a summary of the readings but
examination of their meanings in systems of belief and reason.
You should analyze the claims of authors and their implications.
You should also develop an argument, or thesis, based on the
synthesis of class readings.
Making your own Myth-to be posted on your Tumblr blog
The purpose of this collaborative writing exercise is to create an
origin myth story of your own imagination. Using the examples
from the origin myths in the DBR 200 iBook-create your own
origin myth! What was there before the beginning of time? Of
space? What does the universe look like in your imagination? Is
there a “Creator” in your story? Or multiple “entities” that act
like creators or instigators or accidents of nature? What do
these “beings” or entities look like? How do they act? Are you
telling the story from the perspective of ancient, primitive
imaginations? Or is this story a translation or recital of the
“original story” told by the “creators” or “first beings or
entities?” What about the origins of humankind? How will you
describe those events? What sort of relationship do those
creatures have with the world or universe?
Step One-Try to address some of the issues I’ve raised above in
your group discussions. Begin to sketch in some of the details

2. you might like to include as a kind of framework or outline to
your story.
Step Two-Continue to try to collect images or sounds that might
be included in a multimedia representation of the story. You
should immediately consider the restrictions/limitations to the
kind of media that you can post on Tumblr. That will affect
your choice of materials and how they are presented.
Step Three-Create the First draft version of the myth and use it
to expand/contract depending on how the group wants the
version to be received or understood/listened or viewed by your
readers. You might even post it up and ask for feedback from
“followers” on your Tumblr blogs.
Step Four-Post your final version on Tumblr. Each student in
the group should post the same/group’s version of the origin
story. I will reblog the final versions to everyone. The final
version should have a short section at the bottom of the work
acknowledging sources, such as the origin myths included in the
iBook, in the form of footnotes that detail how a particular
figure from one of the origin myths inspired your version, etc.
Rubric for Synthesis Assignment-Origin Myths
Glossary
The definitions that follow were developed to clarify terms and
concepts used in this rubric only.
• Content Development: The ways in which the text explores
and represents its topic in relation to its audience and purpose.
• Context of and purpose for writing: The context of writing
is the situation surrounding a text: who is reading it? who is
writing it? Under what circumstances will the text be shared or
circulated? What social or political factors might affect how the

3. text is composed or interpreted? The purpose for writing is the
writer's intended effect on an audience. Writers might want to
persuade or inform; they might want to report or summarize
information; they might want to work through complexity or
confusion; they might want to argue with other writers, or
connect with other writers; they might want to convey urgency
or amuse; they might write for themselves or for an assignment
or to remember.
• Disciplinary conventions: Formal and informal rules that
constitute what is seen generally as appropriate within different
academic fields, e.g. introductory strategies, use of passive
voice or first person point of view, expectations for thesis or
hypothesis, expectations for kinds of evidence and support that
are appropriate to the task at hand, use of primary and
secondary sources to provide evidence and support arguments
and to document critical perspectives on the topic. Writers will
incorporate sources according to disciplinary and genre
conventions, according to the writer's purpose for the text.
Through increasingly sophisticated use of sources, writers
develop an ability to differentiate between their own ideas and
the ideas of others, credit and build upon work already
accomplished in the field or issue they are addressing, and
provide meaningful examples to readers.
• Evidence: Source material that is used to extend, in
purposeful ways, writers' ideas in a text.
• Genre conventions: Formal and informal rules for
particular kinds of texts and/or media that guide formatting,
organization, and stylistic choices, e.g. lab reports, academic
papers, poetry, webpages, or personal essays.
• Sources: Texts (written, oral, behavioral, visual, or other)
that writers draw on as they work for a variety of purposes -- to
extend, argue with, develop, define, or shape their ideas, for
example.
Glossary
The definitions that follow were developed to clarify terms and
concepts used in this rubric only.

4. • Content Development: The ways in which the text explores
and represents its topic in relation to its audience and purpose.
• Context of and purpose for writing: The context of writing
is the situation surrounding a text: who is reading it? who is
writing it? Under what circumstances will the text be shared or
circulated? What social or political factors might affect how the
text is composed or interpreted? The purpose for writing is the
writer's intended effect on an audience. Writers might want to
persuade or inform; they might want to report or summarize
information; they might want to work through complexity or
confusion; they might want to argue with other writers, or
connect with other writers; they might want to convey urgency
or amuse; they might write for themselves or for an assignment
or to remember.
• Disciplinary conventions: Formal and informal rules that
constitute what is seen generally as appropriate within different
academic fields, e.g. introductory strategies, use of passive
voice or first person point of view, expectations for thesis or
hypothesis, expectations for kinds of evidence and support that
are appropriate to the task at hand, use of primary and
secondary sources to provide evidence and support arguments
and to document critical perspectives on the topic. Writers will
incorporate sources according to disciplinary and genre
conventions, according to the writer's purpose for the text.
Through increasingly sophisticated use of sources, writers
develop an ability to differentiate between their own ideas and
the ideas of others, credit and build upon work already
accomplished in the field or issue they are addressing, and
provide meaningful examples to readers.
• Evidence: Source material that is used to extend, in
purposeful ways, writers' ideas in a text.
• Genre conventions: Formal and informal rules for
particular kinds of texts and/or media that guide formatting,
organization, and stylistic choices, e.g. lab reports, academic
papers, poetry, webpages, or personal essays.
• Sources: Texts (written, oral, behavioral, visual, or other)

5. that writers draw on as they work for a variety of purposes -- to
extend, argue with, develop, define, or shape their ideas, for
example.
Capstone
4
Milestones
3.5 3
Benchmark
2.5
Context of and Purpose for Writing
Includes considerations of audience, purpose, and the
circumstances surrounding the writing task(s).
Demonstrates a thorough understanding of context, audience,
and purpose that is responsive to the assigned task(s) and
focuses all elements of the work.
Demonstrates adequate consideration of context, audience, and
purpose and a clear focus on the assigned task(s) (e.g., the task
aligns with audience, purpose, and context).
Demonstrates awareness of context, audience, purpose, and to
the assigned tasks(s) (e.g., begins to show awareness of
audience's perceptions and assumptions).
Demonstrates minimal attention to context, audience, purpose,
and to the assigned tasks(s) (e.g., expectation of instructor or
self as audience).
Content Development
Uses appropriate, relevant, and compelling content to illustrate
mastery of the subject, conveying the writer's understanding,
and shaping the whole work.
Uses appropriate, relevant, and compelling content to explore
ideas within the context of the discipline and shape the whole
work.

6. Uses appropriate and relevant content to develop and explore
ideas through most of the work.
Uses appropriate and relevant content to develop simple ideas in
some parts of the work.
Genre and Disciplinary Conventions
Formal and informal rules inherent in the expectations for
writing in particular forms and/or academic fields (please see
glossary).
Demonstrates detailed attention to and successful execution of a
wide range of conventions particular to a specific discipline
and/or writing task (s) including organization, content,
presentation, formatting, and stylistic choices
Demonstrates consistent use of important conventions particular
to a specific discipline and/or writing task(s), including
organization, content, presentation, and stylistic choices
Follows expectations appropriate to a specific discipline and/or
writing task(s) for basic organization, content, and presentation
Attempts to use a consistent system for basic organization and
presentation.
Sources and Evidence
Note: Because the genre of the origin myth is intertwined with
archetypal motifs and figures-it is inevitable that existing
stories inform our new versions-so go ahead and acknowledge
those in your reference notes.
Demonstrates skillful use of high-quality, credible, relevant
sources to develop ideas that are appropriate for the discipline
and genre of the writing
Demonstrates consistent use of credible, relevant sources to
support ideas that are situated within the discipline and genre of
the writing.
Demonstrates an attempt to use credible and/or relevant sources
to support ideas that are appropriate for the discipline and genre
of the writing.
Demonstrates an attempt to use sources to support ideas in the
writing.
Originality and Creativity

7. Uses language that skillfully communicates meaning to readers
with artfulness through metaphorical or poetic or figurative
language.
Uses imagery (fixed or moving) and sounds are mixed into the
story in such a way that the reader/viewer is drawn deeply into
the mood and tone of the piece.
Uses language that carefully communicates meaning to readers
with attention to an artful purpose through metaphorical or
poetic or figurative language.
Uses imagery (fixed or moving) and sounds are mixed into the
story in such a way that the reader/viewer is aware of the mood
and tone of the piece.
Uses language that occasionally but not always communicates
meaning to readers with attention to an artful purpose through
metaphorical or poetic or figurative language.
Uses imagery (fixed or moving) and sounds in such a way that
the reader/viewer is begins to become aware of an intention to
establish a kind of mood and tone of the piece.
Uses language that sometimes confuses readers with the artful
purpose through metaphorical or poetic or figurative language.
Uses imagery (fixed or moving) and sounds that don't seem to
match the metaphors of the language or the story, so that it
becomes difficult to get a real sense of the mood and tone of the
piece.
How to Brief a Case Using the “IRAC” Method
When briefing a case, your goal is to reduce the information
from the case into a format
that will provide you with a helpful reference in class and for
review. Most importantly,
by “briefing” a case, you will grasp the problem the court faced

8. (the issue); the relevant
law the court used to solve it (the rule); how the court applied
the rule to the facts (the
application or “analysis”); and the outcome (the conclusion).
You will then be ready to
not only discuss the case, but to compare and contrast it to other
cases involving a similar
issue.
Before attempting to “brief” a case, read the case at least once.
Follow the “IRAC” method in briefing cases:
Facts*
Write a brief summary of the facts as the court found them to
be. Eliminate facts that are
not relevant to the court’s analysis. For example, a business’s
street address is probably
not relevant to the court’s decision of the issue of whether the
business that sold a
defective product is liable for the resulting injuries to the
plaintiff. However, suppose a
customer who was assaulted as she left its store is suing the
business. The customer
claims that her injuries were the reasonably foreseeable result
of the business’s failure to
provide security patrols. If the business is located in an upscale
neighborhood, then
perhaps it could argue that its failure to provide security patrols
is reasonable. If the
business is located in a crime-ridden area, then perhaps the
customer is right. Instead of
including the street address in the case brief, you may want to
simply describe the type of
neighborhood in which it is located. (Note: the time of day
would be another relevant
factor in this case, among others).
Procedural History*
What court authored the opinion: The United States Supreme

9. Court? The California
Court of Appeal? The Ninth Circuit Court of Appeals? (Hint:
Check under the title of the
case: The Court and year of the decision will be given). If a
trial court issued the
decision, is it based on a trial, or motion for summary judgment,
etc.? If an appellate
court issued the decision, how did the lower courts decide the
case?
Issue
What is the question presented to the court? Usually, only one
issue will be discussed, but
sometimes there will be more. What are the parties fighting
about, and what are they
asking the court to decide? For example, in the case of the
assaulted customer, the issue
for a trial court to decide might be whether the business had a
duty to the customer to
provide security patrols. The answer to the question will help to
ultimately determine
* This applies to case briefs only, and not exams. Use the IRAC
method in answering
exams: Issue/Rule/Analysis/Conclusion.
whether the business is liable for negligently failing to provide
security patrols: whether
the defendant owed plaintiff a duty of care, and what that duty
of care is, are key issues in
negligence claims.
Rule(s):
Determine what the relevant rules of law are that the court uses
to make its decision.
These rules will be identified and discussed by the court. For
example, in the case of the
assaulted customer, the relevant rule of law is that a property
owner’s duty to prevent
harm to invitees is determined by balancing the foreseeability of

10. the harm against the
burden of preventive measures. There may be more than one
relevant rule of law to a
case: for example, in a negligence case in which the defendant
argues that the plaintiff
assumed the risk of harm, the relevant rules of law could be the
elements of negligence,
and the definition of “assumption of risk” as a defense. Don’t
just simply list the cause of
action, such as “negligence” as a rule of law: What rule must
the court apply to the facts
to determine the outcome?
Application/Analysis:
This may be the most important portion of the brief. The court
will have examined the
facts in light of the rule, and probably considered all “sides”
and arguments presented to
it. How courts apply the rule to the facts and analyze the case
must be understood in order
to properly predict outcomes in future cases involving the same
issue. What does the
court consider to be a relevant fact given the rule of law? How
does the court interpret the
rule: for example, does the court consider monetary costs of
providing security patrols in
weighing the burden of preventive measures? Does the court
imply that if a business is in
a dangerous area, then it should be willing to bear a higher cost
for security? Resist the
temptation to merely repeat what the court said in analyzing the
facts: what does it mean
to you? Summarize the court’s rationale in your own words. If
you encounter a word that
you do not know, use a dictionary to find its meaning.
Conclusion
What was the final outcome of the case? In one or two

11. sentences, state the court’s
ultimate finding. For example, the business did not owe the
assaulted customer a duty to
provide security patrols.
Note: “Case briefing” is a skill that you will develop throughout
the semester. Practice
will help you develop this skill. Periodically, case briefs will be
collected for purposes of
feedback. At any time, you may submit your case brief(s) for
feedback.