Synthesizing Sources Worksheet: Seed Tray Story — Grade 12

Synthesis Without Overclaiming: Club Reading

Ari paints a bright sign for the club door. From the far end of the hall, the letters look like one dark stripe. Ari feels disappointed, then asks a partner to test a larger version. Together they remove extra words and make the main message readable. The finished sign has less decoration, but visitors can find the room. Source A is this original narrative. Source B is an invented pilot summary: in 20 voluntary group sessions, participants reported that a brief review was useful; there was no comparison group and outcomes were self-reported. Source C is a critical note: participation pressure and differences between tasks may affect both reports and results.

Synthesis Without Overclaiming: Library Reading

Leo plans to finish sorting the library cart before lunch. He finds a book with a loose page and pauses. Rather than hide it on a shelf, he places a note inside and asks the librarian where damaged books belong. Sorting takes longer, but the book reaches the repair tray. Leo changes his checklist for the next day. Source A is this original narrative. Source B is an invented pilot summary: in 16 voluntary group sessions, participants reported that a brief review was useful; there was no comparison group and outcomes were self-reported. Source C is a critical note: participation pressure and differences between tasks may affect both reports and results.

Synthesis Without Overclaiming: Workshop Reading

Sam wants to display a model at the workshop. A wheel comes loose just before the doors open. Sam could cover it with a cloth, but chooses to explain the problem to a partner. They build a temporary stand and label the wheel as unfinished. Visitors see the model safely and leave suggestions for the next version. Source A is this original narrative. Source B is an invented pilot summary: in 24 voluntary group sessions, participants reported that a brief review was useful; there was no comparison group and outcomes were self-reported. Source C is a critical note: participation pressure and differences between tasks may affect both reports and results.

Planning Logs and Outcomes

Invented practice data or scenario; not a report of a real study.

Source A — Volunteer report: In a fictional four-week planner trial, 20 of 30 volunteers said they felt more organized. Students chose whether to join. No comparable nonuser group was followed, and the report did not count completed assignments. The report recommends investigating whether the planner could help students manage work.

Source B — Teacher interviews: Six fictional teachers described planners as useful when students reviewed them regularly, but several said reminders and workload also shaped use. The interview questions invited examples rather than measuring how often each experience occurred. The teachers did not speak for every class or describe a controlled test.