JP was absent today.

We first reviewed how to incorporate qualifying language and modifiers into an essay in order to avoid generalization. Matthew then reviewed and analyzed two essays, first identifying the techniques used in the introduction and conclusion and next identifying the writer's use of qualifying phrases. I then provided instruction on types evidence to incorporate in the AP argumentative essay: personal observation, personal experiences, anecdotes , or historical information ,including current events. I further noted how classic fictional characters and events might serve as evidence, Last, I discussed how to address a value driven prompt by defining terms or providing parameters to prompts that ask for a value judgment that a certain idea or practice is "better" , more valuable, useful."

We are studying not only correct punctuation usage, but also how punctuation can enhance meaning. We first addressed JP's questions on the AP MCQ's on this subject dealing with the proper use of parenthesis. I then provided grammatical instruction on the proper use of commas, semicolons, colons, and dashes. We further addressed how these forms of punctuation can be used to create emphasis or to focus a reader by slowing down the rhythm of a passage. Last, JP completed grammar and punctuation exercises. JP displayed mastery over the subject matter.

We are studying the skills of Unit 7 in the context of writing the AP argumentative essay. On the board, I listed techniques to possibly employ in crafting both an introduction and a conclusion .We then addressed the definition of a claim/thesis and placement of the thesis. From the textbook ,Matthew then completed exercises in identifying a thesis or claim that provokes interest and states a debatable proposition. We then studied how to build the body of the essay using claims of fact and claims of value. With regard to claims of value, I demonstrated how to define or set parameters in the body of the essay by which to measure the claim of value. Last, I provided instruction on using qualifying words and phrases in order to avoid generalization and oversimplification.

We first completed reviewing those AP practice MCQ's on introductions and conclusions wherein JP had some difficulty. We practiced locating the main idea of a passage . Then we examined the essays assigned for homework. JP identified the techniques the writers employed in the introduction and conclusion and further identified the writers' use of modifiers and qualifiers. Last,I provided instruction on how to vary sentence beginnings using a simple direct sentence, subordinate conjunctions ,and participles.

Using Matthew's essay from the synthesis essay test, I provided additional instruction on how to cite and to incorporate source material into the essay. We looked at a sample student essay to prompt a discussion on citation format and then studied my comments and examples on source references. I further provided suggestions on specifying the thesis statement in order to provide an organizational structure for the essay. Last, I emphasized the need to avoid summarizing the sources and to instead use the sources to support an original thesis.

During the first segment of the session, Matthew reviewed my comments to his most recent synthesis essay and based thereon, revised his synthesis essay that he worked on over the weekend. I then introduced Unit 7 noting how the techniques we will study are focused on the writing of the argumentative essay of the AP exam. I placed on the board the techniques /elements of a strong introduction paragraph- quotation, anecdote, rhetorical question etc- as well some ideas to include in a conclusion: importance of thesis, a solution to a problem or call to action. After discussing these elements , I provided instruction on using modifiers and qualifiers to avoid generalizations and oversimplification.

We studied techniques to implement in writing the argumentative essay portion of the AP exam. Using the textbook, we first examined the definition of a claim as a debatable proposition. JP then completed exercises distinguishing claims from mere fact assertions. Next, we studied the types of evidence to support a claim: anecdotes, personal observations, and historical or current event data. I provided examples of each type of evidence and how to incorporate evidence into the body of the essay. Last, I answered questions JP raised on the MCQ portion of his AP
classroom homework. In that regard, we discussed how to form a topic sentence that sparks reader interest.

JP was absent today.

Matthew took a test on Unit 6, the synthesis essay, during today's session,