JP was absent today.

Matthew continues to work on completing his second synthesis essay on the value of nuclear energy. We reviewed the 6 sources to identify which source best supports his thesis. We further developed a thesis that did more than summarize a source. As the synthesis essay requires the student to cite 3 sources I then provided instruction on using subordinate conjunctions such as "while ,although, since ,and until" to incorporate and address sources that advocate a different position than the thesis. We further addressed the need to assert arguments that can be supported by reference to the provided source material.

We reviewed JP's revised synthesis essay on the value of nuclear energy. As I noted JP only cited two sources instead of 3 sources(as required by the AP exam) we worked on editing the essay to incorporate a third source. I provided JP assistance and modeling on incorporating the third source into what otherwise was a good and sophisticated essay. I then provided instruction on how syntax can be used to avoid generalizations and to add sophistication to an argument . I provided examples of using subordinate clauses to address opposing perspectives and using coordinate conjunctions to create balance or emphasize contrast.

As Matthew continues to have questions on how to incorporate sources into a synthesis essay, we today worked on first forming a thesis that does more than merely repeat the thesis of a provided source. We discussed different possibilities , in this case both sides of the issue of the value of nuclear energy. I then provided instruction on how incorporate and cite various source material into possible thesis arguments. We last reviewed Matthew's rewrite of the Rockwell/Sedaris synthesis essay which showed marked and considerable improvement and demonstrated an understanding of the skills tested by the College Board. Matthew will complete his synthesis essay on the value of nuclear energy this evening.

On the board, I outlined techniques or elements to include in both an introductory and conclusion paragraph to a synthesis or an argumentative essay. I further provided instruction on using modifiers and qualifying language in order to avoid absolutes.We then in the text examined an essay on the criminal justice system and first studied the source of the essay to infer bias . JP then identified within the essay the studied techniques used in the introduction and conclusion as well as the writer's use of qualifying phrases such as "most of time" , "there is a possibility " and "many".

As Matthew is continuing to work on two synthesis essays, we first reviewed my comments and suggestions on his draft of the N.Rockwell/ Sedaris synthesis analysis. I explained how to incorporate and cite source material as well as how to create an original thesis that does not merely restate a thesis of one of the source writers. Matthew then completed an AP MCQ exercise that focused on identifying a writer's tone and purpose in employing certain diction , Last, we began analyzing how to identify bias in source material.

JP was absent today.

As Matthew completed drafts of two synthesis essays, we began the review and editing process by examining how to cite and incorporate source material from the Rockwell illustration and the Sedaris story. As Mathew had some questions about sourcing the visual texts. I brought to class a Norman Rockwell calendar and we practiced how to derive a claim or message from a visual text by examining a series of Rockwell illustrations. I also distributed material about the AP exam and we reviewed the grading or point allocation on the various sections as well as how the MCQ's are classified and divided by content.

We began our next unit today: Introductions, conclusions, qualifying arguments, and the use of punctuation to add meaning to an argument. On the board, I listed and we then discussed the techniques that can be used to introduce an argumentative or synthesis essay: anecdote, startling statistic or data, quotations, and rhetorical questions. I further addressed the "so what" factor or telling the reader why your argument is important or why the reader should care about your thesis.

We continued to study the use of connotation by examining an argumentative essay from the textbook. We noted and discussed the pejorative implications of words such as" vapid , tepid, Pageantry, and solipsism" in the passage and noted how these strong connotations influence the argument and the tone. Next, we examined the 6 passages/sources that Matthew was given as a basis for his next synthesis essay. As our first step, Matthew worked on isolating and stating the claim of each of the six passages.