As JP encountered difficulty in completing the assigned synthesis essay, I today assisted JP integrating sources ,and citation into his essay. We first discussed the first paragraph of JP's draft wherein JP offered two separate arguments or claims. I explained how to simplify his task by deciding on a single thesis or argument based on the sources . I then provided model sentences and suggestions to incorporate into his essay noting how to offer support or citation without simply reiterating the text passage. We further discussed how to organize the argument logically so that the source material flowed natually into the writing . JP will complete the assignment tonight.

We studied and critiqued a sample student synthesis essay from the text .Matthew did well in recognizing the essay's thesis and in commenting on how the evidence adduced did not support the thesis. We examined the weakness of the evidence as well as the writer's tendency to simply reiterate the thesis of the sources rather than building a new argument from the sources. Next,I discussed the meaning and role of denotation and connotation in writing an argument. We studied an essay in the text to identify the writer's use of connotation.

Today's session focused on how to analyze sources in order to compose a synthesis essay. I emphasized the need to construct an overarching. thesis from the sources and to avoid repeating or summarizing the thesis of the source. We began by examining our two sources and distilling the sources into simple claims. We then discussed ideas that could be supported by the sources. I placed a number of possibilities on the board and discussed the process and logic of synthesis. Matthew then worked on generating his own thesis on the need for stricter educational demands and teaching methods in order for the US to globally compete in the 21rst Century. I explained how to cite and use the sources to support his argument as well as the need to acknowledge and distinguish contrary source material.

JP took a synthesis essay test during today's session.

We reviewed and edited the first paragraphs of JP's synthesis essay based on 6 sources that discuss nuclear energy. JP created a great thesis statement about people's hesitancy to embrace or fear of new technology . We added a clarifying sentence to the first paragraph and then edited his discussion of his first source, a graph. Next, we discussed how to use two other sources to bolster the argument. JP had a very good grasp how to use the sources and completed the body of his second paragraph by both citing an opposing view and yet negating its relevance to his thesis. We will continue working on completing the essays within the time allotted by AP exam over the next months.

After Matthew completed his standardized testing, we analyzed the two sources assigned for homework as the basis for the first synthesis essay. I discussed how the synthesis essay must not merely repeat the claims of the writer but the sources should be used to create an overarching thesis that the sources can support. As the first step in the process is to reduce the sources to a simple statement of the claims, we looked at the two sources , a humorous fiction story and a Rockwell illustration, and addressed the claim each conveys. We noted how both sources focus on contrasting teaching methods in education. From there we explored what overarching thesis could form the basis of the sythesis essay such as the difference in teaching adults and children or perhaps a comment on the perception that some schools coddle children too much.

In preparation for JP's writing a synthesis essay using 6 provided sources, we today first studied the 6 sources by succinctly identifying the claim advanced in each source. JP then discussed the thesis he plans to address citing the six sources as evidence. We explored how to derive an overarching thesis based on divergent sources and thus how to avoid simply summarizing the source material. I then distributed material about the AP exam and explained strategies for answering the three timed essays focusing for today on the synthesis essay. I last answered JP's questions on the proper use of "who" and "whom."

Matthew worked on a practice SAT exam during today's session.

We explored the use of connotation as a tool for enhancing an argumentative essay. JP did very well in his AP classroom work as well as in identifying the use of connotation in the essay he read last night. We then revisited his first synthesis essay and after I provided suggestions for using transition phrases between ideas to tie the commentary together ,JP redrafted some of his work. We further practiced adding connotative words to his essay as per our class discussion.

Matthew worked on the Language portion of the standardized test during today's session.