We reviewed and edited JP's draft of his two source synthesis essay. I pointed out where and how additional textual support enhances the essay, as well as how to create topic sentences that assert a claim rather than simply tell the reader what the source states. Next we worked on how to address the counterargument and how to distinguish the counterargument so that It does not negate the main thesis. Last, I demonstrated a number of transition techniques to employ within paragraphs and between paragraphs. We will work on language connotations tomorrow before drafting a six source synthesis essay.

Today we studied how to craft a literary essay based on Matthew's reading Fitzgerald's "The Great Gatsby." I first provided instruction on themes and symbols in the novel. We specifically analyzed how the quest of Gatsby is a quest to recapture his past and America's past- an idealized uncorrupted society. I discussed why Fitzgerald wanted to title the novel "Trimalchio of West Egg" noting how Trimalchio in classic literature is a slave who becomes very wealthy and throws lavish debaunced parties in an effort to achieve acceptance into the upper class of Roman society. We further explored the symbolism of the "green light" and the Valley of the Ashes representing culture's corruption. Last, I distributed material on how to write a literary essay and explained the elements of the introductory paragraph .

absent

In order to assist JP in crafting a synthesis essay, we today studied and critiqued in the text book a sample student essay. JP first identified the writer's thesis and we discussed whether the evidence supported the writer's thesis. We further noted how the writer tended to summarize the sources rather than use the sources to support an original thesis. Last, we examined ways to improve the conclusion by tying the thesis to a broader or more important idea ,in other words to address the "so what" criticism . By viewing how the writer did in fact blend the sources into her essay JP was able to better understand the process. We then began working on his first synthesis essay which he started on Wednesday. I guided JP through word choice and commentary organization concluding with a suggestion on how to incorporate the two provided sources into his claims as evidence.

Matthew continued working on the ACT practice test during today's session .

JP was absent today.

I provided instruction on how to write a synthesis essay using the provided sources. I first discussed isolating the claims from each source and examined how to synthesize the claims into an overarching thesis. As JP's draft did not reference any of the provided sources, I explained how the synthesis essay must rely on the given sources on the AP exam. I then modeled how to incorporate the sources into JP's thesis which was good . I further provided JP an outline to follow in his rewrite which he will complete for homework.

Matthew was absent today.

For our first synthesis essay, JP is citing two assigned sources , a visual text and a humorous essay, by David Sedaris. In order to formulate an overriding thesis for the divergent sources, I first assisted JP in identifying the claim in each source. As the sources offer contrasting opinions, we then analyzed how to create a thesis that captures both sources recognizing the need to address the opposing view. JP then formulated a thesis about methods of learning distinguishing between learning a sport and an academic subject. I reiterated techniques to consider in drafting the opening paragraph . Homework-write synthesis essay citing the two sources.

Matthew was absent today.