Went over the direction the paper is going, to argue the paper's thesis. Identified that we cited one marriage counselor list of causes of divorce, found fault with that simplified approach and noted that the survey involved only 52 subjects. With next source, noted that the list was longer (20) reasons and though the authors did discuss this by examples 20 causes, the list was not ranked. As a result, the discussion was flawed. We then went to a much more reliable source: an AARP study conducted by Dr. Xenia P. Montenegro which proved a full discussion and a graph, giving the statistical information taken from a study of 1,124 subjects. We worked on the concluding paragraph (which Katya had difficulty with and needed help with). Ran over time: started session at 4:10 and ended at 5:50. Last, discussed the remaining 20 hours of class which Katya needs to complete, per Nicole, and, importantly, what projects we might anticipate using. Katya, I told her, will get a sample list of projects. Katya to study the list and be ready to move ahead with one of them, or one of her own choosing, on Tuesday next week.

We discussed the story throughly today. We discussed the time period. We also looked at a clip of the movie made based on the story. We talked about theme and why the story is an allegory. Alexa also answered the accompanying study guide questions. We defined and discussed situational irony. Alexa did a good job.

Alexa and I began by identifying what is an allegory. I presented an introduction to the story. Alexa had read THE SCARLET LETTER by the same author. We discussed the similarities between the novel and the short story.We discussed the similar time periods. We read the story and began discussing it. We discussed why the story is characterized as an allegory. We previewed the essay questions about the story that Alexa will begin answering and finish tomorrow dealing with the story.

Using the Sadlier Vocabulary Workshop, level E, Vlad and I continued where we left off. We worked our way through Unit 13, doing all the exercises, running from page 164 to 173. We then moved on to Unit 14, doing all the exercises, running from page 174 to 182. We did not get to Unit 15, the last unit in the textbook. Today was Vlad's last day of class.

Edited pages 1, 2, and 3. Questioned where the bar graph from AARP should go and what The Sandwich should look like. Demonstrated how the search for sources changes when the input is "scholarly articles on the causes of divorce." Discussed "peer-reviewed" articles. Discussed databases available at a university's library website. Discussed The Sandwich for Gabbi Shaw's articles from Insider magazine. Discussed why Katya should look up and read the study that Shaw quotes because the National Center for Biotechnology Information only publishes peer-reviewed articles. Discussed adding entries to Works Cited page. Discussed a separate paragraph on "the tipping point." Discussed use of books as sources, e.g. Divorce: Causes and Consequences, published by Yale Univerity in 2006. Last, referred Katya to Purdue OWL.

I reviewed the elements of a short story with Alexa. We discussed/reviewed: theme, rising action/falling action, denouement, climax and types of conflict just to name a few. Alexa read the short story. We then answered in essay form some of the detailed essay questions. We also discussed the short story. It is somewhat difficult to understand. Alexa will continue answering some of the questions for homework.

Alexa and I completed her literary essay. We revised for stronger verb choice and better diction. We also edited for spelling and punctuation errors. I also reviewed how to construct a works cited page and how to format a final copy using MLA. Alexa properly formatted her paper and turned it in for evaluation.She did a nice job. We will begin a short story unit next week.

Katya and I agreed that the paper is "taking shape." The paper is moving from sources that simply list reasons for divorce based on limited sampling to more complete discussions of individual causes to more statistically generated studies. Practiced "The Sandwich" again when organizing Katya's second core paragraph, practicing and reinforcing the importance of part 3 of The Sandwich to draw out and present important insights related to the quote. Moved on to including bar graph for a third source's perspective. Noted that Katya will need to find the full AARP article from which the bar graph was taken. Noted that this bar graph cites findings that are not in agreement with the previous two sources' findings. At our next session we will have to discuss (1)"tipping point" as well as (2) how varying "findings" can be reconciled and (3)what would we find if the searches were written "Scholarly articles on divorce"?

Alexa and I continued to work on her essay for the novel. Today I reviewed the rules for MLA citation. I also presented how to format a block quote using MLA. I did one as an example for Alexa. Then she did one herself so that I was sure she understand how to format one correctly. We continued drafting the essay.

Introduced Katya to Purdue OWL, an excellent resource for students on the college level, covering writing style manuals like the MLA style handbook, but also covering scientific style sheets for scientic papers and lab reports. Mentioned that Purdue OWL also has various style and format guides, plus samples of each writing project.Checked wording and added additional observations in Katya's commentary after Stanley block quote. Questioned what Katya plans to do next. We looked at the bar graph provided by AARP, but wondered if it would be better to follow Stanley's list with another source's list to provide that lists are just that lists. Then we would be in a position to say that lists without statistical backup are open to criticism. Statistics have real value. Statistics provide the basis for making statements like "primary cause," "root cause," "secondary cause," "circumstantial or conditional or contributing cause." Stressed the inportance of discussing each cause as they come up so the reader can feel reassured that he is following the discussion. Focused on the pattern: term introduced, example provided, according to quote presented, followed by Katya's comments analyzing the quote. Mentioned how important good, clear topic sentences are, and the same for transitions because transition guide the reader and help to develop the argument of the paper. Reviewed the requirement that Katya's paper include a paragraph on the concept of "tipping point." Last, reviewed the various required formats of the Works Cited page.