"This week, the student and I addressed the subject of essay writing. She is preparing to take the exam and has already taken a practice test, which includes an essay. Her context for writing has been primarily within the British education system, and so it is necessary that we familiarize her with the mechanics of American-style writing, within which the essay plays a key role. We discussed essays: what they are, what they are not, and how they work. I could see from her practice test essay that while she has a highly developed vocabulary and a strong writing voice, she needs to work on structuring and developing her ideas. We looked, therefore, first to the essay's prompt, and I asked her to explain to me what she understood the question to be. Her response was very similar to that which she had already expressed in her essay. I affirmed both her main point as well as the reasons for why she had chosen her main point. However, I explained to her how, in essay writing, the American system requires a specific structure, particularly for the lower academic levels. We talked at length about the "intro-body-conclusion" frame, as well as theses. The essay she had written for the practice test represented body material. I helped her identify the two parts of her idea and then had her mind-map and outline the essay in order to help expand her writing. She came up with a fantastic example that illustrated her point well, and after she had written her first draft of the essay based on the outline we had made together, I encouraged her to expand the example. We talked about explaining the "how" and "why" of her ideas in order to strengthen her essay. After reading through her first draft, she identified more clearly her thesis statement and placed it as her introduction. We proceeded to walk through her draft, identifying run-on sentences and working to revise them. After she had spliced the run-ons, we went back through the body and began revising sentences to make them more active. I told her that, as the writer, it is her choice whether or not she will implement my suggestions. I simply asked that she make the revisions by identifying the subject and verb in each sentence and then rewrite the sentences in order to practice revision. She did not have to keep the revisions. I just wanted for her to see the malleability of language and grow more familiar with working words to her advantage. For homework, I asked her to finish the work we had started and work on her concluding example."