"Today we spent about one hour and 15 minutes on English and preparing the student for his in-class, timed essay on Monday. We read two of the three articles supplied for the one of three prompts (used the first prompt as an example). He read all three articles before, for his class, but we re-read two of them together so that I could offer him live, tangible examples to think about when writing his future essay.
I again showed him how to annotate with single words pulled from the prompt in his readings. We discussed how an already established idea of a theme between the readings will help him establish a theme for his essay.
Next, we discussed understanding the prompt. This is where I felt he had the most trouble. We defined all the key words in the prompt so there was no loss of definitions. We then reworded the prompt in simple language.
Next we followed his professor's 8-sentence intro paragraph formula and made example sentences of all the categories she listed. We identified aspects of the prompt in the readings and formed a thesis idea...and then a thesis statement.
We went over thesis statements and how they should be ONE SENTENCE, direct statements about WHAT IS TO BE ARGUED. That is it. Only what is to be argued, no emotion, no commentary....just what the essay will argue. This is a very new idea for freshman college essayists, so I want to make sure he understands, and I will be conducting thesis writing exercises in preparation for his next take home essay.
We spent about 30 minutes on linear algebra again, covering yet a third way to solve matrix equation systems - the simplex method. We consulted the notes he took in class and I walked him through the steps and reasons behind using the simplex method. I had to resort to the concepts behind matrix equations and RREF so that he could understand the reasons behind the work. He is a very conceptual learner, it seems, which will prove successful for him in college."