"This session, to bridge the gap between being able to identify grammar components and sentence structure like independent clauses, dependent clauses, subordinate conjunctions, etc. and combine select components to make viable sentences and manipulating language to ensure descriptive, but concise writing, I had the student complete several exercises surrounding a small passage from a short story. The exercise required her to identify what emotion the author was trying to elicit with her writing and then select one sentence of interest to break down (by part of speech, among other things) and put back together (with different word choices, but maintaining the same meaning or comparable wording but with a different meaning). She did not have difficulty with this exercise or understanding its purpose (being able to pick apart her own writing as a critical reader/editor), but found the passage, itself, unsatisfying. We talked about this a bit. She enjoys storytelling, emotional hooks, and putting text in context so the fact that she was being forced to engage with a small snippet from the middle of a book made for a bit more challenge. From here, I had her identify the compound-complex sentences and other grammar components in the passage. Other than needing a brief refresher on subordinate conjunctions, she did a good job of underlining and labeling the passage appropriately. I then asked her to build a story -- to paint a picture -- from the details included in the passage. In the spirit of the Socratic method, I asked her various how, why, and when questions about the two characters involved in the passage as well as the rationale behind the primary character's father's secretary trying to assist her. I then pushed her to come up with, record, and ask herself questions to help with building a foundation for her own version or interpretation of the story. To extend this exercise just a bit further, I gave her the option of including text before the passage in question or after. Ultimately, she decided after would be best for developing the story at hand. We intended to take some time with the edits she promised to make on her reflective, free-flow journal piece, but due to a saving error she did not have the edited version she planned on printing for review during this session. Her plan is to have the piece (and the show and tell assignment that flows from it) completed by/for next session."