Recent Tutoring Session Reviews
"During this session, we covered ACT reading, English and writing. For the reading, we reviewed two science passages. The student's accuracy was much improved since he first started receiving tutoring. I am confident his reading comprehension is on point to receive his target score. To push his comprehension, though, I showed him how to find research articles on a college website and suggested that he find one to read before the next session. This way, he gets used to the scientific/research writing that he is most struggling with on the ACT. This will also help him build some background on the science topics to aid his comprehension and overall science score. We worked a little bit on English/grammar, and I noticed he is able to point out errors when he knows what to look for. For example, if I tell him that he should check the commas, he can tell that the clause should be separated, but if I do not remind him to check, sometimes he does not identify the error on his own. I suggested that he try another English section before next session, timed, and that we will work more on the grammar. There is definitely improvement here. Lastly, we tried a timed writing. I modeled how to analyze the prompt and how to consider other viewpoints in the writing, and for next session, I asked that he choose a prompt and begin the analysis and brainstorming process. That way, I will be able to guide him through the writing step by step."
"The student did extremely well on his practice Reading section, only missing 3 questions. Today we looked at the ACT Writing and English sections, discussing the essay in great detail, since he has not done one before."
"The student and I met today for another session. We decided to work on the Science section because that is the only section that we have not touched on yet. The student sometimes gets bogged down in the superfluous information given by the test makers in this section. As we went through these problems, I showed him how to focus in on keywords and pare down all the info they give (for instance, if they say to look at a "beaker" that is only used in Experiment 2, don't even look at Experiment 1 because it will only waste time). Also, on the passages with conflicting viewpoints, I advised him to jot down a one sentence summary of each viewpoint so he doesn't have to reread the entire passage every time a question asks about a specific viewpoint. I also tried to fill him in on the background of these passages. I think the ACT requires kids to have a decent background in science so the student can anchor the passage in what they already know. After explaining the background of these passages, they were a bit clearer to him. Hopefully, this realization will help him pin these passages to things he already knows. At the end of our session, I gave him some notes to keep in mind as the test approaches and urged him to work with the flashcards so he can keep all the concepts he needs in his head while he waits for the test day to come. I wish him luck with the test and whatever endeavors he takes on in the future!"