Recent Tutoring Session Reviews
"I reviewed a narrative essay that the student wrote during our last session. I brought in two poems that we read together (one focused on symbolism, the other utilized repetition and rising emotion). She wrote similar poems of his own. Then we did a creative writing exercise in which she described colors (and later emotions) using similes/metaphors/personification based on the five senses."
"She wrote a narrative essay using simile, metaphor, personification, onomatopoeia, and all around descriptive imagery. She did very well. Next we did more descriptive writing and we discussed what we would write about next time."
"During today's session, we completed work on polishing and discussing the student's essay on Poe. The first part of the session was built around creating a solid and interesting conclusion which would do more than restate main ideas. We then focused on polishing the essay to make it as strong as possible. At length, we discussed various grammar rules, especially focusing in on comma usage and sentence structure. By the end of the session, I believe he had an essay he could be proud of and use as an example for future analytic work with a strong structure. For Thursday, I asked him to have at hand some of his terminology notes from English, and we'll also be discussing "The Scarlet Ibis," as related to these terms."
"For this session, I created some writing practice sheets. The main focus was diction, and so the student used the thesaurus and dictionary to find more interesting or complex words for simple words. He also worked on paper mechanics, so we practiced analyzing a prompt, brainstorming ideas, formulating a detailed outline and thesis statement, and drafting. He did a nice job as usual, and I have seen a marked improvement in his word choice. Although, he did struggle a bit with recalling how to form a detailed and organized outline. He seems to want to jump straight from brainstorming to drafting. I tried to emphasize the benefits of laying out content and having your ideas organized to save time and be more efficient. I think with more practice the student will improve at the writing process as a whole. His writing overall is looking good!"
"The student wrote a paragraph describing soccer. When he was done we discussed order and rearranged a few sentences, then went on to talk about the structure of a paragraph and whether or not he felt his paragraph met those standards. He wrote a thesis statement, and from there we pulled facts from his paragraph that would support that statement. He then wrote a concluding statement. Next week we will work on taking all of the parts of the paragraph we worked on, and put it together into one full paragraph."
"Spent session with the students working on use of a semi-colon, parts of a sentence, and then splitting time between the two with their individual needs. We focused on comma splices, fragments, and run-ons. We went over what all of these things are and then wrote notes about how to identify them. One student was left to edit a paragraph she had already written, and make necessary changes. The other was assigned to re-write a preexisting paragraph from an old essay."
"The student and I reviewed her assignments for both English and History. We discussed briefly the background (historical, political, biographical) of Angela's Ashes, which she is reading as part of an extra credit assignment for her history class. We developed a rough schedule for the reminder of the semester to ensure she is on track with her assignments."
"We did a practice exercise, practicing vocabulary and reading comprehension. The student also told me he had looked up several words he didn't know during the course of the week. I gave him a minor assignment to write a little bit about a book he's been reading for class, and to share a reviewed writing assignment when it is returned."
"We worked on revising one of the student's English assignments and went over material for his history test tomorrow. He continues to do well in all of his classes."
"We reviewed his writing assignment and revised it for repetition, fluency and clarity of thesis. We spent time on his English assignment for "To Kill A Mockingbird." He has to answer a question, embed a quote and explain the quote in detail. We revised his original response and talked about the text. We played an improv game that involved building details and coming up with ideas on the spot. He applied what he learned to a brainstorming strategy for the day's writing prompt. He outlined an essay and wrote it. We talked more about supporting details and how to ensure details are specific. For homework, he is to use the new brainstorming strategy we tried and write another expository essay."
"The student and I worked on the informative essay he is writing for English. He is adapting it from the outline we wrote last week, so we were working on how to flesh out an outline to make it an actual essay. I left him with a basic format to follow for each body paragraph: topic sentence, introduce the evidence, provide the evidence/quote, and then analyze the evidence for at least three pieces of evidence per body paragraph. He will work on that for at least one paragraph and we will talk about it tomorrow."
"Joint session with the students. With the first student, we reviewed level 21 and introduced level 22 spelling words, then completed his Fred Astaire research project. With the second student, we reviewed level 21 and introduced level 22 spelling words. He completed a free writing exercise. With the third student, we reviewed her school project on her academy. We reviewed level 1 and introduced Level 2 spelling words. We worked on her Mayflower diary assignment."