Recent Tutoring Session Reviews
"During this session, we worked on expository essays. Student and I discussed expository organization and the most common organizational approaches: order of importance (both ways), sequential, and compare/contrast. He chose to organize this paper in order of importance from least to greatest. After discussing organization, he finished the essay by reordering the body and adding an introduction and conclusion. The finished essay was very good. He and I went through the rubric together and I gave him a three on the essay. We talked about his improvement and then about homework for the weekend. I asked him to use his persuasive essay skills to argue why he shouldn't have homework over the weekend. Real life application worked well for him; he wrote a very well-developed paragraph about why he shouldn't have homework this weekend. Instead of giving him the essay prompt I had picked out, I told him he could write two paragraphs about Wimbledon - which was his reason for not wanting homework."
"Today we focused on grammar. We looked at independent/dependent clauses, punctuation, verb tenses, and more."
"The student and I have focused on writing for the last few sessions. Today we worked on a full essay and the open-ended response questions."
"We are focusing on working within the time limit, as the student is very knowledgeable about the math itself. This time we had a particular focus on the student response sections."
"Today, we discussed strategies for the reading section and practiced the strategies through timed passages. Furthermore, went over math content in the latter half of the tutoring session."
"In today's session, we covered coordinate geometry, common grammatical mistakes, science charts, and humanities reading passages."
"The student and I worked through the science section of a practice test. She did well overall, and I expect her to improve further if she trains herself to pay close attention to the details in both the questions and answer choices. We also worked through one reading passage and one English passage, as well as some math questions in practice test 4, and she did very well on each of these."
"The student started going back to test two and reviewing problems from that exam. I assigned reading of test 4 and math of test 1 as homework."
"Today we had a very productive introductory session. The student primarily wants to work on improving her score on the science portion of the college entrance exam. I told her that later on we will work on how to skim the science articles and understand them as quickly as possible. For now, however, I want her to start by reading the articles and charts slowly and carefully so that she gets used to deconstructing the types of science articles on the exam. Once she gets used to this, it will be easier for her to know what to read and what to skim or skip when she is working under time pressure. We spent the first hour and a quarter working through a number of exam practice science articles. We also made a list of strategies we had come up with during our session. These strategies included: underline important info in the articles and in the question, reread the question and put it into your own words, or even write it out as an equation and look at the chart beneath. Also make sure to review the chart because often, the paragraph is just describing the same information given in the chart. If the question asks about something that you know wasn't mentioned in the charts or in the examples given in the article, look back to the background info given in the very beginning. We discussed using the process of elimination. She also wanted to work on math word problems, so we switched to doing exam math problems. We talked about having her underline the key points in the question. She has a good sense of what to underline in a problem, so I think this will be a key strategy for her."
"We went over the writing section the student did ahead of time, and then covered a reading and writing section during our session."
"The student asked me to help him complete a practice worksheet with a few problems. Some of these he had already answered, and was able to explain clearly his work. One or two of them, however, he had provided the wrong answer, and I worked with him on determining the correct one. We also spent time working on practice problems from a set I had downloaded from the internet."
"Great session! The student and I focused exclusively on improving sentences today. He did very well and is starting to get the hang of it."