Recent Tutoring Session Reviews
"The student is using his break to get ahead. Admirable! We went over the new grammar in Stage 37 (perfect active and passive infinitives) and did the practice exercises which compare the use of statement to indirect statement. He did very well. We actually got through 2 translations. His Latin pronunciation is very good and, unlike most students, he does not hesitate to read. He translates very methodically and he really knows his cases and how to translate them. We need to spend a bit of time on verbs. He wanted to translate and then go over any grammar points when we came to them and that, I think, worked out well. We especially went over passive periphrastics, ablative absolutes and deponent verbs."
"We finished Richard LaFleur's book. Translated a short passage from Cicero. We discussed some Roman literature, the good Latin of St. Augustine and the bad Latin of Lucan. The Oscan influence in Roman society."
"This session, the student and I edited his journal response, focusing on capitalization and several grammar concepts (although with fragments, singular followed "of plural" remaining singular, etc.). From there, we worked through his monthly Latin progress response to find an article which considered the class system in Rome. Finally, we continued his outline of reasons for the fall of Rome. For next session, the student should complete a one page essay considering why Shakespeare uses the star-related similes and metaphors in Romeo's "but soft!" speech. He will quote directly from the text at least once in this essay and establish a strong thesis statement (for instance, "Shakespeare uses such similes and metaphors to compare Juliet, his beloved, to the heavens."). This essay, using a particularly poetic piece of text with visceral language is meant to practice engaging with the elements of language on a line-by-line basis."
"Today, the student and I reviewed some of the expressions that we had learned from the various passages that we read in his textbook. We went back to each new expression that he learned and used them in various contexts to fully understand the meaning of each expression. I also had him come up with his own examples to make sure he understood. We then divulged in a cultural activity for the last few minutes of the session, since he had recently acquired a deck of Korean flower cards."
"The student and I did our final review for her Japanese final on Wednesday. I am confident that she will perform very well on the exam."
"We kept reviewing and working on the worksheets from school. The student is pretty good with reading. She continues to practice writing the characters and pronouncing the vocabulary with the right tones."
"Reviewed "15 most useful Chinese phrases" and "Where is ________?"; continued with "Green technology" news."
"Reviewed all of the vocabulary words since the first session. Reviewed both of the students' books."
"The student and I spent the session completing his Mandarin assignment. He was to re-write the story behind the moon festival in Chinese culture and include two traditions. After completing that assignment, we worked on his other homework assignment for class. We also discussed what macromolecules were and why they were important for sustaining life."
"Today we reviewed expressions of quantity: the partitive with the articular preposition, qualche, alcuni/alcune, and un po' di. The student was unsure at first since all of these expressions translate to "some." After I explained that the difference between them is not in meaning but in form, he quickly came to master the correct formulas. His vocabulary, recognition of gender and of number, and ability to explain grammar continue to improve each week. We had a funny misunderstanding when he pronounced "pesche" (peaches) like "pesce" (fish), which makes a great deal of difference in a fruit salad! I hope this comical mistake will help him to remember the importance of pronunciation and the rule for how to use "h" in Italian. In our exercises we continued to work with the passato prossimo and the agreement in gender between the past participle and the direct object pronouns. As for what concerns pronunciation, we practiced the pronunciation of elisions with the pronouns lo/la. If he continues to work hard, he should be well prepared for his final exam."
"We began today's session with a brief review of first and second declension nouns and of the present tense of the irregular verb "esse." I then introduced the student to adjectives of the first and second declension, and we practiced writing out the charts for different adjectives several times. We then focused on adjective-noun agreement, emphasizing the rule that adjectives agree with the nouns they modify in number, gender, and case but not necessarily declension. This is one of the most difficult points of grammar for beginner Latin students, but she mastered the concept quickly. We then covered the present active indicative of first and second conjugation verbs. Finally, we practiced all that we covered in the session by doing some of the exercises in the first five chapters of the textbook. I instructed her to learn the vocabulary of the first five chapters and possibly the first ten, and also to practice the conjugation of verbs in the present tense and the declension of adjectives of the first and second declension."
"This session, the student wanted to work on understanding the various technical terms we use to describe Latin grammar, so that he'll always understand what he's learning or being asked for. So, we went through the nominal system, talking about the terms for the different cases, what a declension is, etc. Then, we went through the same process for verbs, discussing the tenses, moods, etc. Finally, we reviewed the parts of speech."