Recent Tutoring Session Reviews
"We went through the letters and sounds. He did well. We discussed vowels and consonants and how every word needs a vowel. We did rhyming where I wrote rhyming words on a board and the student read them. He did very well. We did words that ended in -at, -an, -it, and -op. We did a sheet identifying the ending sound in words. He did well, only confusing a few. I brought out a short a passage to read."
"The student did a few math activities at the beginning. She identified missing numbers in between two numbers, practiced telling time, and reviewed number recognition. We played a game where we took turns writing words and had to guess the word that we wrote. I also read a book that she already knew how to read. I would read a part wrong and she had to identify and correct my mistake. She also did a writing activity at the end."
"The student and I worked on remembering which activity happened first, second, and third. He did very well at this. Of course the material became more difficult as we progressed, but he seemed to take that as a challenge and met it."
"During this session, the student orally read from the novel. I was impressed by his enthusiasm in the book. At the end of each chapter, I quizzed him to determine his comprehension. The student's responses demonstrated that he understood the text very well. I was pleased!"
"Today the student and I worked on reading comprehension and understanding the main purpose of the passage and different writing styles and how those styles affect the author's purpose. We also discussed author's purpose against the author's position. The student is working on themes and the theme of the novel he is reading along with documenting examples from the text and turning it into an essay. For Math, we covered ratio, percent, and proportion and converting fractions, ratios decimals and percents and application to real world problems."
"The student has been writing analytical essays in response to prompts from past AP English exams as part of her AP English course, and she is now rewriting an essay in which she analyzes the Inquisitor's use of rhetorical devices in a passage from George Bernard Shaw's play about Joan of Arc ('Joan the Saint'). In today's session we assessed her original essay in light of both the guidelines set by the AP exam prompt and her teacher's comments. First, since the teacher noted that parts of the essay should be stated more clearly and succinctly; I illustrated the fact that good writing must strike a balance between accuracy and brevity by having her rewrite her thesis statement in the fewest possible words, which we then compared to a fully accurate (and hence much longer) statement of her thesis that I had written, and we discussed the desiderata that should guide the balance. Finally, I suggested that she practice extracting the argument from other past AP exam essay questions by first skimming for the conclusion of the reading then assessing the relationship between each sentence of the reading to that conclusion. I suggested that once she had thus extracted this argumentative structure from the reading, she would then be in a position to scan for the use of rhetorical devices aimed to service that argument. I also made suggestions about how to apportion her time in the actual exam to the greatest effect, in particular I suggested that she allot the greatest amount of time to sculpting a clear thesis statement, since the rest of the essay flows from that. Along with her mother, we tentatively plan to meet again in two or three weeks."