Recent Tutoring Session Reviews
"Today we worked primarily on reading comprehension and short answer responses. We really were focusing on the split between just answering a question and developing this to answering a question and backing it up with a solid, well thought out explanation. Great session!"
"The student completed the essay that was started the previous session. The essay is a very strong first draft. We also began a chemistry lab write up report. There were no scores or extra practice necessary. Also, no concerns for this session. The biggest issue for today was getting started with the essay writing."
"The student and I continued to work on characters with The Odyssey and referenced the list his teacher gave for an upcoming exam on the first 10 books. He will continue to work on getting the rest of the characters broken down so he can continue to reference this throughout his reading. The syllabus for the class said notes could be used. He will confirm this when he goes back to school on Tuesday. We worked on writing more descriptive sentences for his papers so that he becomes more comfortable with the writing process so it becomes easier for him. We also worked on paragraph structure and outlining and how detailed it can be so it is easier for him to write an essay in class utilizing some tricks."
"Today the student and I covered writing an essay. We went over an essay which she wrote for class for which she received a grade of 75. I asked her questions about what she wrote so she would understand where she went wrong and why she received the low grade. We discussed our plan going forward."
"Helped construct outline to English essay about high school graduation requirements. Discussed formula for writing essays, including introduction (hook, transition, thesis); body paragraphs (topic sentence, evidence, support), and conclusion (restate thesis, call to action). Reviewed History essay about Cuban imports and exports and discussed tips to improve organization and writing."
"- We went over the student's schoolwork, books that she is currently reading, and vocabulary test scores. We did introductions and set goals for the next few weeks of working together. - This was the first session, so we only reviewed the grades that sh"
"I brought in an award-winning student poem that we read together and discussed at length. Then the student wrote a prose poem of his own in which he used the image of the changing colors of tree leaves as a continual point of comparison. I gave my feedback and asked him to write a revised draft as homework."
"I answered the student's questions about his writing assignment from his teacher. I brought in materials to help him learn to recognize and avoid passive sentence construction, and practice with the proper use of commas. We worked on creating a list of 60 prepositions together. He worked hard and was respectful."
"Today our focus shifted from TDEC and poetry analysis. The student showed great skill in analytical thought. We focused on being sure to give clear details in correct order. We discussed imagery and the importance of tense used to shift timing."
"We reviewed and discussed errands summer writing assignments including short story synopses and his essay on the novel he was assigned. The student's writing is generally strong, with minor technical flaws. Proofreading and providing consistency in punctuation for stylistic elements such as headings or titles of works is one area in which improvement can be made quickly. His grasp of content is very good."
"She brought her writing essay to the session. We went through the essay slowly and carefully, looking for ways to make her writing clearer and more concise. We went through the essay slowly and only got about halfway through, so she wanted to schedule another session before next Monday. I told her I'd be willing to if the time worked out, but asked her to continue going over the essay herself so I could review her own revisions when we next met."
"Today's session was split between discussing "A Wizard of Earthsea" and discussing "To Kill a Mockingbird." In our ongoing analysis of Le Guin's work, the student did a great job of analyzing the text and identifying the significance of various important quotes within the reading section. He was also able to accurately focus in on character changes, ambiguous sections of the text, and separate turning points in the coming-of-age narrative. In beginning to discuss "To Kill a Mockingbird," we focused on discussing point-of-view, reliable vs. unreliable narrators, and mapping out character traits from the text, as based on the beginning of the story."