Recent Tutoring Session Reviews
"We went over types of sentences and clauses; wrote several short essays; and talked about things to work on when writing over the summer in France."
"We began our set of writer's workshop sessions. We first focused on the rules of the workshop, why we write and how we write. We then read "Charlie Goes Camping" to see how the author used details to make the story better. I then demonstrated how to make a simple sentence better by using details. The student then did the same thing, using the picture she had drawn in detail and using her words to describe it."
"The student and I read his book, "We Were Heroes," practiced underlining and wrote summary paragraphs."
"We did more independent editing. The first hour and a half was spent working on the theoretical framework, discussion, and conclusion sections of her first paper. I made detailed comments on content as well as grammatical corrections since the student is not a native English speaker. The remaining 45 minutes was spent reviewing a peer's paper, focusing on eliminating unnecessary words to bring it under the required word count."
"We did three things today, discussed A Mathematician's Lament and its structure, started brainstorming for an essay, and started learning grammar (starting with clauses). The student was able to understand my breakdown of argument in A Mathematician's Lament, but she had difficulty moving forward from a thesis/argument to how she might prove the thesis in the body of an essay. She may benefit from opportunities to read and practice critical thinking. I assigned her further brainstorming on her chosen thesis to prepare for the next session."
"We discussed a paper that the student wishes to publish. She had sent me the paper the night before, and I made notes in the margins. However, the main point of our lesson was to go over three general principles that would aid her writing: specificity, connective tissue between ideas, and personal input on the significance of her research. We talked about these three points in relation to the paper she had sent me. We also briefly read over the assignment I gave her in our last meeting. I gave her another assignment. I wanted her to write a few paragraphs on why her paper is significant. I want her to get straight in her mind why her contribution to academic literature is worth reading. We will be meeting again on Sunday."