Recent Tutoring Session Reviews
"Completed exam assessment. Revised paper 3, completing draft 2. Completed course discussion board work."
"Today we spent about one hour and 15 minutes on English and preparing the student for his in-class, timed essay on Monday. We read two of the three articles supplied for the one of three prompts (used the first prompt as an example). He read all three articles before, for his class, but we re-read two of them together so that I could offer him live, tangible examples to think about when writing his future essay. I again showed him how to annotate with single words pulled from the prompt in his readings. We discussed how an already established idea of a theme between the readings will help him establish a theme for his essay. Next, we discussed understanding the prompt. This is where I felt he had the most trouble. We defined all the key words in the prompt so there was no loss of definitions. We then reworded the prompt in simple language. Next we followed his professor's 8-sentence intro paragraph formula and made example sentences of all the categories she listed. We identified aspects of the prompt in the readings and formed a thesis idea...and then a thesis statement. We went over thesis statements and how they should be ONE SENTENCE, direct statements about WHAT IS TO BE ARGUED. That is it. Only what is to be argued, no emotion, no commentary....just what the essay will argue. This is a very new idea for freshman college essayists, so I want to make sure he understands, and I will be conducting thesis writing exercises in preparation for his next take home essay. We spent about 30 minutes on linear algebra again, covering yet a third way to solve matrix equation systems - the simplex method. We consulted the notes he took in class and I walked him through the steps and reasons behind using the simplex method. I had to resort to the concepts behind matrix equations and RREF so that he could understand the reasons behind the work. He is a very conceptual learner, it seems, which will prove successful for him in college."
"The student and I completed a practice ACT English test to continue to improve her grammar, punctuation, and essay organization."
"The student outlined a practice essay, and we went over Spanish exercises for the verb tense he is currently studying."
"During today's session with the student, we worked on her English homework. She was presented with three poems by Poe and was asked to circle vocabulary words that she didn't know the meaning of, define them, write down the meaning of the poems, and ask two questions about each. She was then asked to state how she could tell Poe wrote each poem. To begin, we read each poem aloud and learned how to break up the lines so that they were easier to understand and dissect. Then, we went through each part, defining words and understanding the meaning. She was quite engaged, thought critically, and was able to understand the deeper meaning when conversing about the poem as a whole. She was able to think about each poem as a whole and write down her two questions. Overall, she gave an amazing effort and easily identified the factors that characterized Poe's writing. With a bit of coaxing and explaining, she did a good job putting all of the pieces together to complete the assignment. Our next session is on Monday from 4-5:30 p.m."
"Studied vocabulary for English literary elements test. Math homework/ review on solving for % change and polynomial equations."
"We went over and reviewed English grammar (e.g. parts of speech). Taught the student how to develop and write a five paragraph essay using the PIE formula."
"We worked to make comprehension notes for "And Then There Were None" as well as reviewing math homework and some additional math practice. I encouraged the student to find guided reading questions to help him with comprehension. This will help him read with purpose."
"I worked with the student on his persuasive essay. We looked over his outline together, and I gave him feedback on his first couple of paragraphs."
"Assisted with in-class essay preparation, specifically drafting thesis statements and topic sentences."
"This was my first session with the student. As we work towards the long-term goal of preparing him for his standardized tests, we focused on both English and math. This first meeting allowed me to become acquainted with his learning style and habits. We read from Lemony Snicket's, "A Series of Unfortunate Events." He read aloud as we worked together to sound out words and make inferences about the ones he did not understand. We then moved on to his math homework, which consisted of single digit multiplication tables, subtraction using "mental math" shortcut techniques, and some very basic division."
"The student is completing a brainstorming assignment to help her prepare for writing a persuasive essay. She already had chosen a core topic, identified a target audience and begun looking for sources. We discussed potential further sources, took notes to organize her supporting arguments and looked for ways to link these to the audience's interests. The specificity of her descriptive language continues to increase, and she is making strong, purposeful decisions about how to organize her writing."
"I worked with the student on her Hitchcock film class paper, and her speech class (she had to give a presentation)."
"Today the student and I covered English composition an linear algebra. We discussed his prompts and the grading scale used by his professor, focusing on what exactly she expects from each student's essay. We discussed colloquial language again and how to choose more direct ways of saying insightful commentary. We discussed active reading and annotating - which is very important for his in-class, timed essays. I taught him to simple make short, one word annotations using key words from the prompt so that a sort of mini outline in formed along the margins of the article he reads. For linear algebra, we covered the rest of his 1st exam, solving the last problem which he did not attempt on the test. It was a RREF problem intended to have the student show clear steps of setting up the correct equations with the correct variables, translating into an augmented matrix, row reducing the matrix, and then plugging in the fixed values for the variables into the original constraints."
"The student read sight words and made some gain. We worked on blends, vowel sounds, digraphs, and diphthongs."