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Award-Winning English Grammar and Syntax Tutors in Houston, TX

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Private In-Home and Online English Grammar and Syntax Tutoring in Houston, TX

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Session Summaries by English Grammar and Syntax Tutors

English Grammar and Syntax Tutoring review by Mercedes in Houston, TX
In our final session, the student asked that we look at her revision of her analysis of Hester Prynne and Dakota Fanning. She identified a few areas which concerned her, so I tried to address those with my edits of her paper. She thought some points went on too long, so I bracketed a few sentences that could be combined or worded more concisely. She felt unsure about some of the similarities between the way these different women use their clothes to challenge their communities' expectations of the female experience. Rather, we concluded that these women each asserts their identity by holding a mirror the their communities' moral conventions, as other people react more aggressively to each of these women's clothes than they do themselves. She had asked that we try to work on two other papers, but it's difficult to relate these two disparate works (the novel and the advertisement), so this discussion took some of our time. With our last thirty minutes, she asked that we turn our attention to a different assignment that evaluates recent adaptations of "The Scarlet Letter". She asked how to critique differences between the original text and adaptations. I suggested she pay attention to the way the changes of each adaptation effect the reader or viewer. For example, the film "Easy A" heightens the communal shaming to a comical level as Olive directly teases and provokes those that try to use her own sexual appearances as an invitation to victimize her. Like Hester Prynne, she staunchly refuses to publicly break beneath others' prejudice and instead aims to change her peers perception of female agency and sexuality as merely a component and construct that receives disproportionate attention. I hope that she has found our work together helpful and insightful. Thank you so much for the opportunity for this educational collaboration!
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English Grammar and Syntax Tutoring review by Lindsay in Houston, TX
The student and I worked on reviewing the book he is reading in school. I downloaded some appropriate learning activities, worksheets and study tools related to the book. Together, we put together a review plan for each major section of the book and each major character. We did character profiles and timelines for the work. We also discussed the themes of the work.
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English Grammar and Syntax Tutoring review by Brian in Houston, TX
The student and I worked on developing essays from writing prompts. I provided a list of 8 types of essays that the student will be have to know how to write before the end of high school. We discussed these types of essays and then completed a writing exercise to clarify the lesson. The student then developed a compare and contrast essay for practice. This session went well.
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English Grammar and Syntax Tutoring review by William in Houston, TX
We first worked on a review of his chapter 11 vocabulary assignment. Following that, the rest of the session was spent on an exercise in learning the 11 steps of revising a rough draft. I had the student type on his computer a short paragraph which was loaded with grammatical and diction errors. Then we went through line by line making the necessary corrections to make the paragraph more specific and appropriate.
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English Grammar and Syntax Tutoring review by Alice in Houston, TX
We reviewed 20-25 new vocabulary words that I prepared today. We talked about past, present, and future tense. We discussed types of movies, genres, characters and actions. We also practiced pronouncing more difficult vocabulary words and incorporating them into sentences.
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English Grammar and Syntax Tutoring review by Samuel in Houston, TX
Today we discussed the student's English project, where she had to piece together various poems she studied over the term and use the pieces to compose a poem of her own that reflected the historical period of the poetry. She first had to come up with a theme that would tie the poems together. We had fun trying to pick out lines together and trying to work them with one another. The student initially wanted the lines to rhyme, but we quickly found that that would be too difficult. In the end, she found the different lines, and we discussed the meaning behind each poem so that it would make sense with how each line was used in the student's poem. The student will finish the project by writing the description paragraphs and compile a Works Cited page for the different poems used.
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