Recent Tutoring Session Reviews
"Today's session went very well. The student has shown demonstrable excellence in math and science, with an ear for the written word and English syntax. I think now we will begin focusing on more long form practice (full sections). I look forward to our next session!"
"Today, we focused on reading. She has a lot of trouble with the prose and NS passages but does much better with the others. We're working on adjusting the amount of notes she takes to find that perfect balance for her."
"For our second session, we went over the English section some more with a test that he worked on a little in his own time. We looked at the problems that he missed and discussed not only the correct answers but also techniques that could be used to catch what the test-makers are trying to test on and thus focus on finding the best answer. We talked about picking out the keys to each question and making sure that an answer is not only true (as many misleading answers often are) but also satisfies every aspect of the question. We concluding by looking at the Science section for a little while, talking about the structure of the section as a whole, and basic techniques to use for the different types of passages."
"Today was my first session with the student. I helped him formulate and write down his goals. I walked him through a general overview and introduction to the ACT, including what to expect on each section of the exam. Then we spent the bulk of our session working through the Reading section and assessing his strengths and weaknesses in that area. After we worked on 4 practice sections of Reading, we spent a short time looking at the English portion of the test. I advised him to purchase another larger prep book with multiple practice tests and work on one subject of the ACT per day until our meeting next week. Next week we will work on English and Science and perhaps move on to Writing as well, depending on time. He is very intelligent and is taking to the test well so far. I believe he will have no problem reaching his goals."
"We reviewed the student's previous practice exam and discussed strategies for non-standard English problems. We went over several science passages and discussed the importance of understanding the viewpoints' differences, similarities, and main ideas in the Comparing Viewpoints passages."
"We reviewed some of the information from the diagnostic materials and began working through a review of some nuanced math concepts including number theory, geometry (triangles), and trigonometry. Then we transitioned to a concept review of misplaced modifiers and gerunds for the English section. Within just a few minutes, the material came back to him."
"Excellent progress was made throughout the first session. The student is continuing to improve his already impressive scores."
"The student and I met today to go over the results of her science practice test and to discuss the written option for the ACT. Her science practice test definitely showed that she is heading in the right direction. She went from a 14 to an 18. We talked general strategy, since she said she ran out of time. And then we went through the exam and talked through the answers she missed. She did well on questions that asked her to interpret what was there on the page, but she needs to continue to work on prediction, extrapolation, and inference. We talked through the writing section, next, breaking down what graders are looking for--thesis, context, supporting points, solid conclusions. She wrote a practice essay that had good supporting points, but was missing the rest, so I gave her a newly formed "stance" question to write to, and asked her to reformat her answer for next week. Also for next week, she is taking a reading and a science practice test from her ACT book."
"Using the review ACT book, the student and I reviewed key grammar concepts (subject-verb agreement, pronouns, conjunctions, adj. and adverbs), punctuation (atop, go, pause) and rhetorical skills (style, usage, tone, order). He quickly grasped the grammatical portion. We will continue working on English rhetoric skills and move forward to reading."
"The student and I reviewed the reading and science test she finished for homework. We briefly discussed science questions about scientific method. Her reading score was higher (24) than her original score (19). We will also work on strategies to use if she gets confused while reading so that she will have a way to calm herself down during the test if she starts to feel panicked."
"For this lesson, the student and I first talked about how she did on the practice test and her general concerns. Since math seems to be the section she has the most difficulty with, we focused this session on that. We talked about the types of problems she had trouble with, went through a practice section and problems in it, and talked through the basic concepts covered and strategies for them. For the next session, she will continue to work on practice sections."
"Today, we covered ACT English and reading. For the English section, we reviewed the work she had done last week, which included identifying key parts of speech in each sentence. She did a better job at this but still missed some subjects and verbs. Overall, she is showing improvement though, consistently getting about 10 of 15 correct in each passage. When we began, she averaged about 50% on these. We finished up by doing a reading section, which was a challenging section, and she got 6 of 10 correct. For homework, I asked her to do two reading passages and also outline each paragraph to help her work on finding the main ideas. Moving forward, we'll continue working some on English, but it won't be as exclusive as it has been until now. We'll add math and reading to the focus, and I'll also have her do some science problems each week just to get some practice in."