Recent Tutoring Session Reviews
"The student is continuing her work on an essay that incorporates a book review with self-reflection on her work shadowing an OT in a residence/treatment facility catering to older patients. Her essay also involves general career-based self-reflection and career-based goal setting. We talked about essay structure, brainstorming techniques, and especially syntax and diction with regards to sentence variety and striking a balance between sounding academic enough to convey content authority and writing simply enough to facilitate clarity and comprehension for the reader. We played around with fine-tuning the sentences and eliminating unnecessary narrative details, as well as generating introductory ideas and looking at various intro "template sentences" that she can use throughout her academic career. She also had some more specific grammar questions that we researched, using my books and tablet."
"We worked on the revisions the student's professor provided regarding her road map. Then we worked on revising her literature review and the analysis making sure her thoughts were concise and coherent."
"While I reviewed the student's Napoleon essay, he reviewed capitalization by completing two worksheets. We then went over the essay together, he it shows just how far he has come already with logically piecing his thoughts together so that they flow! There was not even one time when I did not understand what the student was communicating in his essay. He does need to keep practicing with syntax and grammar, and on the next lesson we will review commas and keep working with complex sentences. The student had not finished his diagnostic tests yet for his ACT study prep, so I wanted him to complete that before we dove into preparing for the test. Therefore, next session we will begin ACT prep in earnest. My guess is that he will benefit most from the grammar/syntax rules that we are already reviewing, since his reading comprehension is excellent. We then went on to a new essay topic- comparing and contrasting Jacques-Louis David's "The Death of Marat" and Hokusai's "In the Well of the Great Wave." We got as far as preparing a thesis together, and so the student will have the chance to create his outline and write his first draft by himself. I am very excited to see both! It was another great session!"
"The student and I began the session by going over the twenty vocab words that he's learned from the list of one hundred most common words on the ACT. Then he did a practice reading section, and got a score of eight out of ten. Then we worked extensively on the ACT writing section, including the difference between an argument and an opinion. I left him with a good amount of homework to complete before our next session."
"The student and I began working on a DBQ today. We discussed the topic and main question, and then she read a brief background essay and completed a "pro vs con" exercise to get her thinking about her stance. I also had her expand on the ideas generated in her pro/con exercise to write some practice hooks (using fact, quote, and analogy strategies). Her homework is to read through the DBQ's supporting documents."
"The student and I briefly discussed his interests and goals. Afterward, he read aloud an 8th grade passage. I then created the following argumentative prompt for him to respond to: "You just read "California and Mesopotamia: Similarities and Differences," which detailed information about the economic development of California and Mesopotamia. Using information from the article, write a multi-paragraph essay describing the extent to which you agree or disagree with the following: "Geography plays a key role in determining economic promise."" Together, we completed the planning (outline) and introduction to this essay. We will complete the remainder at our next session. I noticed that the student could benefit from paying more attention to cause and effect relationships when he reads. I will discuss this with him in detail."