Recent Tutoring Session Reviews
"We reviewed an article the student wrote for the school newsletter, and an email draft intended for a member of Congress through a housing authority constituent."
"The student focused on writing some clear paragraphs for an earth science project that he is hoping to become involved in."
"Today we corrected the student's bibliographic essay about Charles Chesnutt's The House Behind the Cedars, and created some content and a basic outline for her paper on Stephen Crane."
"He is currently on page 137 of a novel. I reminded him to let me know when he has a major task to complete in Social Studies and English that he'd like for us to work on. During our first writing task, he did not organize his thoughts very well. In a second, more guided draft he did a much better job, creating a coherent, well-structured draft. During today's session, we looked at a webpage about persuasive writing. This will hopefully help him for upcoming persuasive writing tasks in social studies. He wrote a response based on the text in a persuasive format. Then, we evaluated it based on the persuasive writing tips. We ran out of time, so we will revise the persuasive writing response during tomorrow's session based on the tips and our evaluation."
"He worked hard to prepare for writing his in-class essay because he is only permitted to have the book and an outline. We discussed major themes and literary elements the author used. He is beginning to think more critically. I helped him probe deeper to see the larger story the author is conveying so that his analysis does not summarize, but analyzes major themes that support his thesis. Once he discussed the story, I helped him brainstorm what he shares, and then edit his work. He should do well writing the essay."
"His teacher assigned him test corrections for homework, so we corrected the multiple-choice together. I had him tell me why he chose his original answers, and then we discussed why they were incorrect. I then had him find the correct answers and explained why they were correct. He seemed to understand the reasoning. We then worked on answering the short essay question. We reviewed his original response and discussed what was missing. We then looked at the teacher's RACE rubric before beginning the essay. I helped him create an opening sentence, and then guided him as needed while writing the rest of the paragraphs. He needed a great deal of prodding to complete the short essay but was able to compare his finished essay to the rubric independently and make additions as needed."