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Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"Today the student and I reviewed seeing-in and how this relates to perceptual sets. We also covered the aesthetic philosophies of E.H. Gombrich and Nelson Goodman and what it means for art to be referential or a symbol system. I helped her draft responses to discussion questions covering these topics."

★ ★ ★ ★ ★

"Today we worked on editing the student's responses to her assignment. After we went through the responses we worked on vocabulary as she added to her list of 30 words. On Thursday we will discuss the book and her journals with that book and hopefully start talking about her next book. "

★ ★ ★ ★ ★

"The student finished his essay today. We went back through his essay, looking for grammar mistakes and ensuring his topic sentences supported his thesis. We also worked on the conclusion; we made sure to reiterate the thesis, while also adding a new, but nonessential element/opinion to the essay. Finally, we began work on his next essay by brainstorming ideas to support his thesis."

★ ★ ★ ★

"We worked on second drafts of the essays they had worked on over the week, as well as finish ng those up. We also conducted a spelling test and I left a list of words that the boys should look at and learn or incorporate into their work. I assigned new essays for the week going off of the writing we did in class for student A .Right now I've encouraged him to focus on full sentences and ideas. Student B has produced very good work. Both boys do well verbally."

★ ★ ★ ★ ★

"1. Vocab review (words chart). 2. New vocab selection (words chart). 3. Argumentative essay draft 1 - use map. 4. Citations overview and addition. 5. Editing/proofreading (follow stepper). 6. Argumentative Essay Draft 2. 7. Editing/Proofreading (check for explicit details). 8. Publishing. 9. Wrap-up writing game."

★ ★ ★ ★ ★

"Introductory session. First I spoke with her and her parents about what in writing she specifically struggles with, and my preliminary plan. They also had some questions about college academic life. Once I sat down with the student, we identified her issue as figuring out exactly what question writing prompts want her to answer- this mainly stemmed from an ambiguous summer writing assignment prompt given by her upcoming AP U.S. History course. We went over what the assignment was asking, and I helped her begin to revise a first draft she had already written. I also gave her a reading/writing assignment of reading two plays by Tennessee Williams and comparing two sets of characters as an introduction to the type of work she will expect in AP English Literature and Composition. "

★ ★ ★ ★ ★

"Today was our last session! I assigned an "in-class essay" of sorts. Since they had an out-of-class essay, and I wanted to give them a longer assignment so they could see their improvement, I figured an "in-class" essay was the best way to do this. The student's assignment was to write a character analysis essay analyzing his motivations and actions as a villain. He did a quick prewrite, and then wrote a long, well-organized, articulate essay. I am incredibly impressed by the progress he's made. To end his lesson on a fun note, I read him an essay I wrote when I was his age on the same topic. "

★ ★ ★ ★ ★

"The student had not finished his draft before our lesson, so we reviewed formatting and more quotes during our lesson today. He is going to email his full rough draft version to me tonight. I plan to get on at 8am tomorrow to view his draft and make suggestions and corrections. I then will call or text his mother to let her know how long I think it will take for him to make his corrections. His paper is due on Monday."

★ ★ ★ ★ ★

"The student and I reviewed his writing journal, and then focused on an SAT essay worksheet. His writing would benefit from elaboration and expansion of his main arguments. He can work to demonstrate the nuances of his argument through examples. We chose to switch to a more concrete ACT essay prompt. We brainstormed together and he will bring the written response next session. "

★ ★ ★ ★ ★

"The student is working on a couple of small papers this week; she emailed them to me and I went over them with advice and suggestions before sending them back. I also reviewed the long paper again from more specific feed-back and ideas for more long paper."

★ ★ ★ ★ ★

"We went through some of the student's math workbooks, identifying problems he didn't know how to work and walking through it. He picks up on concepts very quickly and seemed to understand each problem. We then turned the focus to writing, introducing the assertion-evidence-analysis model of expository writing. Since he's a huge basketball fan, we read several opinion pieces by sportswriters arguing about who's the best point guard in the league, why a player is underrated, etc., and picked out the claims and the evidence used to back them up. On Saturday, we'll work on his own composition on which team he thinks can challenge the Heat this season."