Recent Tutoring Session Reviews
"The student and I discussed her class assignments. She wrote an essay after brainstorming a topic. She struggles with repetition, extending vocabulary, and using appropriate punctuation."
"With each student, I worked to become familiar with their strengths, challenges, goals and opportunities in English both generally and in the specific contexts of their English classes this year. Each boy was attentive and responsive. I had the first student write sample paragraphs for me after creating the types of prompts he is expected to respond to in his English class. We discussed the structure of these paragraphs as well as their content. I think he would benefit from work on constructing complete thoughts in three-, four- and five-paragraph formats. I assigned him reading comprehension homework. I want to see if his reading comprehension is as strong as I suspect it is and to spot any gaps in his understanding. The second student and I dug into a discussion about writing responses for school work and essay work. Specifically, he seems to understand that he is doing more summarizing than work that has significant breadth and depth. I took some of his history essays home to study, as he has yet to write any essays for his English classes. We also discussed the concept of active reading. I assured him that I can teach him how to do so in productive ways."
"First meeting with the triplets. They were focused and stayed on-task the entire time. I provided exercises to evaluate their writing and grammar skills, which they passed with flying colors. We then progressed to some writing exercises. I taught them "clustering," a method to help trigger ideas, then showed them how to shape their ideas into a letter written with the goal of explaining something to someone. They understood the concepts and applied them easily, while each child retained his or her individual "voice." Future sessions will focus on different types of essays and the writing and organizational skills required to execute effective essays. I did not give any writing assignments to prepare for the next session, but I asked them to bring me specific examples of the kind of writing they have to do for school -- copies of assignments, etc. -- so I can get an idea of what type of writing they are and are not required to do for school. I will then give them projects and assignments which push them beyond what school is doing."
"We discussed the student's essay for the summer high school research academy. We used Google Docs to do simultaneous edits. Reading out loud was key in our process. The student had lots of input, and he is now happy with the essay. The practical act of collaboratively writing helped him to build his overall writing skill set. I was proud of him!"
"We covered the student's paper on Descartes' dream argument. It was more about working out a bunch of small problems. The student seems to be thinking carefully about the topic. We continued a discussion of some of the strategies we introduced in our last session - for instance, reading one's paper out loud while proofreading. She will be putting the finishing touches on the paper. I think a win is that the paper is now more focused and well organized."
"We covered the writing process, going over prewriting and drafting. The students used a graphic organizer to write a paragraph expressing an opinion, and why they have that opinion. Both boys did well coming up with ideas and filling out the graphic organizer. They finished with the rough draft phase."