Annalise CP #5

Dojun and I talked about politics today in our Skype session. I learned a lot more about the impeachment of the former president of Korea and how the voting system worked. We also talked about living expenses in Seoul and how families live when going abroad.

Jane TS#16

We decided to watch a short sitcom together and discuss how different American culture is to Korean culture. We watched ‘FRIENDS’ without subtitles. I wrote down some words or slangs I didn’t understand. We talked about the difference of the food were between Korea and America. Annalise had been to Korea so, she shared her experience. She told me that she loved the chicken in Korea and asked me how we make them. I was surprised that Annalise loved the food in Korea.

Jane TS#15

We worked on my last essay revision. I also had a short quiz on what I learned last lesson. She corrected my mistakes and I wrote them down on my note. I asked Annalise about a TV show I saw. It was an American sitcom. I asked some slangs that I didn’t understand. She gave some examples while explaining them. She also taught me other slangs that Americans use. It was very interesting and fun.

Jane TS#14

Annalise read my essay that I resumed. She gave me wonderful feedback to me. She showed me some words that should not be used in essays. She gave me back the essay to me so, I could resume it for the last time. I had 15minutes to resume it. Then, we discussed the grammar terms and some new vocabulary terms.

Jane TS #13

I asked Annalise if she could do 4 more sessions with me. So, we had 4 more sessions together! We decided to write one more essay to work on. I had 30 minutes to write about a movie called ‘Mummy’ I watched last week. After, writing Annalise briefly corrected my grammar errors. We discussed those errors together. She gave me an assignment that was to resume the essay.

Jane TS #12

We decided to work on academic writing in English. Annalise showed me different styles of writing. She gave me a quiz on grammar that she wanted me to use. We discussed what I wrote and resumed it together. Annalise showed how I could start my own resume. It was a great lesson to learn how to resume essays.

Alexa TS #13

Today (6/28/17, 7:00-9:00) I met up with Sultan for tutoring. The first thing we did was go over some verbs and their different verb tenses. This is something i definitely need to improve in because it was really hard to think of examples for some of the verbs because some of them are not used very often. Also, there were times where he would ask me why something was the way it was, and I wasn't able to give an appropriate answer because learning English was obviously different for me. I learned it as a child before really even understanding the rules, and then the rules are things that I went over years ago. It was just something I picked up without really knowing why things were a certain way. After going over some verbs, Sultan read through a story, answered comprehension questions, and summarized the story. We finished off tutoring with going over some more vocabulary and teaching him how to pronounce the words as well as defining them for further understanding. Furthermore, I helped him with some conversational English so he could talk about his brother's family. We always meet up at Starbucks, and it was cool to see him with food and a drink for the first time during tutoring now that Ramadan is over.

Jennifer TS#6

Date/Time: June 26, 5:30PM

Location: Moody's Restaurant

Topics: History of Arab music and pitas

Abdulrahman and met to discuss the History of Arab music article that I summarized for him with vocabulary.

He of course new a lot of the Arab music facts, but I thought since it was an interesting and familiar topic, it would be something neat for us to talk about. He new a lot of the words, but there were some new ones that come up quite often conversationally that are good to know like atmosphere, characterize, and integrate. 

When we were discussing the article he was able to talk about some of the time frames from when the music originated (that were known to him) and he corrected some of the information in the article. He made mention that magamat is the traditional style of Arab music and the other styles came later. He also looked up a couple of Youtube videos to show me what magamat sounded like. It was awesome!

Also, Moody's is delicious. We had a really nice chat about the article, sports / soccer terms, what happens when you invite someone to your house as a guest, and grammar in use when describing one's location and hopes for the future.

Arabic Music and Its Development   http://www.goethe.de/ges/phi/prj/ffs/the/a96/en8626486.htm

An Overview

Musicians playing music in a traditional house, Marrakesh, Morocco. Photo: Markus Kirchgessner © Goethe-Institut

Zoom

Arabic music can, broadly speaking, be divided into two styles, which can be clearly differentiated from one another: popular music, and so-called classical music. The following article is a simple introduction to the basics of Arabic music.

In the ninth century Arabic music was already highly developed. At that time the Arabs already had an extensive musical repertoire, a musical history recorded in writing, and well-trained musicians and singers who stimulated the musical life of the courts.

Two of the most important things all Arabic music has in common are a delight in improvisation, and the predominance of melodic forms. A melody is usually sung by a solo voice, which may also be accompanied by a choir. The term maqam (mode) originally means ‘pedestal’, ‘step’, or simply ‘location’. It was also used to designate a gathering in which poems were recited; later, a musical gathering was also called a maqam.

The maqamat

Many musicians and music theorists of the Arab world ascribe specific states of feeling to particular maqamat. Thus, for example, mourning is often expressed by the maqamat ‘hijaz’ and ‘saba’. The mesmerizing beauty of the beloved and all her charms are usually dwelt on in the maqam ‘bayati’.

Arabic music does not measure itself in terms of technical perfection, but by the degree of intensity and emotion in the tone, feeling, ornamentation, performance and singing. He improvises, not sticking to the basic form of the piece of music but varying it according to the time of day or the occasion - for the same piece can sound quite different played at midday or at night, as it is being performed in a completely different atmosphere. Classical Arabic music is not written in notes, as the same maqam is always improvised and performed in a different way.

Song and poetry

The key starting point for Arabic music is song. In Arabic musical tradition there is hardly any music without song. Music and poetry are so closely woven together that to this day it is difficult to discover the names of the composers of classical Arabic music. We often only know the names of the singers and poets. If purely instrumental pieces are played at all, it is usually as an introduction to a song.

A singer’s career is usually characterized by a thorough training in Quran recitation according to the traditional rules of song. There are hardly any singers who have subsequently become famous who have not undergone the hard schooling of Quran recitation. The performance of the suras is part of the cultural heritage of classical Arabic music. This is why until the 1950s almost all well-known singers and musicians bore the title ‘Sheikh’, which in this case designates a religious dignitary.

The traditional orchestra for classical music, called al tacht, consists of three main instruments: the oud, the qanoun and the nay, to which was later added the Arab violin, the kamanija. The oud, the Arab short-necked lute, provides both the rhythm and the melody in Arabic music. It has been celebrated by many Arab poets, and is the foundation of Arabic music theory.

The encounter with Western music

Classical Arabic music was nurtured and handed down for centuries in Persian culture and in the Arab and Ottoman Islamic empires. From the mid-nineteenth century onwards it was confronted with Western music – primarily by way of British colonial policy – and absorbed new elements as a result. However, during the First World War and the resulting rise in nationalist sentiment, people began to turn again more strongly to their own musical roots. The Egyptians in particular took the opportunity to develop from the Arabic tradition a new kind of music.

In 1932 the first international Congress of Arab Music was held in Cairo. Arabic music experienced a kind of rebirth. The congress is regarded to this day as one of the most important stages in the development of recent Arabic music history. Numerous musicians and musicologists from all over the Arab world as well as from Turkey, Persia and Western Europe met here for the first time to consider in detail the subject of Arabic music and engage in intercultural dialogue and exchange.

The congress cleared the way for a new type of Arabic music. It was anchored firmly in its indigenous traditions, and had rediscovered its own foundations. At the same time, Arab musicians and composers had gained considerable freedom of movement. Their orientation towards the modern age, very soon integrating new methods and techniques, was seen by many as an expansion of musical possibilities.

The most important subject addressed at the congress was the introduction of Western instruments into Arabic music. But there were also those who opposed the idea. They feared that Arabic music would lose its identity as a result. They argued that Western instruments were not suited to the reproduction of the appropriate sounds so typical for Arabic music. Time, however, has shown that a fusion of these instruments was possible.

The rabab, a precursor of the violin, for example, came from the Arab cultural realm to Europe, where its register and quality of sound were considerably improved upon. As early as the seventeenth century, Arab musicians and composers began to introduce the European violin in Arabic music ensembles to accompany the rabab. In the nineteenth century the rabab was largely replaced by the violin, which produced an audibly better tone. Modern Arab musicians were already using it in the twentieth century as a matter of course. The violin was thus the first European instrument to be incorporated into Arabic classical music.

Nonetheless, composers were happy to include Western harmonies and Western instruments, such as the violin, cello, and double bass, in their repertoire, and this was the start of the modern Arabic music we have today.

Suleman Taufiq
is originally from Syria, and has lived in Germany since the late 1960s. He is a freelance writer and regularly presents radio programmes on Oriental music for German listeners on Westdeutscher Rundfunk. 

Translated by Charlotte Collins
Copyright: Goethe-Institut e. V., Fikrun wa Fann
November 2011

VOCABULARY

·       repertoire – (noun) a stock of plays, dances, or pieces that a company or a performer knows or is prepared to perform

·       stimulate  - (verb) to rouse to action or effort, as by encourage mentor pressure; spur on; incite:

·       predominance  - (noun) having ascendancy, power, authority, or influence over others; preeminent.

·       melodic  - (adjective) of relating to melody; musical sounds in an agreeable arrangment

·       mesmerizing  - (verb) to spellbind, fascinate, or hypnotize

·       ornamentation  - (noun) embellishment or beautification

·       atmosphere – (noun) surrounding mood, environment or influence

·       woven – (past participle) to be combined

·       composers – (noun) writer of music

·       introduction – (noun) the beginning of a book or musical composition

·       characterized – (verb) to describe the character or individual quality of

·       recitation – (noun) the act of reciting or repeating something from memory publically

·       heritage – (noun) something handed down from the past; something that belongs to one by reason of birth; tradition

·       designates – (verb) to mark or point out

·       dignitary- (noun) a person who holds high rank in government or church;

·       nurtured – (verb) to feed and protect; to support and encourage; foster

·       confronted – (verb) to face in hostility or defiance; to present for acknowledgement; set face to face

·       absorbed – (verb) to soak up; to swallow up the identity or individuality of

·       sentiment – (noun) an attitude toward something; regard; opinion

·       musicologists – (noun) one who studies music, music theory or history

·       indigenous – (adjective) originating in and characteristic of a particular region or country; native

·       orientation – (noun) introduction; one’s position with relation to a situation or idea

·       integrating – (verb) to bring together; combine; unite

·       opposed – (verb) to act against or provide resistance to; to stand in the way of

·       reproduction – (noun) something made by copying an original; duplicate

·       fusion – (noun) combination; when two or more things are brought together

·       precursor – (noun) person or thing that comes before

·       audibly – (adjective) capable of being heard

·       tone – (noun) any sound considered with reference to its quality

·       matter of course – (adjective) logical progression, next step; inevitable

·       incorporated – (verb) to form or combine into one body or uniform substance

·       harmonies – (noun) agreement; pleasing arrangement of parts; any simultaneous combination of tones

Annalise CP#4

I skyped with Dojun today and we exchanged stories abut where we worked and where we lived. He needs time to think when using English, but he is generally good with word choice. He seemed interested in what I was saying but I might have spoken too fast for him to understand at certain points.

Sarah TS #13

Date/Time: 23 June / 11:00 - 12:00PM  

Location: Tutee's Home

Topic/Skill: Reading Comprehension

Feedback provided to tutee: Before I had PJ read aloud from the novel we have been working on, we briefly went over what all has happened in the story so far. I would ask PJ to summarize the main ideas after every few pages and I continued to throw in a factual question to ensure he was paying attention. I would read a few pages aloud to give PJ a break but I asked him to come up with questions for me this time too. I couldn't help but laugh when he said to me that that's not fair since I would know all the answers. I had to remind him that I haven't read the book in many years so he still has a chance to stump me~

Lesson(s) about tutoring and/or the tutee you learned: I think it's important to switch things up every now and then. Even though PJ and I have been working on reading comprehension each time, I want to try my best to keep him motivated and engaged any way I can.

Sarah TS #12

Date/Time: 16 June / 4:00 - 5:00PM

Location: Starbucks

Topic/Skill: Listening and Speaking

Feedback provided to tutee: During a previous session, I had asked my adult tutee to write down words that were challenging to say as they came up and we worked on pronouncing trouble words, primarily "L" and "R" sounds. I could tell that she was slightly uncomfortable sounding them out, as she would speed up the syllable containing the problem sound. We have focused on using TOEFL practice sites for awhile so I figured this time we could do more pronunciation and speaking practice. I asked her about the upcoming break to keep things lighthearted and conversational and she told me that she would be out of town to go to Orlando. Then we went back to practicing some minimal pairs and I hope to be able to continue on this a bit more next time.

Lesson(s) about tutoring and/or the tutee you learned: I didn't want my tutee to get frustrated with pronunciation, and I need to remember that as long as I can understand her, it's not important to get too in depth with it. I also found it helpful to break from the topic temporarily to get her comfortable with just simply talking freely a bit too.

Sarah TS #11

Date/Time: 12 June / 5:00 - 6:00PM

Location: Starbucks

Topic/Skill: Listening and Speaking

Feedback provided to tutee: During a previous session, I had asked my adult tutee to write down words that were challenging to say as they came up and we worked on pronouncing trouble words, primarily "L" and "R" sounds. I could tell that she was slightly uncomfortable sounding them out, as she would speed up the syllable containing the problem sound. I paused halfway to ask her about the upcoming break to keep things lighthearted and conversational and she did inform me, with more enthusiasm, that she would be out of town to go to Orlando. Then we went back to practicing minimal pairs and I hope to be able to continue on this a bit more next time.

Lesson(s) about tutoring and/or the tutee you learned: I didn't want my tutee to get frustrated with pronunciation, and I need to remember that as long as I can understand her, it's not important to get too in depth with it. I also found it helpful to break from the topic temporarily to get her comfortable with just simply talking freely a bit too.

Sarah CP #5

Date/Time: 11 June / 5:30 - 7:30 

Location: Liberty Bar 

Topic discussed: Language Education, travel, etc. 

Cultural and/or linguistic topics you and your partner learned: I picked up Jiwon at her apartment and we went to Liberty to grab drinks. We mainly talked about traveling and places we would like to go. I found out that she has plans to visit New York soon and that she has a lot of experience in traveling already under her belt, including the US (not only FL, but Washington and California as well), Japan, and Turkey. We also discussed English education in SoKo and she told me how commonplace after school programs were -she told me that she began learning English in middle school and began regularly attending a "hak-won" as soon as she started high school. I was surprised to hear about how many schools will require students to stay on campus even after classes have let out strictly to study. It was interesting to hear about both her experience and perspective on education and I'm excited to hear about trip to NY when she gets back!

Sarah TS #10

Date/Time: 9 June / 11:00 - 12:00PM

Location: Tutee's home

Topic/Skill: Reading comprehension

Feedback provided to tutee: PJ and I picked up where we left off last session and read the Hatchet together. I decided that we would take turns reading aloud 2-3 pages at a time since he seemed pretty tired after having just finished up with his math tutor. To check his comprehension, I would ask him to summarize what happened. He had the general idea each time so I would throw in an additional T/F or factual question for him to answer as well.

Lesson(s) about tutoring and/or the tutee you learned: I learned that it's important to assess your tutee's energy level, at least with a younger learner. I didn't want him to become bored or lose interest in reading during our session so I was happy to create a balance between him and I reading.

Sarah TS #9

Date/Time:  9 June / 6:00 - 7:00PM

Location: Starbucks

Topic/Skill: Listening

Feedback provided to tutee: For this session with my adult tutee, we decided to practice from the same TOEFL website we used last session. Instead of listening, I went to the speaking subcategory to find prompts to use. I would start the timer on my phone and give her 15 s to read each prompt and 45 s to answer and I noticed her answers seemed to be structured the same each time (e.g. first reason is…. Second reason is….) so I encouraged her to break away from that and try to answer them as if she was telling this to a friend rather than treat it so much like an exam, and that I would correct grammar mistakes for her so she didn't have the same formatting for every question.  

Lesson(s) about tutoring and/or the tutee you learned: Although Nanami understands grammar and formulating "correct" responses, she is not very comfortable trying out new approaches. I want to facilitate creative approaches to answer questions but I need to remember that her purpose for studying English is ultimately for the TOEFL exam and "correctness" is what she wants to achieve.

Sarah TS #8

Date/Time: 4 June / 5:00 - 6:00PM 

Location: Starbucks 

Topic/Skill: Listening comprehension 

Feedback provided to tutee: I met with Nanami for coffee and I brought my iPad so we could continue to listen to audio clips from a TOEFL practice website. Afterwards, I had her answer multiple choice questions that followed, as well as short answer questions to check her comprehension. She did well on the first one, but we went over some slightly more challenging samples where it became necessary that she be given another chance to listen to it a second or third time so she could correct the mistakes in her answers. 

Lesson(s) about tutoring and/or the tutee you learned: She mentioned to me how it is much more difficult for her to focus when the topic is unfamiliar to her and how she is primarily only used to academic language and vocabulary. She told me that her focus is on what will be on the TOEFL and that she is nervous since she's never taken it before.

Jennifer TS#5

Date/Time: June 24, 3:30PM

Location: Tallahassee Mall

Topics: Trade Law, vocab, and a movie

Abdulrahman and I followed up on Saturday to discuss the Trade Law article that I provided him on Friday, found here. http://www.tamimi.com/en/magazine/law-update/section-14/december-january-3/new-saudi-arabia-companies-law-effective-2016.html

As mentioned previously, he was aware of the details regarding the particular law (in arabic) as it was part of his studies and as a result helped him recognize key facts from the article in English, but was not wholly understandable. Many of the words were particular to contracting, companies or legalese, but quite a few of the words were "smarter" variations of words he already knows. I've attached my vocabulary list below that I provided to him Friday at the end of our session. I defined each word, offered part of speech, and offered an example sentence.

We discussed the article again and he mentioned that the vocabulary was of great help to understand more detail in the article. Abdulrahman also referenced a number of the more practical vocabulary words like provision, anticipate, and optimize. He asked questions about some others, such as promulgate and net profit, and how often it is used in daily speech. I informed him that it was more of a written or contract term than a conversational word. He later asked if I could find him a list of regularly used conversational vocabulary so I'm going to look into that for our next meeting Monday evening. I've also got a new article and vocabulary list for him.

After our hour article and vocabulary discussion was over, we went to the theatre and saw Wonder Woman. It was awesome! :)

Jennifer TS#4

Date/Time: June 23, 8PM

Location: Taco Speak

Topics: Trade Law and Vocab


Since both of my tutoring partners have been unavailable, I've decided to tutor Abdulrahman. He and I met at Taco Speak for dinner and tutoring. I found a great article about a Companies Law in Saudi Arabia regarding international trade and new company founding and set up. Since Abdulrahman's degree is in trade law, I thought that the content might be familiar to him, even though it was a somewhat difficult article. http://www.tamimi.com/en/magazine/law-update/section-14/december-january-3/new-saudi-arabia-companies-law-effective-2016.html

He did know the particular law (in arabic) as it was part of his studies and as a result helped him recognize key facts from the article in English. He did his initial read and we discussed what he understood or remembered from the article and then I presented him with the vocabulary that I chose. Many of the words were particular to contracting, companies or legalese, but quite a few of the words were "smarter" variations of words he already knows. I've attached my vocabulary list below. I defined each word, offered part of speech, and offered an example sentence.

We had tacos and Abdulrahman went home with the highlighted article and the vocabulary list which we would discuss again the next day.

Alexa TS #12

Today (6/24/17, 6:00-7:00) I met with Sultan, and we went through some reading passages as well as went over some vocabulary. It took him a little longer to read one of the passages today because I picked some higher level stuff to work on. However, he still did a great job going through it, answering the questions, and summarizing the story. We actually focused on vocabulary for a lot of the time, and we ended up going through 30 vocabulary words. He was actually really grateful that I printed out the vocabulary words for him to keep, and when he brought them back to this tutoring session, he had written the definition in Arabic next to the 30 words. We went through each word, and a lot of them he was able to understand well because he had translated them to his first language. However, there were a few that I guess were translated wrong, but I tried my best to explain those to him. There was one instance where I couldn't understand what he was saying, so he actually used my own strategy and showed me a visual of what he was talking about. When he showed me the visual, I was able to make the connections back to what he was saying. He was saying the word differently than how it would normally be said in English, so that's why that confusion was there.

Keira TS #5

Keira TS #5

Date/Time: May 25, 2017 - 7pm

Location: Starbucks

Topic/Skill: Simple Past/Past Perfect Continuous

Towards the end of our last session, Hani had raised a question or two about the simple past as compared to the past perfect continuous, so for this session, we covered these topics. Our conversation also led us to discuss the present perfect continuous as well. We talked a lot about the different things that each of these tenses can convey, and a good portion of our session was spent swapping examples for each of these tenses. 

Feedback Provided to Tutee: Hani needed practice more than anything else when it came to getting the hang of using these different tenses. At first glance, the difference between simple past and past perfect continuous is certainly confusing, and I had to do a little brushing up to make sure I was equipped to properly help Hani. Many of the examples he came up with were accurate, and towards the end the majority of them were, and as usual he was eager to keep practicing. I try to use positive reinforcement when appropriate, and I had many opportunities to do so with all the effort Hani was putting in. By the end of our session, he seemed much more confident in differentiating between these tenses. I reminded him that practice and asking questions will help him hone this skill even more.

Lesson(s) about Tutoring and/or the Tutee You Learned: Hani is very dedicated to his English studies. He listens very carefully and always puts in a great deal of effort, and these observations were further enforced by today's session. Today was a good example of times when simple practice is the best way to reinforce a skill or concept. Much of what we did was come up with examples of the different tenses, and discuss why and how these were examples of the tense in question. Yet by the end of our session, I had noticed an improvement in Hani's comprehension of the subject, and he seemed much more confident. 

Keira TS #4

Keira TS #4

Date/Time: May 24, 2017 - 7:30pm

Location: Starbucks

Topic/Skill: Writing

This was my first tutoring session with Casias. His fluency is very good, and what he told me he most wants to work on is his writing, and his use of transition words. We looked at a couple of essays he had written in his classes. I helped explain what his teacher had meant by some of the feedback he had received, and we talked about different ways he could correct some of the common errors he was making, such as subject/verb agreement. 

At one point in our session, Casias asked for help in identifying noun clauses versus adjective clauses. I looked at the examples and definitions in his book, and tried to find some resources online, but some of the information I found online seemed contradictory to what was in his book, so we agreed to revisit the topic in our next session after I was able to do some more research and ask my professors if necessary. 

Feedback Provided to Tutee: Casias clearly has a good understanding of several aspects of writing papers in English, and in particular he makes an effort to use academic words and phrases in the appropriate places. However, much of my feedback to him during this session was about how to notice and avoid certain grammar errors I noticed he has a habit of making. We talked a little about his subject/verb agreement errors, and I tried to explain and offer examples as to why the correction combinations are considered as such (e.g. "They were" as opposed to "They was").

Lesson(s) about Tutoring and/or the Tutee You Learned: Casias' fluency is very high, and his speech rate is at times actually faster than that of most native speakers. His grammar accuracy in his writing is what currently needs the most work, but fortunately it is also what he wishes to work on the most. 

Keira TS #3

Keira TS #3

Date/Time: May 21, 2017 - 5pm

Location: Starbucks

Topic/Skill: Listening/Note-Taking

Similar to what we worked on in our last session, in today's session Hani and I worked on listening and note-taking skills. I had picked a couple of videos in preparation for this session, and prepared some comprehension questions to go with these videos. Because of the level Hani is at and the fact that he has been struggling with this, I picked video clips from a cartoon. They were not especially long, and the speech rate was slow and the pronunciation was clear. I mentioned that I picked a cartoon that was very popular in America, and was one that I personally watched growing up and enjoyed quite a lot. I made sure to also mention that I knew he was an adult, and this was a cartoon for children, and I simply wanted to pick something that could help him practice this skill without being overwhelming or covering too much unknown vocabulary. We prefaced the video by covering some of the new vocabulary. I then had him watch each video once, answer my comprehension questions, and watch it a second time. We discussed the new vocabulary and any questions Hani had. We spent the little leftover time we had covering questions Hani had from his classes.

Feedback Provided to Tutee: Hani was eager both to practice these skills and to learn the vocabulary that came with the videos. He ended up having a much easier time with the listening and note-taking than I anticipated, which meant my materials were a little too easy. However, he was still pleased because of the new vocabulary we had discussed. I told him that I would have more level-appropriate materials for the next time, and I encouraged him to continue both his listening and note-taking practice and studying vocabulary on his own.

Lesson(s) about Tutoring and/or the Tutee You Learned: Unfortunately, the material I selected for today's tutoring session was a slightly lower level than I could have used for Hani. Though we were able to discuss some new vocabulary as a result of the videos (e.g. dive/dove, hop/hopping, expedition), the speech rate did not challenge Hani in any way. In our future sessions, I will pick more level-appropriate materials. 

Annalise TS#16

For our final session, I decided to go over academic writing in English. I showed Jane the different styles of writing like MLA and APA formatting. I gave her a short quiz on examples of each and grammar you would use for each. To finish the session, we wrote a resume together. I showed her how a proper resume should be written and how she could start her own.

Annalise TS#15

Jane couldn't tutor her child tutee so she will be doing all of her tutoring sessions with me. This week we focused on academic learning. In the last session we did reading so for this one I decided to show Jane a college lecture on physical therapy and how it can affect the mental state of a patient, not just the physical state. After she was done listening, I gave her comprehension questions and we discussed the lecture.

Annalise TS #14

I gave Jane her essay back for the last time with corrections for grammar. I discussed with her certain grammar points she wasn't using correctly and word order of things. I explained punctuation such as comma splices and how to correct fragmented sentences. After we discussed her essay, we focused on academic reading. I had comprehension questions for her that she completed and we discussed.

Annalise TS #13

I collected the essay I had Jane write last week and corrected any content revision that needed to be made. I discussed with her certain sentence structures that she seemed to be struggling with. If there was something that didn't sound right in her essay, I would suggest further review to Jane. She re-wrote the essay, fixing anything she wanted to before I collected it again for a second revision next week.