Date: September 8, 2016: 10:30am - 11:00am
Caitlin Hattaway (RWC @ Johnston Gr. Fall 2016)
The student wanted to go over his personal essay about how music impacted his life. He wanted to work on the conclusion and make sure he addressed the prompt thoroughly. We read through and fixed minor issues of clarity and grammar as needed, and then moved the conclusion around a bit to make it flow better. Mostly, he just seemed to need someone to say that it was a solid essay, so after we finished working through it and he was still concerned but could not identify any areas he was concerned about I went through and identified all of the positive aspects of his writing (i.e. he completely answered the questions asked, he did a good job a adding narrative elements but keeping the paper focused, we went through the checklist the teacher gave him and found where he did it in his paper, etc).
Date: September 8, 2016: 11:00am - 12pm
The student had a paper due Monday for the genre class about different genres she uses in everyday life and what they say about her as aneeded individual. We went through and identified what genres she felt she had the most to say about (TV, Social Media, and Verbal Communication). We then created an outline that gave examples of her using a specific type of each (watching crime dramas, using Facebook, and talking in class/talking on the phone) in her everyday life. We then discussed why she uses them over other forms and why she uses them as often as she does. Finally, for each heading we talked about what her use of each says about her as and individual. We also briefly discussed possible theses before running out of time.
Date: September 13, 2016: 10:00am - 11:00am
The student needed help completing an outline and the introductory paragraph for his first rough draft. We worked on creating an outline of comparisons and contrasts for the two works he was analyzing, and then used that to create an intro for the paper. We also worked on the summaries for the two series he was analyzing.
Must finishing writing the summaries and look over everything again before submission. Keep adding to outline as more ideas come for compare/contrast. Be prepared with second draft before next appointment (and be prepared with questions to ask for the conference with teacher after next appointment).
Date:
September 13, 2016: 3:00pm - 3:30pm
The student just wanted help with making sure her composition was grammatically correct and clear. We went through the piece aloud and made a handful of minor grammar issues (mostly tense agreement, and article/preposition use, etc). We also talked through several sentences that were unclear and made sure that they said what she needed them to say. Finally, we went through her readings for the class and made sense of certain words or phrases that the student was struggling to understand.
Date:
September 13, 2016: 3:30pm - 4:00pm
Student came in looking for help with personal statements for medical school applications. Simcoe she came in with only half the appointment remaining, we focused on her essay for her top choice institution and made changes to that. She had an extremely tight word limit that she had to keep to,so we focused on making sure that only necessary information made it through. We eliminated several redundancies , which afforded extra space to expound and clarify on certain parts in order to more fully address the prompt. At the end of the appointment she was much happier with the essay.
Date:
September 15, 2016: 11:00am - 12:00pm
The student needed help expanding on his snapshots essay for his class, but also wanted to check over grammar and clarity/flow issues. We went through the paper and made necessary changes for grammar and clarity (mostly due to tense issues and article usage), and once we finished with that we discussed ideas for adding new elements (or expanding on current writings) within the paper. We talked about different genres and styles, and decided it would be good to add in a scientific article discussing the subject, a poem about the subject, and several short narratives/ POV stories that gave glimpses into the life of the subject (in this case, an avocado tree), and write persuasive essay.
Ask teacher about poem usage (self generated or cited?), find poems (either to emulate or use), write scientific entry, write persuasive essay, write narrative elements. Also expand dialogue section.
Date:
September 20, 2016: 10:00am - 11:00am
The student brought in two assignments. The first we had previously worked on, so he showed me his second draft. We made a few corrections and comments, but he said he just wanted a general look-overy and he would come back after he had a meeting with his professor and had her feedback. We then began composing for his other paper, working on the intro first. We made some headway, and then realized the paper was more about the formatting (cgs2010) than the content, so we made a general outline and then discussed how to do some of the formatting get requirements. Finally, we conducted research looking for scholarly articles.
Compose the technology paper's content. Go to digital studio if help is needed with formatting. Go to meeting with Prof for feedback on rough draft, and come back to work on paper after comments given.
Date:
September 20, 2016: 11:00am - 12:00pm
The student brought in their personal statement for medical school to look over. They wanted to make sure it was on-topic, not clichéd, stayed active voice, flowed well, and was free of grammatical errors. The piece had already been revised several times with the aid of other tutors, etc, but we still caught several areas that needed adjustments. We also worked on the conclusion conclusion. After we finished with that we worked on condensing and expanding his statements of purpose, which had very strict character limits.
Continue looking over the drafts and having others look it over. Make changes as discussed in session.
Date:
September 20, 2016: 3:00pm - 3:30pm
The student wanted assistance with her paper, primarily making sure that it was grammatically correct and clear. We went through and made necessary changes when there were issues, primarily with tense agreement, plural vs. singular, and article usage. There were a few issues of clarity that we addressed as well. Student was 10 mins late, so we had an abbreviated session.
Continue going through paper to try to identify similar issues as we addressed. Potentially make another appointment.
Date:
September 20, 2016: 3:30pm - 4:00pm
The student came in wanting to ensure that her paper was free of grammar errors and made sense, and that she correctly understood passages within the assigned reading.
Date:
September 22, 2016: 10:30am - 11:30am
The student wanted to ensure that his paper was clear, organized, and free of grammatical issues. We went through the paper aloud and addressed issues as they arose, primarily issues of article usage, tense agreement, and plural usage/agreement. We also reorganized a few elements of the paper to create a more logical flow.
Date:
September 22, 2016: 11:30am - 12:00pm
The student brought in her research article about education technologies. She was primarily concerned about making sure the paper was grammaticall you correct and logical. We addressed issues as they arose whilst reading the paper aloud, generally issues of tense agreement, plural usage, unclear antecedents, and article usage. We also reorganized certain elements to make the paper flow more logically.
Date:
September 27, 2016: 10:00am - 11:00am
The student brought in her many essays and statements of purpose for applying to multiple med schools. We went through the ones she needed the most help on in great detail, and then looked over several just to ensure that they addressed the topic. Most of what we focused on in session was addressing grammar issues, addressing the topic fully, eliminating extraneous details to meet strict word counts, maintaining active voice, eliminating redundancies, and trying to ensure that the information reflected her in the best light and said what she was hoping to say. We also looked over several topics that she had not begun and discussed how best to approach them.
Date:
September 27, 2016: 11:00am - 12:00pm
The student was very insecure about her formatting of the paper as well as grammar and comma usage. She did not feel like the teacher adequately explained the assignment, and her assignment sheet merely outlined the topic and questions to answer. I emphasized that she should ask the teacher for clarification, and as we went through and her anxiety was even more apparent I encouraged her repeatedly to speak with the professor. The paper itself was mostly free of grammar issues, and the few I saw we addressed in session. Its structure was a little choppy, so I encouraged her to try transitions more and we reorganized the sentences so they flowed from one thought to the next better. She also lacked an intro or conclusion, so we discussed how to format that and what she should include in that.
Date:
September 27, 2016: 3:00pm - 3:30pm
The student needed help making sure she had a grammatically correct paper that was organized correctly. She also needed to condense it because she was over the word count. She also needed help rewriting one of the paragraphs because her teacher showed her that she had misinterpreted the information. We went through and corrected grammar and condensed any redundant or extraneous details. Then, we addressed the issue where she misunderstood the word "hegemony" and talked through examples of it from the movie based on her teacher's guidance and how to discuss it in the paper. We reworked that paragraph and even salvaged some of the content to use in other places to round out the argument.
Date:
September 29, 2016: 10:00am - 10:30am
The student missed work shopping in class, and thus was required to come in. The paper was for the genre class, and the topic was very open. The student was struggling to narrow the topic she was writing on, and subsequently wrote a paper that had two arguments. We discussed strategies as to how to marry these two themes with one another, and also how to eliminate one and simply focus in the other, so she had options. We went through the paper to check for issues of grammar, syntax, etc. We also discussed how/when/where to cite.
Date:
September 29, 2016: 10:30am - 11:00am
The student received extra credit for coming in. She wanted to go through and address areas of grammar, syntax, etc issues, as well as watch for tense shifts in the middle of sentences/paragraphs/ideas. Some changes we made and discussed. Due to the student arriving 15 minutes late, we had limited time for the appointment, so most changes suggested were noted on the paper and briefly discussed in general or as they were suggested.
Date:
October 4, 2016: 10:30am - 11:00am
The student had an analysis research paper for her multicultural film class due, and since she had not had to write a paper in a few years she wanted to make sure she was cogent, grammatically correct, organized, and on topic. We went through the paper aloud and made corrections as necessary.
Date:
October 4, 2016: 11:00am - 11:30am
The student had not written a research paper in a long time and wanted to make sure she was adequately addressing the prompt, had an organized argument, was citing properly, and supported her thesis. She was also concerned because some of the professor's requirements went against previous teachings, so she was unsure of what to do. She was also unsure if her paper was adequately persuasive, so we went through and added elements that made clearer her persuasive argument. We also made changes as needed for grammar issues and clarity problems.
Date:
October 4, 2016: 11:30am - 12:00pm
The student was a walk-in, so the appointment was slightly abridged by about 10 minutes. The student brought in her personal statement for the big medical school application that is used for every school applied to (like common app). She wanted to make sure it did a good job of selling her characteristics that would make her a good doctor, effectively telling the schools about who she is and what she has done as well as what she wants to do in the future. She also wanted to check grammar and organization. We went through aloud and made changes for grammar issues as needed. I suggested removing the first two introductory paragraphs because they were generic and did not say anything about who she was or what she wants. We then worked on expanding the ending and making sure the schools could see what she would be interested in as she works through med school. I suggested looking into her top colleges and seeing if any of the research or programs they support are also things that she wants to do, so that way she could say what she wanted to do while also ensuring that her top picks would see that she is interested in areas that they are currently working in.
Date:
October 4, 2016: 3:00pm - 4:00pm
The student wanted to ensure that she had understood phrasing of a scholarly article that she had to summarize, and also to check the grammar of a variety of summary assignments and her presentation script that she had written for an upcoming presentation.
Date:
October 6, 2016: 10:30am - 11:30am
Worked on grammar and organization of study analysis. Composed email to professor.
Date:
October 6, 2016: 11:30am - 12:00pm
Student had to attend for class credit for paper. Paper had very few errors. We addressed in session the few grammar and clarity issues that could be found, discussed how to conclude the paper, and discused how to eliminate words to stay within word limit.
Date:
October 11, 2016: 10:00am - 10:30am
Student came in because required to for her paper for REL1300. She had a paper discussing Judaism and Christianity, taking a historical view but also a personal analysis as well. We went through and made sure the paper was organized logically, properly cited resources, and was free of grammar issues. We discussed areas that may need further elaboration, and we also reorganized elements so that they flowed more logically.
Date:
October 11, 2016: 10:30am - 11:00am
The student came in because she felt that her paper did not have the appropriate amount of argumentation for the requirements of the paper. We went through and primarily worked on clarifying her argument/thesis, because she seemed unsure of how to approach and support what she wanted to say. We went through the paper and tried to find areas where further support was needed, and discussed how to incorporate that. We also talked a lot about how organization can help or hinder argumentation, so we talked about how best to organize the paper. Finally, she was struggling to come up with examples that supported what her thesis positioned, so we talked through some elements that could be investigated. We also checked grammar.
Date:
October 11, 2016: 11:00am - 11:30am
The student brought in a book critique about Malcolm X's autobiography and another biography written by a historian. The paper was one long wall of text with no organization, so as we went through I noted where logical paragraph breaks could be included to make reading easier. We also addressed issues of grammar and clarity, working through the paper aloud and discussing areas that did not make sense to me. We also worked on trying to avoid simply summarizing the book and rather offering a critique and analysis of the book.
Date:
October 11, 2016: 11:30am - 12:00pm
The student was unsure of how to approach this paper, so we went through what she had already written and discussed how to expound upon and incorporate what she already had written. The student was mostly unsure how to organize and format the paper, so we talked through some of the most logical ways to incorporate both the historical/ethnography element with the more personal elements (as well as how to balance personal anecdote with analysis).
Date:
October 11, 2016: 3:00pm - 4:00pm
The student wanted to ensure that their research paper summaries were free of grammatical issues. The also needed help with making sure the presentation they planned to give would be free from grammar errors and was logical. We went through the summaries aloud and made changes as needed. We then composed the presentation, with the student writing out what she wanted to say and then having me read over it and suggest adjustments if needed. Finally, we went through her presentation aloud to make sure she said everything the way she wanted to, and she didn't stumble over words or ideas.
Date:
October 13, 2016: 10:00am - 11:00am
The student wanted to go through the research summary she had written for her class. She was primarily concerned with organization and making sure her grammar was correct. We went through and read each sentence aloud, fixing issues together as needed. We also worked through elements of sentences and discussed what certain things were used for, such as prepI sit ion use.
Date:
October 13, 2016: 11:00am - 11:30am
The student wanted to make sure her paper was organized well, grammatically correct, and left sufficient room for the remaining elements she needed to incorporate. We went through and made changes as needed, most of which she helped catch as I said the sentence aloud, and we worked out how to fix it together. Finally, we discussed where to add in a more research-driven history paragraph into the more narrative essayed, and we talked about a variety of options before deciding on the best one. The student was required to come for the class.
Date:
October 13, 2016: 11:30am - 12:00pm
The student was writing a paper that analyzed the abusive relationships seen in August: Osage County, and also comparing and contrasting it with her mother's experiences with similar situations. The student primarily needed help with organization knowing what to keep and what to remove. We went through what she already had aloud and made changes as needed, eliminating redundant or irrelevant information, fixing grammar issues, etc. We then looked over the beginning of her paper with the other elements she wanted to incorporate and discussed the best way to organize that information while still accomplishing her goal of comparing/contrasting and analyzing the cycle of violence and the psychology behind it, while remaining within the page count. We discussed that it would be best to imitate the style she had already set up by discussing certain specific instances in her mother's life that illustrate the situation she was in, just like she had with the August portion of the paper, taking about the same full-page amount to get into that discussion and comparing it to the aforementioned August aituations, since it was paramount to the crux of her argument as well as half of her thesis. After that, including a brief paragraph or two that illustrated the cycle of violence within the family in A:OC. Finally, spend the rest of her pages discussing the psychology of violence and abuse, and analyzing why her mother was able to escape it but the family in the play could not.
Date:
October 18, 2016: 10:00am - 10:30am
The student was unsure of what topic to do for her research paper, and had to turn in a 10-source bibliography later today. She was unsure of what the question she was supposed to answer with her paper even was, so we broke it down and addressed each element individually. She was also really struggling to find a topic that she was interested in, had a sufficient amount of sources available, and that met the parameters of the assignment. We also had to find something that she would be able to interview a member of that community for the paper, which made it slightly more difficult. We went through topics she might be interested in, discussing her hobbies and career goals. When we finally found a few topics she might be interested in, we went through and tried to find research. We found some, but not enough, so I suggested she go talk to a librarian and do a consultation to try to find more sources, since they could find better databases that may yield more results.
Take each potential topic as discussed and answer questions of who/what/why/how/etc to make sure the topic fits within topic parameters. Research topic(s) that provide sufficient amount of answers to the questions. Create bibliography.
Date:
October 18, 2016: 11:00am - 12:00pm
The student brought in his engineering thesis. He was primarily concerned with making sure his paper was free of grammar issues and easy to understand. We went through and read it aloud, making changes as needed. He primarily needed assistance with preposition usage, tense agreement, article usage, sentence structure, and plural/singular conventions.
Date:
October 18, 2016: 3:00pm - 4:00pm
This paper was actually a group project with three students contributing to each question. They wanted to ensure it was free of grammar issues, made sense, and adequately answered the questions in a logical and clear manner. We went through each portion individually with the student who wrote it, the other two observing. We read the paper aloud and made changes as neede. The most common issues that needed to be addressed were article usage, tense agreements, preposition use, plurality agreement, and organization of ideas. Each student also asked fir a breakdown of the question to ensure they understood correctly what had been asked. We also discussed the final question, breaking down what it was asking and what need to be discussed, and checking grammar of the first few paragraphs they had written.
Date:
October 20, 2016: 10:00am - 10:30am
The student brought in a draft of her character analysis of Cady Heron from Mean Girls. The student was primarily concerned with grammar, making sure she maintained the correct tenses throughout the essay, organization, and supporting herole thesis. We went through the paper aloud and made corrections as needed. We fixed issues with grammar and tense agreement as we found it, and I made suggestions to flesh out areas that were underdeveloped and needed strengthening to better support and connect to the thesis. We also made a few organizational changes, primarily I with paragraph breaking. We also worked on the concluding paragraphs, as she felt they were unfinished and needed further fleshing out. We went through and discussed what she may want to pull ideas from to discuss without being redundant.
Date:
October 20, 2016: 10:30am - 11:00am
The student brought his thesis that we had previously worked on and we picked up where we'd left off. His main concern is making sure ideas flow together and making sure tenses agree as well as fixing any other grammatical issues. We went through aloud and made changes as needed.
Date:
October 20, 2016: 11:00am - 11:30am
The student brought in a draft of a paper analysing the Stanford Prison Experiment. She first needed help breaking down the prompt (which wasultimate red and dense) to make sure she adequately understood what was being asked of her. We then went through the paper, making sure she stayed on topic, adequately supported her thesis, was organized, and was free ofor grammatical issues. We made changes as we went through to fix errors in grammar, and we also noted where further elaboration was needed or a strengthening of her argument needed to be done. We also worked on organizational elements, breaking up several page+ paragraphs into smaller paragraphs, and noting how doing that allowed her to explore those ideas in more detail without exhausting the reader. We then discussed the conclusion and how to make sure it was logically derived from the argent presented in the paper. We discussed further questions and strategies for sprucing up the paper before she left.
Date:
October 20, 2016: 11:30am - 12:00pm
The student came in with a completed first draft of her paper, but wanted to look specifically and extensively at the first 1000 words since they were due the next day. She was primarily concerned with grammar, organization, maintaining active/directive voice/tone, and supporting her thesis. She had already received feedback from the professor, so we went through the paper and looked over both what the professor had commented on as well as areas that I caught. We went through the paper aloud and discussed areas that her teacher commented on, specifically using directive sentences instead of questions, and discussed how to change these specific instances and how best to address it in future. We also discussed active voice and how to identify passive and change back to active. We corrected grammar issues, and I suggested places to break paragraphs to created better flow and organization.
Date:
October 25, 2016: 10:00am - 10:30am
The student actually came in asking for help with a scholarship essay and dental school applications as well as help brainstorming. We looked at the application essays first and that ended up taking the majority of the time, leaving only a few minutes to briefly discuss the paper. However, he had said the essays took priority so we addressed them first. We went through and made numerous corrections to grammar and flow.
Date:
October 25, 2016: 10:30am - 11:30am
The student has been coming in weekly for help revising his thesis, and we have made it over halfway through. The stidemt's primary concern is making sure the paper flows well, is easy to read and understand, and is free of grammatical errors. We go through and make necessary minor changes, discuss potential changes and make note of them, and discuss areas that seem convoluted or unclear. When making changes to issues of grammar or mechanics, I try to provide a brief explanation of why the changes are necessary based on rules and conventions, and I also try to make it clear when something is incorrect/unclear because it is not conforming to convention and when I make stylistic suggestions to something that may not be incorrect but might break standard practice or conventions.
Date:
October 25, 2016: 11:30am - 12:00pm
The student brought in a final draft of an assignment and just wanted to ensure that her draft was clear, supported the thesis and stayed on topic, and was free of grammatical errors. We went through the paper aloud and made changes as needed.
Date:
October 25, 2016: 3:30pm - 4:00pm
The student brought in a semi-complete rough draft of her ethics essay. She wanted to ensure it adequately addressed the topic, was organized and logical, and free of grammatical errors. She also needed help adding in more content to meet word count, as well as help organizing a conclusion. We went through the paper aloud and made changes as needed. I made several suggestions to expound upon information (especially dropped quotations) and analyse further to better support her thesis. We then discussed potential topics to add in and where they would fit best within her essay. We finally discussed the conclusion.
Date:
October 27, 2016: 10:30am - 11:00am
The student brought in a paper that she was rewriting to improve her grade. She brought in comments from her professor, her rubric, and a paper with markups from a previous RWC appointment. We went through and looked over what needed to be addressed according to the professor and I briefly looked at the other tutor's comments to make sure those changes were made/I wasn't being redundant. The student had made many changes already, so we went through an worked to better incorporate them into the narrative of her paper. We also made changes when there were grammar issues or when the ideas did not flow well into one another. We also worked to make sure paragraphs transitioned well and worked to condense the paper to avoid going over word count/avoid redundant or extraneous information. We also discussed other ideas that could help bolster her analysis, and I suggested a few ideas to look into adding, since she already had the idea presented but did not have the works to back it up. We also discussed how to cite, the necessity of introducing quotes and analyzing them, and how to utilize her sources. Finally, we discussed any final problems or concerns she had, and then went through and checked out each area that her professor had marked her down on to ensure that she should receive full credit for those areas.
Add in elements as discussed, go through once more aloud to catch errors in grammar and flow, try to read aloud to a friend to check for clarity of argument once new information is added in. Submit.
Date:
November 1, 2016: 10:30am - 11:30am
The student came in with his thesis and we picked up from where we had left off last time he was here. We went through and made changes/suggestions to areas where there were issues with grammar, flow, clarity, etc. We finished the thesis and then moved on to the presentation/defense(?) that he has prepared. He wanted to make sure what he was planning to say made sense, sounded professional, and was free of grammatical issues. We got about half-way through with that.
Make changes as suggested, discuss certain noted issues with an adviser or peer to check areas that I was not sure about because they were specific to engineering and scientific paper formatting, check over tensing to make sure it is consistent with what we discussed, return to finish the presentation.
Date:
November 1, 2016: 3:00pm - 3:30pm
The student came in for help with grammar, organization, clarity, and flow. We went through the paper aloud and made suggestions/changes using track changes. We continued the appointment for another ~20 minutes after my next appointment failed to show up.
Date:
November 3, 2016: 10:00am - 10:30am
The student brought in drafts for her scholarship application. There were about 9 different topics, each about 500 words. We went through each one and checked for grammar and organization, as well as making sure the paper was clear and addressed the questions of each prompt. I read through silently and made notes of where I would suggest changes, and then we discussed the suggested changes at the end of each essay.
Date:
November 3, 2016: 11:00am - 11:30am
We went through the student's presentation notes and made sure the ideas flowed, made sense, and were free of grammar issues.
Date:
November 8, 2016: 10:00am - 10:30am
The student was nervous that her paper was not on topic and needed to be reorganized/reevaluated. She did not want to continue writing the 3000 word paper only to find once she'd finished that it did not adequately address the prompt, so she brought it in to be reviewed. We went through and I made suggestions for changes to add in information, expound upon existing information, or condense/remove redundant information throughout the paper. I also made suggestions for alterations in grammar and sentence structure as needed. We also briefly discussed her sources used and how to appropriately cite and introduce quotations.
Date:
November 8, 2016: 10:30am - 11:00am
The student brought in copies of her scholarship essays after revising them from our last session together. I went through them again with her to make sure the additions were free of grammatical errors and flowed well with the rest of the essay. We made a few minor changes (i.e. punctuation, tense agreement, spelling, etc), and I made a handful of suggestions to add in to make the paper flow a little better and address all aspects of each given prompt.
Date:
November 8, 2016: 11:00am - 12:00pm
The student brought in a paper that rhetorically analyzes an advertisement, pointing out how elements come together to create an effective (or ineffective) ad. The student was primarily concerned with making sure the paper adequately addressed all elements of the topic and stayed on track with an organized and logical flow. I began by reading the paper aloud, and I was bogged down in the grammatical changes that needed to be made to enhance clarity. However, after spending a lot of time doing that, the student and I discussed addressing more global concerns like organization and simply making sure that all of his ideas were on the paper, and then going after the grammar in a new session, once changes had been made. We went through and discussed the prompt, breaking it down into a way to organize his paper. We then moved several paragraphs around to create a more logical flow from one idea to the next (based on what the topic asked of the student) and discussed elements that needed to be added into the paper to ensure that the prompt was adequately answered. After discussing these things, we talked about what questions to ask his professor in their upcoming conference.
Date:
November 8, 2016: 3:00pm - 3:30pm
The student brought in a paper on diversity for his application to UCLA's graduate program. His primary goal in the session was to make sure the paper addressed the topic, was organized and logical, and that the piece was free of grammatical issues. We went through the paper aloud and discussed where changes might need to be made, and we also reorganized some of the paper to make it flow a little better.
Date:
November 8, 2016: 3:30pm - 4:00pm
The student came in with a complete draft of the paper. She was primarily concerned with making sure it adequately addressed the assigned topic, was free from grammatical errors, and was logically organized. She brought in her grading rubric as well, so I went through the paper looking that over. We read the paper aloud and made any small changes in grammar/structure as needed. We also briefly discussed where topics may need to be expounded upon or condensed, as well as a few spots where citation needed to be altered. Finally, we discussed the conclusion and how to enhance it to better close the paper.
Date:
November 15, 2016: 10:30am - 11:30am
The student wanted help with her letter of intent for a graduate program in speech therapy. We went through and discussed the organization and how to rework some of the paragraphs to create better impact. We also discussed what elements might need to be removed (either because they were redundant or irrelevant) and where she might need to expand. We also went through and fixed relatively minor issues of grammar and clarity.
Date:
November 15, 2016: 11:30am - 12:00pm
The student brought in a research paper for her 2135 class. We went through and addressed issues of grammar and clarity. We also discussed how to reorganize certain elements or passages to create better flow. We also discussed citations and how to introduce and analyze each source in order to strengthen the argument being presented. We talked about general conventions for an academic research paper. We discussed the intro and conclusion and how to structure them.
Date:
November 15, 2016: 3:00pm - 3:30pm
The student wanted to make sure her paper was grammatically sound and well-organized. She also wanted to ensure that it adequately addressed what the teacher was asking of them. We went through the paper aloud and made changes as needed.
Date:
November 15, 2016: 3:30pm - 4:00pm
The student brought in a draft and wanted to check it over to ensure that it was well-organized, properly addressed the prompt, and free of grammar errors/typos. We went through the paper and made notes about changes that could be made, and we also went through and corrected issues like typos or lack of clarity.
Date:
November 17, 2016: 11:00am - 11:30am
The student came in for help with grammar, organization, and citation. We worked through the paper together, reading aloud and identifying areas that needed restructuring. We also discussed proper citation methods and how and why we use citations in a research paper, which I think helped her to understand how to better utilize the information she had. We also worked on how to introduce quotes within the text, and that she should avoid ending paragraphs using a quotation from a source, since it undermines her authority and her argument. Finally, we went through and worked issues of grammar, mechanics, and organization.
Date:
November 17, 2016: 11:30am - 12:00pm
The student was not sure how or when she needed to cite information for each summary, since she felt like a summary from an assigned text would obviously be from that text and therefore need no further citation. We talked about how citations function as references, and then went through the paper to find where specific information that was introduced within the text was discussed in the summary and we put citations there. We did that for each of the summaries/analyses. We also addressed issues of grammar.
Date:
November 22, 2016: 10:30am - 11:30am
The student brought in a copy of the letter of intent that she intended to send in with her grad school applications. We went through an discussed how it was structured and how moving some things around might work better for her. We also addressed issues of mechanics, grammar, and clarity, as well as redundancy. The biggest thing we discussed was being specific and showing the reader what she was talking about, as well as why things matter. Finally, we looked at another essay that had a 400-word count limit, and we restructured that essay to better flow and make sense.
Date:
November 22, 2016: 3:00pm - 4:00pm
The student was primarily concerned with organization/flow, grammar, and citations. He also wanted to make sure that the structure was consistent with the assignment type and that he adequately addressed each area of the rubric that the professor provided. The student was mostly nervous because the style of paper was unfamiliar to him, as he had changed fields of study and was therefore not as comfortable with the style of writing required of him. We went through the paper and discussed where things were unclear or needed further discussion, as well as where information was redundant or not entirely relevant. We worked on transitioning from one section to the next and using the previous sections' information to inform the conversation in the next section. We also worked on the conclusion to make sure that it adequately wrapped up the paper. Finally, we worked on making sure citations were used properly.
Date:
November 29, 2016: 3:00pm - 4:00pm
We went through the student's second year thesis paper to address issues of grammar and clarity. We read through together and discussed areas that were unclear or that needed to be addressed.
Date:
November 29, 2016: 3:30pm - 4:00pm
The student brought in an article analysis for her Chem class. She had been waiting for a long time for an appointment to not show so she could walk in, and since my hour-long appointment ended about 15 minutes early I did an abbreviated session with her. We went through her summary analysis and fixed grammar issues, and then we talked through what the article was saying and how to dissect each question to ensure that she had answered everything she needed to.