Date:
June 29, 2016: 12:30pm - 1:30pm
The student wanted to ensure the responses to application questions were clear and concise, accurately addressed the given question, and were grammatically correct. We went through each response and read them aloud, and I made suggestions for rearranging or rewording areas that were unclear or that needed to be expounded upon. We added several elements in order to better address the question or help illustrate why he is prepared for the position.
Date:
June 29, 2016: 2:00pm - 2:30pm
The student needed help planning and organizing her rough draft of the paper. She had already chosen the song, so we talked about the technical aspects (lyrics, music, tempo, etc) and then discussed how she reacted to theus if emotionally. We also talked about identity and how the genre effected how people viewed it, and how the song and the genre shaped her identity.
Date:
June 29, 2016: 3:00pm - 3:30pm
The student is writing a paper about a digital community she belongs to and how it effects her life, and what genres are used to communicate. She had already brainstormed and was about to begin drafting. She was struggling with how to begin, so we organized the information she had gathered into an outline. From there we drafted an introduction and discussed how she should continue from there.
Date:
June 29, 2016: 4:00pm - 4:30pm
We reviewed a letter that expressed thanks for a scholarship given to the student by the dean. We cleared up any grammatical issues present and ensured that the tone was appropriate for the context.
Date:
July 6, 2016: 12:30pm - 1:00pm
The student was looking for help trying to begin the paper and what to discuss. We briefly talked about what experiences in her life with writing/reading she wanted to discuss, as well as what ideas from the readings she wanted to connect to those experiences. After brainstorming these things, she felt that she had a solid direction for her paper and wanted to just go write a rough draft immediately (outside of the center). She said she may come back to have the rough proofed in the RWC.
Date:
July 6, 2016: 1:00pm - 1:30pm
He wanted to look over his final draft before turning it in and make sure it addressed the topic, was clear and focused, and grammatically correct. we went through aloud and made changes as needed.
Date:
July 6, 2016: 1:30pm - 2:00pm
The student brought in her drafts and we discussed the style and approach she took for the paper, which was a narrative poem-style piece, and looked over the progression of the narrative itself. After that, we discussed the importance of referencing readings from the course and discussing how those ideas impact these aspects of her life as a writer. We talked about strategies to incorporate those ideas with her more creative approach to the assignment in such a way that would not seem abrupt or out of place.
Date:
July 6, 2016: 2:00pm - 2:30pm
We went through and corrected grammar and clarity, and looked over aspects that weren't strong or could be stronger (and removed many redundant pieces of information). We also worked on keeping the paper on task and avoiding writing in circles.we also overhauled both the intro and conclusion.
Date:
July 6, 2016: 3:00pm - 4:00pm
The student needed help with organization and wanted to make sure the ideas flowed together, and also that they made sense and nothing was extraneous. We also talked about making sure to incorporate material from the class into the essay, and how to draw parallels between new concepts from the readings to experiences that shaped them as writers. There was also discussion of making sure to explain why these experiences were relevant and how they changed/effected them and their ideas of writing.
Date:
July 11, 2016: 12:30pm - 1:30pm
The student was revising a paper from a class for submission for a magazine writing contest. He wanted to ensure that the paper made sense, was well-organized, and grammatically correct. He needed help with trying to make sure things were properly explained and nothing was extraneous. We talked in session at length and realized that much of the paper did not make sense if you did not know the plot of the movie, because he never gave examples from the movie or a plot summary in his essay, so I was often confused until he explained. We discussed that it would be best for him to record himself speaking aloud about what he wanted to discuss in the paper and try to write based off that, or to write the paper and read it to others who were unfamiliar with the movie and see where they get lost. We also reorganized much of the paper and addressed as many grammar/mechanic issues as possible.
Date:
July 11, 2016: 1:30pm - 2:00pm
The student wanted to look at clarity and make sure he addressed the prompt.
We marked the paper up a lot and made many notes and outlines in session, so the next step was for him to rematch the movie, write out a plot summary, and then rework the essay using the outline we created. After that, he needed to read it aloud to roommates/friends/etc for clarity.
Date:
July 11, 2016: 2:00pm - 2:30pm
The student wanted to ensure that the paper was clear and grammatically correct, and that it made sense. We discussed the need for varied sentence structure, to avoid monotonous writing. We also discussed the need for more details to have the reader feel like they are there (or to create anew image with the words). Finally, we discussed which details to include, and where elaboration is needed to illustrate importance.
The student needed to work on varying sentence length and structure, especially avoiding starting multiple sentences with "You...," etc. The student also needed to work on including concrete images, especially through simile and metaphor. Finally, they needed to include details that clarified or solidified why the details are significant within the memory.
Date:
July 13, 2016: 2:00pm - 2:30pm
The student was not sure what topic she wanted to do for the paper, but had several ideas that she brought with her. She was confused because the prompt she talked to her professor about was shot down for not addressing the prompt, so we made sure to discuss how each idea she had would be able to address the given prompt. We decided that a paper on whitewashing in film because she had the most to say about that, and because it would have the most academic research of any of the ideas she had.
Date:
July 18, 2016: 12:30pm - 1:00pm
The student was writing a research paper about the Down Syndrome community and whether or not therapies for group home living are beneficial. The session was run by Taylor Gray, and he helped a dress areas including how to conduct research, how to narrow the topic to create the most cohesive argument, organization, explaining argumentative research papers in general, and also clarifying assignment questions before discussI go with prof.
Date:
July 18, 2016: 2:00pm - 2:30pm
The student needed help with beginning research and how to conduct it, as well as where to go for research. The majority of the session was spent looking at research and discussing what kind of research would be beneficial for the paper, as well as how to incorporate that research into her argument. The last part of the session was focused on organization.
The student is going with their class to conduct research in the library. She is going to finish writing her research proposal, and then begin a research map. She has already set up an appointment for Wednesday to review these materials with me.
Date:
July 18, 2016: 4:00pm - 4:30pm
The student came in wanting another set of eyes to help her structure her letter of intent for med school applications. She had multiple versions of the draft and wanted advise on how bestbest to organize it. She also wanted to make sure she didn't have extraneous or redundant ant information.
We restructured a lot of the essay for better flow in session, but there were still a handful of changes to make after session finished.
Date:
July 18, 2016: 4:30pm - 5:00pm
The client came in late, after half the session had passed. We tried to go through quickly to figure out the important areas to discuss, what notes to expand upon and what is extrameous. We also check on the first few pages and addressed grammar, clarity, and citations. Finally, we talked broadly about organization. She set an appointment for an hour for the next day to address remaining concerns.
Remove notes, add in the discussed aspects that need to be expounded upon, citations, restructure sections.
Date:
July 20, 2016: 12:30pm - 1:00pm
We looked over the first few paragraphs that he had written for the paper and looked for issues in clarity and grammar, then we discussed what he wanted to address within the rest of the paper, and sketched out a rough outline for the rest of the paper. We also briefly touched on how to annotate lyrics.
Date:
July 20, 2016: 3:30pm - 4:00pm
The student needed help with organization and with adding more for the paper to meet word count. She was unsure of some assignment parameters so we discussed a few possible ways to approach it, with the understanding that she needed to ask her teacher for clarification. We talked about what elements could be added and discussed to constructively reach word count without being repetitive, and outlined paragraphs for that. We also restructured some of her rough draft to better accommodate the new information she was going to add. Finally, we discussed research methods.
Date:
July 20, 2016: 4:00pm - 4:30pm
The studentime was not sure how to find a topic that addressed the given prompt. She came in with a handful of ideas, and we went through them together to find which topic she could say the most about. Then, we went through and made notes and annotated the video and lyrics she would be analyzing. From the here we created a rough outline from the notes we took, and then finally worked out a rough thesis.
Date:
July 20, 2016: 4:30pm - 5:00pm
Student was very late, so appointment was short. However, we went through much of the first half of the paper to check for clarity and grammar, and to ensure that the paper seemed to address the prompt. We also went through to check citations and make sure information pulled from text was properly cited.
Date:
July 25, 2016: 1:00pm - 1:30pm
She wanted to check her grammar and organization after receiving poor marks on a previous paper due to a handful of grammatical errors. We went through and fixed minor issues like tense agreement, comma usage, and a few other small mechanical issues within the paper. We also went through and talked about areas that needed to be clarified or expounded upon (especially in terms of analysis).
Add in a few sentences to either flesh out how scenes from the movie relate to terminology needed to be discussed within the paper, as well as a few areas where further analysis was needed.
Date:
July 25, 2016: 2:00pm - 2:30pm
She was concerned with grammar and clarity. But once we started looking at it, we realized she had veneered from her thesis some, so we reorganized and helped to structure the thesis to make sure that it addressed the argument she wants to make. We also reorganized several elements of the paper so that the paper would better support the argument. Reorganize some paragraphs, add in more analysis, add in several paragraphs as discussed.
Date:
July 25, 2016: 3:00pm - 4:00pm
We addressed mechanical issues in session, and we worked on organization, thesis restructuring, and adding in further analysis. We also discussed making sure that each concept not only contained analysis but also addressed the topic and thesis as much as possible (in his case, discussing how audience influenced the overall message). Finally we discussed the final paragraphs that needed to be included and how to structure the concluding paragraph.
Date:
July 27, 2016: 1:30pm - 2:00pm
The student was concerned with whether or not the paper addressed the topic and how it flowed, as well as grammar. The paper had a fairly strong argument, but did not address the prompt by pulling in information from the texts from class, as well as 3 outside sources. The student wanted to go through the entire essay first to check for grammar, so we did that as much as possible. What my main concern was for the paper was the fact that it did not have much in the way of citations from the texts, and what little there was did not add to the argument; the paper was written as if it were arguing for something completely different, and then the citations and quotations were simply thrown in. I advised to make sure to have the paper focused on the books from class and use the current argument as a framework to expound upon the topic as it relates to the texts from class. I gave as many examples as possible and encouraged him to find as many specific examples as possible to add in for each claim he made within the paper.