This was my fourth and final observation so I was hoping to
see something a little different. This time the tutee was not an ELL student
and she did not have a rough draft like the previous students. She needed help
choosing what to include in her paper and where to start so the tutor helped
her write an outline. The assignment was to choose a poem, which she had, and
choose three literary devices in it. The tutor asked her to choose the three
she knew about the most and together, they found three to focus on. The student
explained to the tutor what the poem she chose was about and they read some
verses out loud. The tutor asked her to write down step-by-step what her paper
would look like. She wrote down what her introduction would consist of as well
as the three literary devices she chose and the conclusion. The student had a
lot of knowledge on the subject of poetry however, since the assignment was so
short she needed help deciding what to focus on and what details to include.
Overall, there was a great connection between the tutor and the student because
they both knew what they were talking about. At the end of the session, the
student had a clear outline and she knew exactly where to begin. I am glad that this session was a bit different and I was able to see how to handle and help a student when he/she does not have a rough draft.
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