Erfaan Mahmoodi TS #6


In my fifth session with Yan, she presented to me the homework I had assigned her from last week. She had two sheets, one on her experiences in Tallahassee and one on her experiences in China. Our whole session was focused on correcting, in contingence with her, the essay she had written. What I noticed was that Yan, in spite of the sprinting parable I gave last week, had crossed out parts of her essay as she had written. She had still been nervous as to her grammar and pronunciation while writing. I had an issue with time management myself during this tutoring session, as we had less than an hour and my methods to correcting errors involved discussion and showing examples, which was inherently slower. Thus, as we neared the end I elected to take both her essays home to annotate them. Yan expressed a desire to, for her next writing assignment, cover a topic that had more personal meaning to her, so that she could write more (for the assignment I was reviewing, I learned that she made stuff up to allow her to write more sentences). I chose to give her an exam-style, 75-minute timed essay where she could write about her passion for education, and why she believes it is important. When we get back together on Wednesday, I will have annotated essays prepared for her to review, and I will take a different approach where she will help guide the evaluation of her essay by telling me where she felt she had trouble or stress.

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