Mallory TS#6
Wednesday, January 31
4:00pm-5:00pm
I met with Marcia in the CIES student lounge once she got out of a TOEFL class. We spent the first 5-10 minutes just catching up and chatting about how we've been since the last time we met. She then pulled out some homework and previous assignments she had been working on that she either needed help with, or wanted me to look over with her and explain some of her teacher's corrections. First we worked on her homework for her listening class. The teacher provided a link to a song, and then there were several questions and fill in the blanks about some of the language and phrases in the song. There were four different sections, and the first three she undertsood. She told me she was struggling with the fourth part, where there were three different lines from the song listed, and the instuctions said to correct the mistakes and turn the phrases into complete sentences. She was confused because she said when she listens to the song, it says it exactly the way it is written on the homework, so she did not understand what the 'mistakes' were that she should be correcting. I explained to her that the instructions wanted her to make a complete sentence from the phrase. Even though the phrase appeared just the way it was presented in the song, it did not make sense as a complete sentence, so she was supposed to change it or add words to it to make it a complete sentence. Once I clarified the instructions for her, she understood and was able to complete this section. Once she finished that, she pulled out an old composition she had written, and asked me to look over it and explain some of her teacher's error marks/corrections. This went pretty quickly, because she already knew what she struggles with and needs to work on, so once I started explaining that "this is the wrong verb form" or "something needs to go in front of this word" she was able to talk herself through it and identify the correct tense she should have been using and why, and she was also able to recognize when she forgot an article. After we finished reviewing her composition, I pulled out a worksheet I had printed for her to work on her punctuation, because last time she told me that is something she struggles with. The worksheet was basically just a simple paragraph without any punctuation and she was required to add the periods and commas where appropriate. She made a few mistakes doing this, but once we talked it over she quickly understood where her mistakes were and why they were incorrect. I wrote some notes for her and let her keep the worksheet so she could have it to reference back to. I enjoy working with Marcia a lot because she is so quick to catch her own mistakes, once they are pointed out, and able to work through in her own head to come up with the correction, so it makes my job a lot easier and the interaction very smooth.
4:00pm-5:00pm
I met with Marcia in the CIES student lounge once she got out of a TOEFL class. We spent the first 5-10 minutes just catching up and chatting about how we've been since the last time we met. She then pulled out some homework and previous assignments she had been working on that she either needed help with, or wanted me to look over with her and explain some of her teacher's corrections. First we worked on her homework for her listening class. The teacher provided a link to a song, and then there were several questions and fill in the blanks about some of the language and phrases in the song. There were four different sections, and the first three she undertsood. She told me she was struggling with the fourth part, where there were three different lines from the song listed, and the instuctions said to correct the mistakes and turn the phrases into complete sentences. She was confused because she said when she listens to the song, it says it exactly the way it is written on the homework, so she did not understand what the 'mistakes' were that she should be correcting. I explained to her that the instructions wanted her to make a complete sentence from the phrase. Even though the phrase appeared just the way it was presented in the song, it did not make sense as a complete sentence, so she was supposed to change it or add words to it to make it a complete sentence. Once I clarified the instructions for her, she understood and was able to complete this section. Once she finished that, she pulled out an old composition she had written, and asked me to look over it and explain some of her teacher's error marks/corrections. This went pretty quickly, because she already knew what she struggles with and needs to work on, so once I started explaining that "this is the wrong verb form" or "something needs to go in front of this word" she was able to talk herself through it and identify the correct tense she should have been using and why, and she was also able to recognize when she forgot an article. After we finished reviewing her composition, I pulled out a worksheet I had printed for her to work on her punctuation, because last time she told me that is something she struggles with. The worksheet was basically just a simple paragraph without any punctuation and she was required to add the periods and commas where appropriate. She made a few mistakes doing this, but once we talked it over she quickly understood where her mistakes were and why they were incorrect. I wrote some notes for her and let her keep the worksheet so she could have it to reference back to. I enjoy working with Marcia a lot because she is so quick to catch her own mistakes, once they are pointed out, and able to work through in her own head to come up with the correction, so it makes my job a lot easier and the interaction very smooth.
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