Tutor profile: Vanessa A.
Writer: How do I cite a source in APA? Tutor: APA requires in-text citations that connect to a reference list. The structure of each type of citation depends on the information you have from the source. In general, an in-text citation for source with a author and year looks like (LastName, year) with the reference list citation starting with LastName, FirstInitial. (year). ....... Let's look at your sources and use the APA manual to match the information of the source to the structure you need to use.
Writer: How can I expand my vocabulary in my writing? How can I choose the right words for my field? Tutor: The best way to tailor your writing to your field is to read a lot of published works from your field. Pay attention to words you see repeatedly used and note them in a notebook or app. In the meantime, you can use tools like a thesaurus to find synonyms (+ dictionary to check meaning of a new word you might like to use) and www.wordandphrase.info to check formality, collocations, and synonyms (ways the word is used and some other words you might use instead).
Subject: English as a Second Language
Student studying TESOL to become an educator: How do you teach Business English to a group of adult learners who are at different English proficiency levels? Create a course around a project, with each module containing an independent stage in the process and with a capstone presentation. Each lesson should contain target vocabulary that has items that each student can be proud to master. Pair up students considering level, native language, career goals/field, and cultural expectations so that students will feel supported and motivated. Help low level students in each group find tasks they can do to feel they are contributing meaningfully to the project while also working towards their goals.
ESL / EFL student: When do I know to use an 's' at the end of a verb? 's' on the end of a verb can seem frustrating if a similar rule doesn't exist in your native language. In English, you should add 's' to third-person singular subjects: He/She/It. If you don't, your reader/listener will still understand you, but your language will not sound standard.
Student studying to become an educator: How do you create a course curriculum for students you have not yet met? Gather as much information as you can from Admissions and other administrators about the needs of the students who have applied for (or been accepted to) the program. Loosely generate a course plan that simultaneously addresses the needs, wants, and theoretical lacks of these students. It is key to remain flexible in this course plan so that you can make adjustments quickly as you get to know the students. If students have not yet been admitted, work with Recruitment and other administrators to determine how the program plans to compete with (or already competes with) similar programs and how the course will fit into the existing curriculum. Ask questions like: What gap will this class be filling in the program? What pre-requisites exist for the course? Is this course to be a pre-requisite for other courses? What are their expectations and student learning outcomes?
Student studying to become an educator: How do you motivate students who have low interest in your course (e.g. they are taking the course out of obligation but do not see value in it)? Begin the course by asking students (possibly in an anonymous questionnaire) why they are taking the course. Also ask what their goals are for their education and/or career and their concerns coming into the course; this will help validate students' feelings and help them feel heard. If you haven't yet, find connections between the needs/goals of these students to the learning outcomes of the course. Then explain these connections to students. Work throughout the course to find moments to draw connections from the coursework to students' goals.