Tutor profile: Zeyda R.
I have to write this essay, but I have no idea how to start. Can you help me get started with my writing?
Of course! What class is it for? And can you send me the prompt? We will read it together and then make a list of tasks the prompt is asking you do to (we'll take turns). **makes task list** Now that we've got our list, let's organize these tasks into three groups: Now, Later, and Lateeeeeer. These are time-based categories, so "Now" represents things we should do ASAP. "Later" is things we could put off for a bit in the process, but "Lateeeeer" is like things we can worry about way later in the process--personally, I like to put my reference page and formatting in this category. **we organize each task and put them in their category** So, let's help you generate content now! I see the essay is about an issue in your community. Let's take 30 seconds to list as many communities we are apart of. **we do it but don't share** Okay, now let's pick one of those communities and try to list as many issues as we can in 15 seconds. **we do it** Awesome, now pick one of those issues and let's write a little bit about what we know about said issue. I'll do this with you too, so you can get another perspective. **we write, we take turns sharing our responses, then we discuss similarities and differences** Alright, did that help? What are you thinking of writing about?
I am not understanding the language of Shakespeare at all! I have no idea what's happening in the play more than half the time! Could you help me figure out what's happening in this scene?
Oh boy, I feel you. Shakespeare is a toughie--even for English majors like me. People often forget that Shakespeare is not meant to be read, it's supposed to be performed! Sometimes we need to watch and read it a couple times before we know what's happening. So, what play are you watching? **it's the tempest** Oh cool! I just watched that one on Youtube the other day. Do note that sometimes these movie versions aren't true to the play and often skip around or even change the gender of a character. In this version, Prospero is a woman, not a man. Keep that in mind, as Shakespeare has this pattern of father/daughter relationships in his work! Let's watch the scene, while following along in the play, then we will write about it together and share. **watch it** Let's list some things that were in this scene--just one word (ex: banana, pizza...) Now, let's write a one sentence summary of what this scene was about. **we share our responses out loud, discuss, and address any similarities or differences in our responses)
I have to write an analysis for a poem, but I have no idea what it's saying. Could you help me figure it out?
Sure! So, it sounds like you've read the poem. May I please see the prompt for this analysis? **looks at prompt as a guide for where to take the session** Okay, thank you! Let's read the poem out loud together once, before we start figuring it out. **reads it out loud** Now, I'll have you grab a pen and paper and we are going to do a live write--what this means is, we will write together and then take turns reading our responses out loud. Then, we will discuss. We will write to answer the question: "What patterns are you noticing in this poem?" As I mentioned, we will write our responses and then share. **reads our responses and discuss** Now, we will highlight where we see these patterns. And then we will do another live-write asking: What is the poem saying overall? ((if the student is still off-base, we may need to translate the poem into our own words line by line))
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