Jee-young and I met up at the Goldstein Library for our
second tutoring session. Like before, I had her read through two chapters from
her South Korean English book. If she had a question concerning a particular
piece of the literature, I would lead her to the answer, mainly by asking her
questions.
I have found that answering
questions with more questions forces students to think outside the box for
their answers. Or, it lets them analyze the question from a different angle.
Perhaps they will use context clues to figure out their answer, or will break
down the sentence structure. Usually the answer is fairly simple, and the
student only needs to look a little harder at the sentence to be able to find
it. Once they do however, they tend to remember it, as opposed to hearing the
answer in one ear, and letting it float out of the other.
After Jee-young read through the chapters, she pulled up a writing
assignment she had been working on for class. It was a self-analysis and case
study of her music therapy work. She had to follow a specific writing
structure, which included certain abbreviations and acronyms. After I was
explained the structure, I helped edit the piece by allowing her to figure out
the corrections on her own. I would point out the mistakes and then ask her
what was wrong as well how it should be corrected. The work was basic, and
mainly consisted of article and generalization errors.
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