Award-Winning ACT Writing Tutors in Hempstead, NY

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Private In-Home and Online ACT Writing Tutoring in Hempstead, NY

Receive personally tailored ACT Writing lessons from exceptional tutors in a one-on-one setting. We help you connect with in-home and online tutoring that offers flexible scheduling and your choice of locations.

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Session Summaries by ACT Writing Tutors

ACT Writing Tutoring review by Julie in Hempstead, NY
The student felt very confident after her placement exam and today we worked on the SSAT. She did a practice SSAT that we went over. We are continuing to focus on the math portion, although we did spend a good amount of time on analogies as well. I am continuing to encourage her to study her vocabulary on her own, especially in the week leading up to the SSAT. We will do two more sessions before the exam and I am confident the student will be ready.
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ACT Writing Tutoring review by Alysa in Hempstead, NY
Today the student continued her work through the arithmetic section. While she still sometimes struggles with long division she was successfully able to work through the factions, decimals, conversion, percentage, and percent increase/ decrease problems. She also learned exponents and scientific notation. We developed a plan for the math section. I encouraged her to go back to review root words and prefix/ suffixes. After we go through the algebra and word problem section she will try the math portion of the practice test.
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ACT Writing Tutoring review by Adrian in Hempstead, NY
I introduced ratios, and found the student's errors in long division problems. I assigned homework to address issues.
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ACT Writing Tutoring review by Daniel in Hempstead, NY
The student has had lower test scores on the SAT Math than she would care for. After reviewing her previous practice tests, I noticed that there were perhaps only one or two very minor topics that would be necessary to study for in terms of increasing her understanding of the math section. Mostly, the errors were made by not writing out enough information about the problem, or making a transposition error, or writing down part of the problem incorrectly. For the first hour, I encouraged her to take more space to write out what she knows about the problem, and to use arrows when copying numbers so that she can clearly see what she should be writing down. This time spent studying the SAT was helpful to her. The next hour we spent reviewing her calculus exam. Her teacher is teaching an AB class at a BC level, and at a very fast pace. While most students have just finished derivatives and are moving on to integrals, the student is almost completely finished learning both. Her teacher also expects her to have memorized the derivatives and integrals for all of the trigonometric functions, no small task. We worked through the questions she got wrong, and I showed her that she needs to figure out what her 'u' is, then write an equation for that 'u.' She needs to then take the derivative of this equation then solve for dx. Finally, she needs to plug these equations into the integral in question, cancel, then recall which formula she should have memorized in order to complete the problem. This process was extremely helpful to her, and although I don't think she is 100% comfortable with the material, she is leaps and bounds more confident about it than she was at the beginning of the session.
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ACT Writing Tutoring review by Andrea in Hempstead, NY
For this session, we continued work on a sample essay question and worked on vocabulary and a small amount of math. Math-wise, we reviewed yesterday's concepts and moved on to fractions/ decimals/ percentages. The student is taking in a good amount of math and I don't want it to get lost, so I showed her how many times fraction/ decimal/ percentage problems are likely to appear on the test, which is a lot. We'll continue with these concepts next week, as we go over word problem strategies. With the essay, we cleared up some confusion she had about structure and using examples. I showed her how I would answer the same question, with a different topic - I explained that I have a ready-made answer to any scientific advance question that might appear on a test, and that I also have ready-made examples, or subtopics. I outlined my essay for her. This made it easier for her to organize her own answer. We talked about how to decide whether to write a 4-paragraph or a 5-paragraph essay. She started over writing the essay, with a new structure, and I timed her on each paragraph, according to the time limit on the actual test. She finished it way under the allotted time, so we went through the essay together and figured out ways to think of more stuff to write. I gave her three guidelines, based on what she had written, to write down in her ISEE journal. We'll try another essay either next Tuesday or the Tuesday after, when she does a full test. I think it was really good for her to see how good she is at responding to the timer - if she can internalize the guidelines I gave her for writing more, I think she'll do an excellent job on this section.
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ACT Writing Tutoring review by Alyssa in Hempstead, NY
Today we worked on grammar. We spent the first half of the session focusing on comma rules, independent versus dependent clauses, verb tense consistency, run-on sentences, and principles of clarity. We need to continue to work on these areas. We then finished a set of practice problems together. The student showed good progress in his understanding of essential versus nonessential material. I asked him to complete an ACT math practice test before next week.
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