Award-Winning English Grammar and Syntax Tutors in New Haven, CT

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Private In-Home and Online English Grammar and Syntax Tutoring in New Haven, CT

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Session Summaries by English Grammar and Syntax Tutors

English Grammar and Syntax Tutoring review by Emily in New Haven, CT
We spent about 30 minutes doing reading comprehension practice per his grandmother's request, and then we worked on combining sentences, and varying sentence length to make writing more interesting.
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English Grammar and Syntax Tutoring review by Karen in New Haven, CT
The student and I discussed the order of tasks for our lesson. He wanted to read and discuss some folktales first before we discussed his essay. That we did. We read four folktales on clothes/outward appearances, and we compared it to the Indian folktale on a prince getting wisdom. Then we read "The Frog Prince" from the Grimms. It was confusing. We made a note of that. But we still discussed its potential meanings. We went over the essay assignment. I then asked him questions and made him write for ten minutes. Then, I assigned him eight stories to read and asked him to write down notes on how he felt about them. He also demanded more vocabulary, so I gave him List 4.2 and went over it with him. I think it is a good sign that he wants more words. I was giving him a little break, but he wants to learn! He has been trying to decide which English to take in his freshman year at high school. We discussed this again, and he thinks he should be in advanced. I asked him how he really felt about taking advanced while all his friends were in standard level English. He said he was okay with it. I said, you know, it's okay to admit you are uncomfortable about this. Are you really okay? He affirmed that he was resolved to take advanced. I told him that I really thought he was ready and able. I also said it was probably going to be obvious to the friends that each of them would reveal a special skill, and the outcome would be that they'd take advanced courses as a result and that they would not all be the same. He agreed. His homework is to learn the List 4.2 words and be ready for a fill in the blank challenge. He has to get a rough draft together and he has to read eight stories. He has requested a new novel for us to read together. I asked him what he was enjoying now. He is reading Lone Survivor, which is about a Navy Seal. I will find something literary that has something of the same appeal. Overall, I think he needs to be challenged. He is a smart fellow.
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English Grammar and Syntax Tutoring review by Megan in New Haven, CT
The student finished reading "King of Shadows" a few minutes after I arrived, and we spent about 1 hour on the book itself. He wanted to immediately talk about it, but I wanted to see what he could write as a reaction. I asked him to list his immediate, knee-jerk reactions to the whole book, as this is one of these books that doesn't make complete sense until the end, when it all comes together. As he was writing his reactions, I wrote a quick 5-question comprehension quiz. I'm working to the overall goal of having him engaged in less conversation to comprehend the reading, and instead have him be able to write and focus on his reactions and emotions. By the end of our time together, I want the student to be able to form his own views, opinions, and reactions, and be able to back these up from the text. Both from the comprehension quiz and his reaction list- I needed more detail. We then went into more conversation as to the overall plot of the story and why the author chose to write the book the way she did. The student was still confused on what was "real" and what was "fiction" in the book, so we also drew out a map that showed the Beginning/Middle/End, and where each Nat (1599 Nat and 1999 Nat) was within those parts of the book. After we finished with "King of Shadows", I then switched gears and pulled up the four poems we had gone over in the past 6 weeks: "I carry your heart" by E.E. Cummings, "The Charge of the Light Brigade" by Tennyson, "Bright Star" by Keats, and "After Apple-Picking" by Frost. I gave the student about 10 minutes to list out his likes and dislikes about each poem, and helped write a brief outline for his homework essay. For homework, I want the student to write 1.5-2 pages on each of the 4 poems, comparing and contrasting them, and also peppering in his likes and dislikes for each. I want this to be solely the student's work, with no input on my end until the final draft. Already, I'm hoping he hits the obvious differences: time period, location, and author; as well as the obvious similarities: an affinity for nature, love, and death; I'm excited to see what he'll come up with in the essay.
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English Grammar and Syntax Tutoring review by Ann-Marie in New Haven, CT
We discussed what we wanted to accomplish in these sessions: the student thinks that he could improve his writing by adding more details. He read his two papers aloud, and we looked at ways he could add more to them. I also gave him a practice writing prompt, and he walked me through his paper writing process; he did a good job at coming up with a thesis statement. We talked about what he likes and school, and he showed me what they are working on in English class. We found a grammar site to practice comma splices (which he had a few of in his writing) and talked about what we could do for next time. I recommended rewriting his papers and finding some more grammar exercises to do, such as editing sample papers online.
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English Grammar and Syntax Tutoring review by Erik in New Haven, CT
We worked on his Kipling essay. The improvement in the student's writing is very impressive, and I am thrilled about how well he wrote this essay.
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English Grammar and Syntax Tutoring review by Zil in New Haven, CT
Today was my first meeting with the student, and we discussed her goal to become more efficient at persuasive writing. We reviewed the importance of audience-oriented writing, the importance of picking one side of an argument and strongly defending it, and used practice prompts to help her improve her brainstorming skills when writing a persuasive essay.
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