Unexplainable
One instance this week that particularly frustrated me was trying to explain why it was wrong to spell “abilities” as “ability’s.” Well first of all, I explained that in this case “ability’s” wasn’t possessive so apostrophe “s” was unnecessary, but as soon as I tried to think of an instance where using “ability’s” would be correct, my mind blanked and I couldn’t think of any examples. If there was ever an instance in my short tutoring life that I wanted to shout “THAT’S JUST HOW IT IS,” this was it.
Another hard concept I faced was a question from another stymied tutor. In English why do we spell putting as “putting,” and lifting as “lifting,” but not “liftting?” I had no idea! Luckily, there was a very experienced tutor in the room to give us newbies some direction. It seems that as I refresh myself on these grammar rules, there are at least three exceptions to that one rule that I have to commit to memory as well. This complicates the explanation process even more. I’ve had a reaffirmation of just how confusing the English language can be.
The second part of this week’s prompt is to include a flowchart displaying how we conduct a tutoring session? Well I don’t think any two sessions have been alike so far, and I can’t even think if there is an actual process I follow yet, but here you go. I really have been trying to follow a plan similar to the one we constructed in class, so the first thing I do is introduce myself. I then usually will ask the student what they have been writing about, or what class the assignment is for. If I am really on top of things, I will usually ask them something about school or their major, but usually this is the step I forget. I then ask if there are any questions they have, and if they feel comfortable reading their paper aloud, or if they would prefer that I read it. After this step is decided, the paper is read and issues are addressed. As we come to areas in the paper the student would like to change, I ask them to write the changes down themselves. After the paper is read, changes have been made and questions have been answered, I ask one more time if there is anything else they would like to cover. If everything is good, I tell them good luck on your assignment, and the session ends.