The goal of 1-1 tutoring is to meet the student where they are in the learning process. Assuming the learner has no experience with rhetorical analysis essays, this is what they can expect:

First session--establish comfort level with reading grade-level nonfiction and familiarity with common rhetorical terms, and providing a review or new instruction on the rhetorical appeals. Students will be able to choose a reading passage to annotate from a few provided choices for the next session.

Second session--talk out rhetorical features of the annotated passage. Explore a rhetorical analysis essay prompt and break down the task. Look at model thesis statements. Students will prepare a thesis statement and complete an evidence graphic organizer before the next session.

Third session--show models of analysis paragraph organization and practice citing text evidence and writing commentary sentences. Students will prepare a rough draft of the essay before the next session.

Fourth session--review the rough draft together, noting areas of strength and areas for growth. Discuss revision strategies.

Fifth or additional sessions--continue to give targeted support on problem areas, teach additional rhetorical devices and choices, or help students further revise essay draft.

Students who do have some prior experience with rhetorical analysis or move through the content faster or slower than described above will be supported at their level of need!