Fun Summer Learning – Writing!

Yes, writing can be fun!

The key is to find a topic that you want to write about and then jump right in.  Don’t hesitate, do not pass GO, do not second guess yourself.

Make a list of your children’s interests: sports, video games, television shows, movies, superheroes, toys, etc.  Encourage them to get excited about writing about their favourite topic(s).

For example, if Johnny is obsessed with transformers, he could write a review about a certain transformer.  He could instructive article explaining how to manipulate the transformer. He could compare this transformer with others in his collection, and so on.

Children often want to share what they know and what they are passionate about.

Writing a blog about one’s interests is a great way to share information.  Search for other blogs or sites on the same topic. This will allow you to practise reading skills, too. Connecting with others and following their sites will increase the number of your readers and their participation.

If you are worried about Internet security, ensure that you have the passwords and go online with your children, or monitor them.  You can control the comments that come in or read them in advance of your writing time.

Don’t be too pedantic!

You don’t need to correct every spelling or punctuation mistake.

Gently make suggestions.  Reword a confusing sentence as you read it, allowing your child to make the change if he or she catches your meaning.

The more your children practise writing, and of course reading other articles, the better they will become.  You might even point out a few errors that other authors make that are similar to your child’s errors.  The next time he or she is writing, this “correction” might be more obvious.

Of course, all of this is child dependent.  If your children have no issue with proofreading and editing, you can go full throttle with doing so.

If you don’t want to blog, you can always start a journal.  Part of the fun is searching for a nice book in which to keep a journal. Having said this, any scribbler or even a binder with loose-leaf sheets can serve. You can always decorate the cover yourselves!

Your children can write a journal just like a blog, or they can do a more traditional journal in which daily events, feelings, and thoughts are recorded.

If you want, you could delineate a few daily topics. For example: Write one good thing that happened, one not so good, one new experience, one funny or interesting story, etc.

Of course, you can create cartoons with text, write a short story, even begin a novel if your children are keen.  I have met several students who are really challenged with writing; however, given the chance, they get very excited about writing a science fiction story or a fantasy!

Remember – look for that KEY.

Above all, you want to have fun with your creations.  The whole goal of learning is to find interesting avenues into new discoveries.  That’s not to say there is never any “slogging” to be done, but even that can be fun in the end when you are proud of the final accomplishment.

Need a little help along the way?

Tutoring can make a massive difference – especially when the tutor loves learning himself or herself and projects that enthusiasm to the student.

Free information meetings available! (Online or in-person.)

Our Rose of Sharon this year!

Website:  www.tutoringcentral.com

This week’s video:

Fun Summer Learning – Writing.

 

 

 

Fun Summer Learning – Indoor Games

Fun Summer Learning and Indoor Games

Choices

There are thousands of games to play – far too many to discuss here, although I will mention a few.  Don’t limit yourself! All games have at least a few teachable moments.

Note:  I used the name “indoor games” simply to contrast with “sports” which I am not writing about today.  Of course, you can play these games almost anywhere.  Also, most of the card games and board games are available as video versions, too.

Try to choose games your children will enjoy and then find ways to incorporate learning without limiting the “fun” element.  There is no need for “drills” (unless your children tend to like drills!).

Not all games have the same intellectual challenge, of course.  The games you play will be determined, in part at least, by your children’s age and/or current skill level.  Introduce new, different, or more challenging games as they mature.  There is no need to start with something complicated.  In fact, there are always times when we might enjoy playing something less challenging even when we do have the ability.

Social

There are very useful lessons to learn around the actual playing of games.  For example, learning how to lose graciously.  This is not to be outdone by learning how to win graciously.  Take the time to each your children that game playing is not a personal judgement of value.  The real value is in connecting with others, having fun, and learning a few new things.  Having learned this with game playing, they might begin to understand how this works even in the academic world.  Your “results” are not “you.” (Ironically, taking that pressure off usually results in much higher marks.)

Patience and taking turns are obvious game-playing lessons.  Don’t underestimate the value of the social part of game playing.

Allow your children to teach you a few tricks.  One of the best ways to learn is to teach others.  Not only do we retain a lot more once we have taught another, but we will engage more and want to do even more. Hey, and you will be the cool parent who knows the “Easter egg”,” method, or shortcut.

Spending time together, talking, recounting stories, relating to other activities that may or may not be related to the game, all of these are important developmental and learning points.

Math

For math skills, games such as Cribbage or Monopoly are great choices.

Many card games have a math component – especially adding or patterning.  Crazy eights, Go Fish, Euchre, Uno.

Board games involve counting (sometimes adding), patterns, making logical decisions or choices, even spelling!  Scrabble, Snakes & Ladders, Trains, Chess, Checkers, Equate, Bingo, and lots more.

Math Games PBS KIDS

Cool Math Games

Reading

Reading directions to any game can be helpful.  You might even be surprised when your children read the directions to you.  I know many people who have been playing a game for years without realizing that they are not following the directions!  (Of course, it is up to you whether or not you prefer your version of the game.) Reading directions helps you learn how to play, but you can also check back from time to time to see if there are any additional plays or allowable moves that have not been tried.

Look for reading opportunities on blogs or sites that provide commentary, reviews, or approaches to playing.  These can be very interesting – not to mention helpful.

For younger children, there are lots of online games as well.  Here are some reading games from PBS.

Reading games PBS KIDS

Writing

Have your children start their own blog, writing reviews of games, telling stories of particularly great (or not so great) instances while playing. They can create rating lists, include graphics, look for links or other material to incorporate.  In other words, they can practise a lot of the same academic skills required in school without feeling like they are in school!

Video Games

Video games have plenty of learning opportunities.  Many have story lines or the opportunity to create things like entire cities, farms, civilizations, etc.  You often get to create your own characters, too! Take some time to discuss all of the interesting artifacts, methods, and potential goals.

Many of the same learning opportunities mentioned above relate to video game playing, too. Reading about the game, writing about the game, practising math skills, etc.

I am definitely not a video games expert by any stretch of the imagination.  I have provide a link to some kids games that should do the trick, however.

Best Games for Kids

Above all, have fun!

Remember that learning is all about fun. It will enlarge your world.

If you want some help in this regard, please get in touch.

Website: www.tutoringcentral.com

Video: Fun Summer Learning – Indoor Games

How Do I Make My Writing Sophisticated?

But, how do I make my writing sophisticated? 

I hear these kinds of questions, especially from high school or university students.  They feel that their writing should now “sound” more intelligent, so they add all kinds of words, clauses, and phrases that tend to do quite the opposite!

Here are better ways to improve the quality of your writing:

Make your writing clear.

Make your writing concise.

Make your writing understandable

Provide support, detail, explanations, anecdotes, and so forth to help the reader understand your argument, point of view, or opinion. Spend time to fully understand your own thoughts and connections to the material so that you can write about the ideas intelligently.

These are far more important than complicating the issue.

When students, or any writers for that matter, force their writing – the quality becomes worse.  Making something “sound” more complicated than it really is does not help the reader (or the teacher ) in any way.

Your ideas can be original and attractive, but they don’t need to be mired in arcane language or complicated sentence structures that lead the reader nowhere.

I have read students’ essays that aim to impress, but the writing is so convoluted that the meaning is lost.  When I ask them to explain, they often say, “I’m really not sure what I meant, but doesn’t it sound good?” Their hope is that the teacher or professor will find something in that mess to admire.  This is a very poor method!

Some of the best writers, in fact, make a concerted effort to ensure that their writing is as uncomplicated as possible. That does not mean “dumbing-down” (as one of my students said to me recently).  It means that you are doing your job to help the reader comprehend your intentions.

It is the ideas and thoughts that are important.  You want the reader to be impressed, or at least persuaded, by your argument, opinion, or description.

If the reader does not understand your work, he or she will not be impressed.  (Although I have heard people say, “He must be a great writer, I couldn’t understand a word of it!”)

Work on sentence structure and grammar.  Make sure you follow the basic rules and conventions of writing.  Don’t think of the rules as restrictive. Recognize that they actually free the rest of your mind to be creative in thought, networking ideas, and expounding upon your take on a particular topic.

Want a place to start?  Try these discount coupons, and I will help you.

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Brush up on the basics and apply them well, and you will see higher grades.  Better yet, the quality of your writing will continue to improve.

Of course, as you become more proficient, you might notice that your sentences are longer and more “sophisticated,” but they retain the clarity of purpose as well.

Most of all – keep writing!

As with any skill, you get better with practice, especially if you pay attention to the weak spots.  Try to take on constructive advice and make the necessary adjustments to keep improving.

For more information, lessons, and programs check out the website.

Website: www.tutoringcentral.com

This week’s video:  “How Do I Make My Writing Sophisticated?”

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Topic Sentences – Location, Location, Location!

Topic Sentences – Location, Location, Location!

At the beginning.

In blogs, videos, and my courses, I have often mentioned that the topic sentence of a paragraph should be at the beginning of the paragraph – often the first sentence.

While this is true in many cases, it does not HAVE to be the first sentence of a paragraph.  When writing essays for grade school or secondary school, teachers generally expect the topic sentence of body paragraphs to come at the beginning. The concluding paragraph has a restated or modified thesis statement at the beginning, and this serves as its topic sentence. Of course, the introductory paragraph is a bit of an exception.  It often starts with a “grabber” and/or focus statement, and the thesis statement (serving as the overarching topic sentence) comes at the end of the paragraph.

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For most stand-alone paragraph writing exercises in school, the expectation is for a topic sentence at or near the very beginning of the paragraph as well.

Whew!

Having said all that, topic sentences can come at any point within a paragraph – even in academic writing at times.

At the end.

You can place the central idea at the end after several supporting sentences that have made the case for your argument or point of view. This can be especially useful in argument paragraphs because it leads the reader to your conclusion drawing them in with your amazing proofs and supports.

You knew you were amazing, right?  Of course.

Placing the topic sentence at the end of your paragraph can be effective in expository paragraphs as well. Leaving the central idea until the end can have a dramatic effect that attracts the reader to keep reading.

Of course, even if your topic sentence or central idea is withheld until the end of the paragraph, you still need to ensure that you have unity and coherence.  All the supports that come before the topic sentence need to be relevant and transition from one to another in order for the whole package to have the desired impact on the reader.  Remember that you have to “lead” them to your central idea and convince them with your message.

Nowhere – and everywhere.

Even more bizarre!

Some paragraphs don’t have the central idea explicitly stated at all!

This is often the case with narrative writing (relating a sequence of events) and sometimes descriptive writing.  This is especially true in fiction writing where many academic rules are “stretched” or broken.  You can imply the central idea with descriptions, action, dialogue, and so on. This is not to say that you never use topic sentences in fiction, but one topic sentence might serve several paragraphs rather than just one.  The continuity is important and, frankly, trying to generate a new topic sentence in the midst of a “flow” of description does not always make sense.

There you have it.  Topic sentences are not as stable as you thought.  They can move around from place to place.  Sometimes there are a couple of introductory sentences before a topic sentence as well.  Generally, I wouldn’t say the topic sentence comes in the middle of a paragraph, but it can be within it.

Still, for most academic writing, I recommend sticking to having the topic sentence at the beginning of most paragraphs.  It will serve you well.

When writing fiction, you have more freedom – but keep in mind that you still need to help the reader find your central idea using whatever techniques you choose.

Do you want to write more?  Do you want to improve your writing? Contact me, and I will set up a personal program for you.

Website: www.tutoringcentral.com

This week’s video: Topic Sentences

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Make the Most of Your Homework Time & Reduce the Pain.

I get a lot of questions from my in-person students and on Quora about how to make the most of homework time and how to reduce the pain!

Some students are interested in getting better grades and are willing to do almost anything to get them.

Others are interested in reducing the pain and want something easy to make that happen.

These two goals are not as disparate as they might seem at first glance.

If you use good study skills and develop habits that will serve you well, then the pain is mitigated and the learning can truly begin. 

Sometimes, students are not happy with my answers because there is no magic.  In other words, there is  not a secret “trick” that you can do that will suddenly make homework as fun as pony rides (assuming you have no morbid fear of ponies) and that will insert you with the intelligence quotient of an Einstein.

No.

The tips are basic.  Most of them have been known for thousands of years!  What!  Even when the Internet didn’t exist – or smart phones – or apps – or herbs and vitamins to boost the brain?  YES!

Simple is often still the best route.  Some of the additional benefits of technology can help (or hurt) and maybe (big maybe) some vitamins and herbs can boost your brain – but you still need the foundation.

The tips are basic.

They work!

BE QUIET!      

Sorry, I got carried away there.  But really, find a quiet location, if possible.  It is much easier to focus when distractions are reduced.  Turn off the T.V. – no smartphone (no dumb phone either) – no music* – no internet chat – no Sloppy Joes over your textbook / keyboard –  etc. Focus on one task.

                        * Music can be used to block out other annoying sounds, but is should be at a level that does not interfere with your focus – preferably without lyrics so that you don’t start singing along!

Read.  Read, and read, and read ….  I cannot stress enough how important it is to read as much as you can, and re-read for more comprehension.  You never capture everything on the first read of a substantial text.  You need to look over it several times. Read supplemental material as well.  Go beyond the minimum!

Write.  Write out notes.  Draw diagrams, create charts, pictures, graphs – anything that will help you remember.  Write on flashcards – especially useful for terms & definitions, but they can be used for all kinds of study.  Write a journal. Really?  Yes, writing down your thoughts can help you review your day and your network of knowledge.  so keep on writing, preferably handwriting.  Writing or printing by hand engages different parts of your brain.  People – and yes even young people – retain more information when they have physically written out notes compared to typing them.

Study.  I don’t mean look over your notes once, or three times, or one-hundred times.  I mean study.  Close the book, look away from the screen, stop listening to the lecture recording, and ask yourself if you can answer questions without looking or listening.  If you don’t know the answers without reading them in front of you, then you don’t know the material!  Self-testing (or you can use a buddy) is one of the best methods (not to mention the most overlooked and underused method) to prepare yourself.  Don’t cheat yourself by thinking that you know something without ever testing this hypothesis.

Be kind to yourself.  Reward yourself when you have done a good job.  Recognize the value of working hard but also the value in working smart.  Make sure you get a good night’s sleep.  Catnaps are good, too, if they are brief.  (Catnaps might be a misnomer.  Don’t sleep like your cat for sixteen hours a day!)  Make sure you eat healthy meals – small and numerous is best to keep your body (brain is included) performing at a steady rate.  Don’t let yourself off the hook!  Wait – I thought you said to be kind to yourself?  Yes, sometimes kindness = toughness.  You need to be honest with yourself – no cheating – no lapsing on scheduled homework time – no excuses.  The reward you get later is the kindness component.

Making the most of homework time:

If you are focused and using solid study strategies during your homework time, you will retain far more information; gain more knowledge; and do better on quizzes, tests, and exams.  You will be working smart which is at least as important as working hard.

Reducing the pain:

If you are focused and using solid study strategies during your homework time, you will begin to find the material is learned faster and better.  You might even be studying for less time and getting more out of it – reducing the “pain.”   You know the value of your efforts, so the pain factor starts to become less noticeable even during the sessions.

These are very broad strokes on how to make the most of homework time AND reduce the pain.

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Of course, for a more personal touch – check out the website, and contact me.  I can set up personalized programs that will help you, or your child, reach your goals.

Website: www.tutoringcentral.com

E-mail:  tutoringcentral@inbox.com

Video:  Make the Most of Your Homework Time & Reduce the Pain

 

 

 

 

 

You Be the Teacher – You Be the Student!

Yes.

You can be both a teacher and a learner at any age, and you can do so at the same time.

What do I mean by this?

When you are trying to learn something, put yourself into the teacher’s role.  Pretend that you are teaching yourself.  Alternatively, you can pretend that you are teaching an imaginary classmate.  (Suggestion – pick someone you like!)

Use this method during your homework sessions to help you remember information.

This method is not only good for retaining information, but it will also help you learn how to explain concepts, plots for stories, themes, terms, etc.  When the test or exam, or even a pop quiz, arrives, you will have already had practice explaining in your own words – and you will remember!

Teaching others – even imaginary others – is a great gift to you.

You have probably already had this experience.

Have you ever taught a child, parent, sibling, or friend how to ride a bike, play a board game or video game, read, dance, play a sport and so on. 

I bet you have.

Remember that teaching (or learning) is not all about academic subjects.  In fact, you have many learning experiences long before you ever get to school.  Parents, grandparents, siblings, and other family members are your first “teachers.”  They help to get you sitting up, to turn babbling into single words, to stand, and to walk.  Many of the things you learned before you went to school were also learned – at least in part – with you being your own teacher.  Practice, practice, correction, practice, practice, tweaking a bit, practice, practice – mastery!  (Of course, the practice, corrections, and tweaking usually go on much longer.) There is a lot of trial and error learning going on right from the very beginning of your life.

You have probably taught yourself many things since then, particularly anything that you are very interested in doing.

The fact that you might not be completely enthralled with learning algebra, or history, or science, does not negate the fact that you can be your own teacher during practice sessions. Giving yourself permission to take over both roles will enhance the learning experience, make it much more interesting, help you remember, and may even make you a little more understanding and empathetic toward the classroom teacher who is trying to help you gain the knowledge.

So, give it a try during your next homework session.  Be the one to answer the questions as always, but try being the one who asks the questions as well.  Practice being the one who encourages you to learn, who directs you to the right pages, who points out the important bits, even the one who is stern when you go astray.

Wow!

I know you will be increasing your learning by a substantial amount!

If you need more encouragement or direction, I am always willing to help.

Website:  www.tutoringcentral.com

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This weeks Video: You Be the Teacher – You Be the Student

Sentence Fragment Monsters Coming to Destroy Your Writing!

Don’t let sentence fragments detract from your amazing message!

Avoid                                            

When writing, try to avoid using sentence fragments.

Now, they are fine for your brainstorming but you don’t want them in your final draft.

Avoiding sentence fragments in your rough draft is also a good idea because you will become accustomed to writing in full sentences and have fewer edits to make on your final copy.

What are they?

What exactly is a sentence fragment?

Basically, a sentence fragment is part of a sentence, but only part, masquerading as a real sentence!

You are missing some essential element.  The following three examples all look like sentences, but they aren’t.  They are all sentence fragments.

1. You might have a subject but not predicate:

My aged mother from the senior citizen’s green acres retirement centre.

2. You might have a predicate but no subject:

Invented a new solution to the problem of inner city traffic and pedestrian interaction.

3. You might have a subordinating word that makes the clause dependent:

After the colourful turtles crossed the road in the morning.

To have a complete sentence, you need at least one independent clause.

When the massive blue bus careened around the rocky curve at the top of Bluebird Hill.

This certainly seems to be a sentence.  It has a capital and a period for end punctuation. It has a series of words that make sense talking about one main idea; however, the thought is not complete.  What happened when the bus careened around the curve?  We don’t know.  The writer forgot to include this information in the main sentence.

You will notice that simply removing the word “When” creates a full sentence.  However, with the subordinating word “When,” the group of words is dependent, and you will need to add something to complete the thought.

When the massive blue bus careened around the rocky curve at the top of Bluebird Hill, we all thought we were doomed.

Help is on the way!

One easy (although not entirely accurate) way to tell whether a sentence is complete or a fragment is to imagine someone saying it to you.  Does it make sense?

After the party at Exhibition Park.

Drawing a line through the sand.

Screamed at the top of his lungs.

When you say these aloud to yourself – you have unanswered questions such as “What happened after the party?” and “Who screamed?”

At times this can be confusing.  For example: I can’t read it.

You might say this is a fragment because we don’t know what “it” is; however, we do have a subject “I” and a predicate “can’t read it,” and we don’t have any subordinating words.  So, although we don’t know everything at this point, the sentence itself is complete. Presumably this would be part of a series of sentences rather than a stand-alone sentence.

Technically

1. Check to see that you have at least one subject and one predicate.
2. Check that you have at least one independent clause.

Exceptions

Most of these points about sentence fragments apply to formal, academic writing.  There are times when a sentence fragment is helpful – particularly in fiction writing. Writing fiction or poetry breaks many of the formal rules in order to create a more realistic scene or dialogue.  We generally don’t speak or have a conversation with someone using full sentences and formal grammar at all times. Also, when giving an order or command, the subject is “implied” rather than stated.  (My two points under “Technically” are examples.)

Close the window.    (The subject is implied.  Often assumed to be “you.”)

One more point

Don’t worry.  Keep writing.  The important thing is to keep practising and writing what you love to write about.

Getting feedback and direction can be essential if you need to, or want to, improve your technique, style, and final product.

Here is one place to start:

Paragraph Writing Lessons

Website: www.tutoringcentral.com

Video: Sentence Fragments

Ron

 

Writing in English

Keep it simple

When you write, particularly when you are writing a finished product such as an essay, book report, or speech, etc., use the structures you know.

Remember the old adage, “Write about what you know.”  Well, this works with technical aspects as well.

There is no need to artificially complicate your sentences just to seem more academic or “more intelligent.”

To be honest, when writers do this, they tend to reduce the quality of their writing rather than enhance it.

I have seen students who spend a great deal of time trying to “perfect” very weak arguments or assertions with complicated language and massive (and unreadable) sentences.  This method does not work!  But don’t worry, as you learn a wider variety of sentence structures and paragraph structures, you will be able to effectively incorporate them into your finished products.

In the meantime, write well with the tools you have.

Focus on the goal

Keep your mind on your goal.

What do you want the reader to gain from your article?

If it is an essay, you are arguing for a certain point of view or supporting your opinion.

If you are writing a speech, you might be informing the reader or trying to persuade him/her to take a certain action.

(Often written work can have more than one purpose, but there is generally a dominant one.)

If you need to write an essay or report for a grade – again, keeping your mind on the goal is important.  Don’t worry about the grade.  If your writing is well done and you have conveyed the message you intended, then the grade will follow.

Remember that the goal is the whole point of your writing!  Don’t let it slip through the cracks.  Your message is far more important than fancy language and complexity.

But how do you improve?

You might be asking this question, “How do I improve if I don’t try to write in a more complicated manner?”

There are multiple answers, but let’s start with the improvement bit.

With each new article, you can “stretch” yourself.  While working on rough copies or drafts, you can experiment with longer sentences or new structures.  Always read your work aloud to “hear” if it sounds right. You can also ask yourself this question: “If someone walked up to me and said this, would I know what he/she was talking about?”  (If the answer is “no,” then you still have some work to do.)

Of course, reading to someone or having someone else read your efforts can be helpful. If the person has no idea what your sentence means, then it is generally the wrong way to write that sentence.

(I have read many students’ articles for courses or information that I have never studied myself.  Of course, I might not understand very technical details of an obscure course; however, the sentences and language should still be understandable.  Basically, anyone should be able to read your paper and gain some insight from it.)

Another great idea is to record yourself and then listen to your article with your eyes closed.  Does everything make sense to you?  Do the sentences move smoothly from one idea to the next?  Is there a satisfying conclusion that leaves you feeling that your main point has been adequately explored?

Your journal writing is another awesome place to experiment.  It isn’t so important if your sentences fall apart or if they lack the finesse of a finished product if the writing is just for yourself.

Reading back over old journal entries you can see how much you’ve improved but also how much you might still need to improve.  I know people who have read their old writing and have no idea what a particular sentence means!

Of course, you can take courses that specifically address writing skills.

    Ron – well, a slightly younger version!  🙂

You could hire a tutor to give you some specific direction and help along the way. A good tutor will assess your current abilities and then provide you with a program that will bring you the results you desire.

Here is a great place to start:  Paragraph Writing Lessons

Website: www.tutoringcentral.com

Video: Writing – Keep it simple!

 

Ronald J. Johnson

Director – L.T.L. Tutoring Central

Free Webinar

Don’t miss out on the free webinar this week: Essay Writing Tips!

Writing is such a challenging task for most people.

Okay, writing might not be a huge challenge, but writing “well” is.

I will be discussing beginning strategies, structures (thesis, sentences, paragraphs, etc.), matters of form (continuity, interest, technical considerations), proofreading, and more.

All the tools you need to write almost anything are the same tools needed for essay writing.

Oh, and did I mention there are prizes ?   There are!

Hope to see you there!

Also – let your friends, students, colleagues, enemies (kidding) know about this Webinar.

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