Data analysis
Janice is an ESL student who is studying Psychology here at Kean University. She hopes to become a teacher one day. Janice came into the tutoring center and she was late to begin with. I believe she was approximately ten minutes late. When she came in she was very enthusiastic. Janice had a paper to write based on how she felt in general about life and how has that incident affect her life. Janice paper was due in a couple of hours on that given day.
Janice spoke in an effective manner. She had an assignment sheet and she wanted the tutor to go over the paper such as proof read the paper. I looked at her paper and saw a
lot of problems in her paper such as grammatical errors all throughout the paper. After I had read the paper to her, I asked her could she read the paper out loud to me and she did. She was able to read the paper out loud but was not help to grasp the idea of the sentences in her paper. For example, the student had sort of an idea of what went on but her paper did not make any sense at all. From my understanding as I tutor I felt that she needed to get a grasp of when to write in present tense and when to shift to past tense. Not only did the student did not understand what was saying. I felt that she was being attentive to what I was saying because she was just in a rush to get the paper done.

Case # 2
Tommy who is enrolled in an English course came to the writing center with a goal in mind. Tommy was a very well received person. He came in with a paper that he wanted to revise. So we worked on that. Tommy who is an undergraduate student knew what he wanted and knew how to adjust his paper by referring back to the professors comments and tried to incorporate those ideas into the paper.
Tommy is an example of the student being in control of the session because one Tommy who is an ESl student came in with an assignment sheet stating the guidelines. Tommy read his paper out loud to me and while he was reading his paper out loud to me he was able to go back and forth to see what kind of comments the professor made to his or her paper which was excellent. Tommy was a student who was focus about his work. He was on time and he had told me that he had benefit a lot form the session because he pushed himself to see where he could elaborate more things in his paper.

Case 3
Sasha who is an ESL student enrolled in an English course came to the writing center course such as Business and Professional Writing Course came into the writing center without an assignment sheet. She just wanted someone to come in and proofread her assignment. The assignment sheet was to write an essay based on how she decided to come to Kean University and along with the assignment the student. She spoke very quietly in an effective manner where at times I felt like I had to led the student and guide the student in a way. For example, I felt like the students that students should come prepared with some sort of idea of what they need to do. However, even though I was a tutor at the instance, I had to encounter the students level of education and whether English was the students native language. I had to keep repeating myself to the sense to see if I understood what the tutor was saying, Sasha seemed like he was very apprehensive, because the bulk of the work was fallen upon me. Sasha was one of those students who kept asking “Is this right”. I felt that I did this best with that I could possibly with this student because one the student was looking at the tutor for comfort.
Case 4
Aliyah is a twenty five year old woman who is from Russia and she had lived in the United States for ten years. She was enrolled in ESL classes when she had enrolled at Union County College.
It is clear from the data that Aliyah came into the tutoring center with high expectations. She came into the writing center because she wanted to improve her paper because she had received a B on he rapper. She wanted to get an A on her paper.
After the brief discussion Aliyah sat down and provided details on what the assignment was. Her assignment was to write an essay on her experience of the Japanese culture and to go to a restaurant. Aliyah essay was on point and it was very focus and detailed. There were some grammar issues such as verb tense fragments, and some run-on sentences. She came prepared with her grammar book, a dictionary and a thesaurus. One sentence that she had was Americans shake hands when they meet the Japanese bow. So after going through her paper, I asked her did she know what a run on sentence was and she did not. So I said let's look at what a run on sentence is. So we read the definition out loud to me saying what a run on sentence and after reading what is was she was able to summarize it in one sentence.
Lida was able to adjust he paper because she was focused. Lida seemed to have been comfortable with the tutor's approach. She came in and I welcomed her. Sometimes we as tutors have to transition from the student/tutor role and sometimes incorporate a teacher /tutoring session based on what the student needs to accomplish.