The required length of Essay1 for Bucknell was 250-650 words. The rough draft was 260 words, which was not long enough to address the prompt in an appropriate manner. I had to revamp the original version to provide a 'hook' in the intro, and to implement a better flow to the essay. The rough draft also lacked interesting vocabulary, and a strong conclusion. The short essay for the common app was also asking for up to 650 words. Leah struggled with this topic so I had to have a few discussions via text with her to obtain more information regarding what the prompt was asking--Why do you want to transfer and what are your expectations. The explanation regarding her major was the 3rd essay that needed edited and shaping. The Richmond supplement had no length requirement, and the rough draft only contained a minimal about of words, which meant I had to do a significant amount of research on what resources were available to undergrads pursuing pre-med and explain how leah planned on utilizing them to reach her ultimate career goal. This was quite time consuming.

This completes all college essay edits!

Essays are complete and ready for submission.

I will edit Leah's essays when she sends them to me.

Leah wanted to review Logarithms, so that was the primary focus of the session. I anticipate the next chapter she covers will be trigonometric identities.
Leah had good recollection of her work with logarithms. However she was not fully aware of how a logarithmic equation is relative to an exponential equation. After showing her the relationship, she completed several practice problems applying this; all correct.
Then we spent the majority of the time analyzing graphs of logarithms; intercepts, asymptotes horizontal & vertical shifts, flips and rotations all based on changes to the equation.
Lastly I introduced her to trig identities. We reviewed a few examples and she completed a couple of practice problems.

Leah completed all the practice problems with 100% accuracy. She has an excellent awareness about herself. She was able to recall where her pitfalls were in doing similar problems at school. We reviewed those steps of the process in detail and she received several repetitions to ensure she knows how to complete the troubled steps.

We began with basic trig fundamentals; converting degrees to radians and radians to degrees.
Then we worked on sketching terminal angels and coterminal angles. Then she determined the 6 basic trig functions based on a given terminal angle.
Lastly, we focused on graphs of sin and cos. We started with the basic graph and then graphed problems that had a change of the amplitude, various periods, and then phase shifts.