Jeff Dinert TP10

This week Aug 3rd, me and Nakjoon met for the last time before CIES ends and he goes on vacation with his family before returning for Graduate school. I will be working with him through the beginning of Grad school so that the first classes and papers he has to do will not be too overwhelming and he can have help developing his own work on his own educational goals. I did not have much time to prepare this lesson, but he sent me his last essay, an old one he wanted to look at from when he began CIES, and I thought since it was a short essay, I would read it several times, and make a few notes on it, and then have Nakjoon and I go over it together and have him correct it or explain it himself, using more description, more complex sentences, and questioning some of the sentences that were simple o the point of skewing meaning. The grammar on this essay wasn't bad, but missing most of the articles, and some mistakes in plural forms, but the true problem with this paper resided in a really underdeveloped idea contradicted itself in what it was explaining. It was about Korean wave and its soap operas, and he said how he thought it was a flash in the pan, a phrase he now knows what it means, but that it had some benefits, and that the reason it was lasting was its low cost of production but yielded a high quality. Now he wanted to say that the novel idea of Korean soap operas in their expression would one day wear off if the production didn't improve once the stories got to be hackneyed, and then the production cost would have to rise, and the dramas would be no different or any more influential than other dramas and would have to develop new stories which would be less Korean and more Western. A complicated idea, and like his first old essay from Korea as a student there we looked at in the beginning, this was too little for such an expression, So really together we reviewed, revised, and we rewrote his paper together, as he told me what he wanted to say, and then I asked him how to say it and we typed it out. This took the whole hour, but as ever it enabled him to look at writing as something more of a thoughtful way of expressing his beliefs, and not just a labor of words. Hopefully he has learned much as I have learned that Demonstration and then immediate practice for the student, as well as continuous practice throughout all the lesson plans building from each new learned skill, ultimately makes it so he can correct his own mistakes, and express himself.