Whether writing, or speaking, our goal is, not only to be understood, but to be remembered.

An instructor and a student from the Fashion Institute of Technology in Chelsea discussed the concepts of ethos, logos, and pathos in persuasive communication, analyzing examples from Charlie Kirk's speeches. They also began exploring poetic devices like rhyme and rhythm to enhance writing. The learner was assigned to consider how they could persuasively argue their belief that in-person schooling isn't always necessary for success, using the rhetorical and poetic techniques discussed.

Arjun and Traore practiced using verbs in interrogative and negative forms, with a particular focus on understanding and applying French words commonly used in English, exploring their meanings and usage. They also worked on constructing sentences and identifying verbs. The tutor plans to send the lesson materials by email and will concentrate on reading news articles in English during their next lesson.

Arjun guided a student from California State University, Sacramento, through a lesson discussing current events, media bias, and opinion formation, specifically analyzing an article about Charlie Kirk. The student critically examined the article for bias and engaged in a discussion about Kirk's controversial views. For their next class, the student was assigned to form their own opinion on the topic.

Arjun worked with a learner from the Lower East Side on improving conversational English. The lesson specifically focused on the correct use of the verb "to be" with adjectives, the proper use of articles before nouns, and the application of intensifiers to enhance descriptive language. The learner practiced correcting sentences and using new vocabulary. For homework, they were assigned a video to watch and analyze, focusing on identifying new words, understanding their meanings, and observing how verbs are changed to create negative sentences.

Arjun Collins guided Mayel through a lesson focused on expanding her vocabulary for expressing feelings and practicing the present progressive tense. During their time together, Mayel honed her skills in describing pictures and distinguishing between emotional and physical states. As a follow-up, she was tasked with creating a conversation for homework, incorporating the new vocabulary from both today's and yesterday's lessons.

Arjun introduced a student from the University of Notre Dame in South Bend to the topic of space junk, discussing its composition, sources, and potential risks to space exploration. The student read a passage about space junk and its impact on satellites. Arjun also briefly mentioned haikus as a segue to make the lesson more engaging.