I felt that chapter 6 gave me some incredible insights into the logistics of a session but also didn’t shy away from acknowledging that note-taking, listening, and the questions might call for various approaches depending on the different people and situations. The emphasis on being a patient listener and making sure the student feels they can read their whole work before getting into the writing process is something we talked about in class that I can see being great practice for me. I am definitely going to implement a version of the note-taking mentioned in this chapter; keeping the overall points and summary of the work separate from my comments/thoughts will help me slow down and listen before becoming distracted with my ideas on how I can fix this and get caught up in the details before I’ve heard to the whole. Writing down the assignment where I can see it on my notes can also help guide my comments. Acknowledging where the work may stray from the overall expectations of the assignment could be a great way to start a conversation after reading aloud to ensure they understand the assignment’s basic structure. The technique of marking where you, as a listener, feel a paragraph break could help the students understand how to start organizing and fixing their work if I can let them know that reading aloud can draw certain things to your attention that might not jump out when you read silently. Those natural pauses and breaks into new information can substantially aid an assignment’s clarity. I am excited to take part in the mock tutoring session mostly because I haven’t had a writing session yet, so having some practical experience and tools to work with from memory will be great.