(Side note: I’m not a native speaker, and my verbs can be wonky at times, like if I have a headache, or I’ve taught for seven hours straight without a break, or if I stayed up too late reading a good book and I’m too tired to think straight. You know, the usual stuff. Sometimes I slip in French or Italian words in the hope that the similarity in language families will help me and my students will recognize a cognate. When you speak four languages, sometimes it’s hard to keep them straight. Anyway, many days I feel I could have done better or that I have not done enough).
Back to my student. He needed to know what to put in a conclusion and he needed examples. And then from somewhere (maybe my extra supply of awesomeness?), I pulled out a fully formed conclusion. My verbs were perfect. There were no language cross overs. I used advanced sentence structures, and I had never sounded less like an English speaker speaking Spanish. Best of all, he even looked mildly impressed.
(C) Sara Ackerman 2016