I have taught writing on a college level at UC Davis and Sac State and have a CBEST credential for K-12 in Davis.
I love to teach expository (argument) writing and can train a student in a fool-proof method that will give him/her a polished product every time. I designed and taught upper division writing classes at Cal Poly, UC Davis and Sac State.
I have been teaching English to foreign students for over 10 years. I am a teacher on the college level of upper division writing, UC Davis and Sac State
I have taught geometry constantly over the years and have taken math courses on a graduate level, e.g. Orthogonal Functions and Fourier Series, Partial Differentials, etc.
I have been studying Latin since I was 14, was required to speak Latin during Thursday free periods. Hence, I can speak Latin. And I did my doctoral dissertation on the opponents of Issac Newton, who wrote his physics (except the Opticks) entirely in Latin and whose opponents argued in Latin exclusively. I hold Auxillium Latinum Gold, Silver and Honorable Mention awards which I won in High School. In college I studied Seneca. I own copies of the four great Latin grammarians and use them regularly with my students.
Life-long reader and published writer, children' books and encyclopedia articles. I love good stories and can make them up. Kids love my made-up stories. I can help you make up stories to. The Japanese have wonderful stories about mysterious people living in the mountains. I love them too.
I got my Ph.D. in 1972 in the history and philosophy of science. In 1979 I was selected to be the first (of two) philosophers to work in Congress. I worked in the office of George Brown on world hunger. In that role I wrote many papers for Brown, obviously guided by his wisdom. It was a great training in philosophy of public philosophy.
I have been proofreading student papers for 40 years, including structure, argument style and standard grammar and have had my own numerous publications subjected to rigorous professional scrutiny
I have been a college teacher in areas that regularly involve counseling and so have kept up my knowledge of the field which I had to take undergraduate and graduate courses in. I can readily access resources needed when dealing with extensive new material. I will have the DSM 5 as soon as it is available. I can particularly help with writing in the area of psychology.
Here is what I did for years: I take a well written newspaper editorial and number the sentences. I then have the student draw a diagram showing the relations among the sentences and then grade them on how well they did, but allowing differences of opinion about the author's intention. It is hard but fun.
I have been teaching advanced writing classes for forty years and reading in four languages. One gets a sharp eye for sentence structure in that way. But the real key is to do sentence diagramming and word parsing which becomes easy to do when one has been translating texts into English for years. Languages which depend on declension of nouns and adjectives for meaning and conjugation of verbs in subjunctive and conditional uses do not need word order rules the way English does. But, to be honest, after years of experience the first symptom of an error in English is that the sentence sounds weird. The reason is then excavated from stuff one learned in a good high school class.
Professor D. has taken no specialized courses in study skills but has repeatedly applied those he has learned over the years in his frequent changes in specialization. As examples: At age 14 he started Latin and carried it on until age 37 writing his dissertation in early modern physics on authors who wrote only in Latin. In his mid twenties he had to move into graduate mathematics to be able to do recent physics. In grad school advanced French and German were required so he had to bring his high school French and German up to that level. He had a smattering of classical Greek in high school and moved into advanced koine Greek in college. His knowledge of physics and his focus on the philosophic problems in physics was of no interest at the agricultural college he first won tenure in so he learned the basics in agricultural sciences, including chemistry. He learned Spanish on his own and was able to speak it in three years, including a summer working in Mexico. His interest in the ethics of agricultural development (in the Third World) got him an appointment to the AAS Congressional Science Fellows program with the help of his then Congressman, Leon Panetta, in whose place he gave papers on agricultural development. When D. left UC Davis he moved into the ethics of medical experimentation and had to learn all new material on human genetic engineering and in two years won a C.I.P. (Certified Institutional Review Board Professional.) He serves on three IRBs now and two hospital general ethics boards. Constant learning and re-learning has made him aware of what works and what doesn't work in learning the basics of any field. And during the last six years he has passed tests in California for teaching multiple subjects in K-12 classrooms (CBEST and 4 of 5 of the CSET tests). He constantly deals with study habit problems of K-12 students today.
My personal experience:
After 40 years of college teaching I retired to teaching kids in 2006 and have learned a lot about their current problems. Perhaps the most significant is what distracts kids from their studies. All nine of our kids have been successful in school, three from Cal, the last of whom a psychologist said would never do anything in school. Yet he graduated with honors (only one in his class) in Japanese and East Asian studies, plus a couple black belts. We oversaw their video time so all of them became readers. Santa Cruz, Cal Poly (2), Saint Thomas, Macalester, Columbia Law, Chicago Law, Chicago MBA, Berkeley Law, etc., etc. are their various schools. No MDs so far. I don't charge if I am not successful. I need the work to put #9 through Cal Poly.
My specialty is expository or argumentative writing in which the goal is to structure an essay around an air-tight logical argument with premises which are both ethical/good public policy and technical. I can teach any student, high school or college, up to and including Ph.D. dissertations. See my student evaluation on the Wyzant web-site. I have been doing this for nearly 40 years at Cal Poly, UC Davis and Sac State.