I have a strong background in English, including a Master's degree in comparative literature. I have taught the English section of the ACT for more than a decade. I was initially trained by Kaplan, where I taught for many years, and continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer.
I have taught the math section of the ACT for more than a decade. My score ranked in the 99th percentile and I consistently help my students achieve similar results. I was initially trained by Kaplan, where I taught for many years, and continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer.
I was initially trained by Kaplan, and have taught the Reading section of the ACT for more than a decade. I have a strong background in reading, including a master's degree in comparative literature. My score ranked in the 99th percentile and I consistently help my students achieve similar results.
I have taught the science section of the ACT for more than a decade. I was initially trained by Kaplan, where I taught for many years, and continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer. My ACT score ranked in the 99th percentile and I consistently help my students achieve similar results.
I first tutored the ASVAB years ago for Fortune Tutoring in Beverly Hills and found the test to be more varied but also easier than the vast majority of other standardized tests with which I have more than a decade of experience teaching and tutoring. Being the wife of an US Army veteran and the daughter of an Air Force colonel has given me a wealth of knowledge about the military, while my expertise in the subjects tested by the AFOQT uniquely qualify me to tutor the exam.
As Einstein's uncle apparently once said, "What a wonderful hunt it must be when we know not what it is we seek, but call it "x" and track it down all the same." My approach to algebra is to attempt to cultivate a sense of interest in the foundations and principles that lay the framework for the math that the student will be tasked with for years to come. Additionally, for high school students, I make a habit of noting what concepts I see reoccurring on standardized tests and in what format.
My background in Algebra II is largely limited to my having tutored countless students in it through the years, at all high school levels, from beginning to advanced. Because my experience with this subject is empirical and practical more than it is purely academic, I have enjoyed marked success in helping students really struggling with understanding polynomials, systems of linear equations, basic trig, etc. Algebra forms the foundation for much of both concepts tested on standardized exams and subsequent math courses, and thus I regard as essential a firm grasp of the concepts grouped under Algebra II (College Algebra).
My serious study of American history began when I took AP American History as a high school sophomore and received a 4 on the exam. I continued to specialize in American culture and history in my studies as a PhD candidate in Comparative Literature, particularly in the areas of early modern, modern, and postmodern thought. I am exceptionally well read on the early colonial period and its Puritan underpinnings.
I've specialized in the mechanics and content of standardized tests for nearly twenty years. I've had the opportunity to prepare many students to take the ASVAB with great success and enjoy making the diverse subject matter covered on this exam simple.
I have played chess for nearly ten years and have studied many techniques and Chess Masters as a way to more fully engage in the activity. I have taught many students to play as both a learning tool and stress reliever during down time between classes or tutoring sessions. I'm a member of several online chess organizations and relish the opportunity to play whenever I can.
I come from a large Catholic family and began cooking for the family when I was eight years old. I am an experienced baker and cook, and an enthusiastic "foodie". Living in Paris for a year while I was studying at the Sorbonne enabled me to learn firsthand the technique of French cuisine (sauces being central) and pastries (tartes tatin, clafoutis, etc.). More recently, while setting up a philanthropy to benefit artists-in-residence at a friend's villa, I lived for almost a year in a small town called Barga and was able to learn more about Italian food and various specialties belonging to the Tuscan countryside (porcini risotto, broccoli rabe, farro, etc.).
I have tutored elementary math for several companies and for dozens of students over the years. Perhaps because math wasn't as intuitive for me as other subjects were when I myself was a kid and I was so frustrated by this, I have enjoyed marked success translating mathematics to children as an adult. My foray into quantitative tutoring began with my training as a tutor for Kaplan more than a decade ago where I taught the SAT and ACT, GRE and GMAT, among other tests. I'm told over and over again I make math simple where others have failed!
I have helped scores of students through the years to better understand texts and improve their writing. I completed my M.A. in Comparative Literature at USC and am a writer myself when not tutoring and teaching.
I received my M.A. in Comparative Literature on full fellowship at the University of Southern California where I studied literature and philosophy in French, Italian, German and Latin. Because my training is in literature and languages, I am able to appreciate both the difficulties and benefits of translation and mastering foreign languages. Before graduate school, I had the opportunity to serve as an instructor at the University of Oklahoma's Center for English as a Second language. There I was able to apply my knowledge of standardized tests to my TOEFL class and my literature background to courses in English language and grammar.
Having majored in Comparative Literature with an emphasis in French and having lived in Europe several times means my knowledge of European history is fairly comprehensive. I'm especially well versed in French, English, Irish and Italian history, but my understanding of all European history is deeply rooted in the study of its literature and languages. I bring to my tutoring of European history a broad and personal experience of it.
I began French as an undergrad as an extension of my studies in Latin. I took one semester of French as an undergrad before I received a university grant to study abroad, living in Paris for a year. While there, I was permitted to skip the next level to take the advanced class (the equivalent of French III) at the Sorbonne. I later earned my M.A. in Comparative Literature from USC with an emphasis in French literature.
I was initially trained by Kaplan, where I taught for many years, and I continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer. I have taught all of the quantitative and verbal sections of the GMAT for more than a decade. My score ranks in the 99th percentile and I consistently help my students achieve similar results.
My background in grammar began early, with a solid eight years of parochial education that emphasized language arts, with separate classes for reading, spelling, grammar, and handwriting. A talent for languages helped foment my interest in grammar, syntax, and style. The exceptionally strong honors program at my university, with a writing course taken in tandem with each class in literature, cemented my inclination toward writing and editing. Though the years, I have served as teacher and editor of grammar to professors, doctors, CEOs, and countless students.
I have taught both quantitative and verbal sections of the GRE for more than a decade. My score ranked in the 97th percentile and I have helped scores of students achieve similar results. My students typically begin seeing the percentage of their correct answers on practice tests skyrocket after only a couple sessions.
I attended Catholic school for 8 years and took classes to learn D'Nealian print and cursive while there. The same school provided mandatory art classes to instruct students in calligraphy, with an emphasis in the Gothic style. As an avid poet and writer, I've been interested in chirography for years and recently learned the Chancery style.
I began studying Latin in high school, completing Latin I, II, and III in two years. I received a silver medal on the National Latin Exam and competed in the state Latin Convention in several areas, including extemporaneous speaking. Upon admission to USC as an undergrad, I passed out of Latin II and began studying French, while maintaining an emphasis on classic literature and philosophy. I have had the opportunity to tutor beginning and intermediate Latin many times in my career and enjoy elucidating the sometimes unexpected rapports between Latin and Roman thought and the various topics I teach and tutor.
My background in literature is extensive and spans decades, with a primary emphasis on American, English and, to a lesser extent, French literature. I have had the opportunity to study hosts of texts from perspectives as diverse as their historical context, composition, and cultural impact, spending the bulk of my undergraduate and graduate study focusing on English and American modern and early modern literature. As a tutor and teacher of literature, I am able to convey how the elements of a text establish the tone and deliver a message through a rigorous hermeneutics and critical thinking.
Logic can -- and, verily, must -- take many forms, given that it governs not only the way in which we reason and the manner in which sound arguments are constructed, but the very way in which we think. Indeed, the work done by post-modern philosophers (the most notable among them being Jacques Derrida) has made great strides in establishing the history of logocentrism as the very history of history itself. I have an extensive background in both philosophy and literature (studied with a comparative approach) both as an undergraduate and a graduate student. Additionally, I received an 'A' in my course in formal logic at USC.
Beginning as a philosophy major as an undergrad, I continued to study philosophy throughout graduate school. I am well-acquainted with ancient and modern schools of thought in a variety of languages and traditions. My study of metaphysics, epistemology, phenomenology, linguistics and ethics underpinned my subsequent specialization in Derridian thinking.
As someone who came to appreciate algebra later than other subjects, I have a keen understanding of how students struggle with cornerstone arithmetic and pre-algebra concepts, and how these issues snowball as a student progresses through the curriculum. Because of my many years preparing students for standardized exams, I am proficient at identifying foundational weaknesses and remedying then efficiently.
My grasp of the foundations of good grammar occurred early, in the form of a solid, private education in which 8-year olds were subjected to an entire 6-month unit on the functionality of the comma and its use. Though doubtless the driest class ever, it nonetheless successfully inculcated in me a meticulousness in my writing and proofreading that lends itself well to copy.
I have been teaching PSAT preparation for more than a decade. I consistently help my students achieve great results. I was initially trained by Kaplan, where I taught for many years, and continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer.
It goes without saying that reading has been the linchpin of my studies both as an undergraduate and later as a Ph.D candidate in Comparative Literature. I've always enjoyed the ability to easily and quickly comprehend both the content of a text and the many ways in which an author conveys that content on different levels and through various textual elements. When tutoring reading or teaching a text, I encourage my students to engage deeply with their subject, thinking critically about the language, structure, and spirit of the text, so as to fully appreciate the manifold possibilities encoded therein. I am able to "pitch" a text at the level of my student, scaffolding from there to build critical reading skills.
I had the privilege of attending a parochial school from first to eighth grade which, in addition to including a rigorous secular education, also provided me with a strong foundation for my subsequent scholarly forays into theology. At the university, my interdisciplinary training merged the metaphysics handed down from the ancients with the religious thought of the Middle Ages, ferreted out the connections between Protestant doctrine and early modern English and American literature, and explored the radical theologies so often underpinning colonialism and military engagement (just to begin). I have been fortunate, furthermore, to explore divinity, or its conception, as arguably being the raison d'etre of all art, and both the aporia and sine qua non of the ambitious philosophical systems of thinkers such as Kant, Descartes, among many others.
I have taught the math section of the SAT for more than a decade, and consistently help my students achieve great results. Because my score ranks in the 99th percentile, I was initially trained by Kaplan, where I taught for many years. I continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer.
I have a master's degree in comparative literature and a strong background in reading. I have taught the reading section of the SAT for more than a decade. I was initially trained by Kaplan, where I taught for many years, and continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer.
As a poet and recipient of a master's in comparative literature, I have a very strong writing background. I have been teaching the Writing section of the SAT for more than a decade. I was initially trained by Kaplan, where I taught for many years, and continue to favor their materials and methods. However, I am flexible and well-versed enough in the exam to employ whatever materials my students prefer.
While serving in my capacity as instructor at the Center for English as a Second Language (CESL) at University of Oklahoma, I had the opportunity to teach a TOEFL class that met every day for two hours. I enjoyed watching the majority of my students pass the test on their first attempts. I've also tutored the TOEFL for many students from many different countries though the years and am well-versed in all sections of the exam.
My penchant for polysyllabics started young, borne out of a natural curiosity about the origins and meanings of words. Later, it was my study of Latin and other Romance languages that fomented my vocabulary and love of philology. With my students, I use a variety of tactics to instill in them new vocabulary: understanding word roots, suffixes and prefixes; identifying associated words and derivatives; and recognizing, wherever possible, common idiomatic expressions or turns of phrase that allude to a word's definition and connotation. Although it is reading, of course -- with an attentiveness to unfamiliar words -- that is the best method for improving one's vocabulary, there are strategies that can help in the meantime.
My background in world history comes largely vis-a-vis my training as a student of comparative literature both as an undergraduate and later as a graduate student. Since my study of world literature was premised on reading in the original language, my study of history was often accompanied by an emphasis on cultural and ideological influences, paradigm shifts, and the influences of colonialism. Having lived abroad several times in Europe adds a personal dimension to my studies.
I started writing at a young age, competing in the Power of the Pen state competition and placing 10th as a fourth grader competing against writers in high school. I later went on to major in comp lit with an emphasis in poetry, becoming the first student to win both Welch awards from my dept. In my senior year, I completed an optional senior thesis to graduate with honors and was admitted by application to an advanced poetry seminar. I taught and tutored writing and composition for many years before completing my master's in literature and continue to tutor writing and freelance edit professionally.