Sam’s current tutoring subjects are listed at the left. You
can read more about
Sam’s qualifications in specific subjects below.
In addition to high school coursework in American history, I am an active reader of history books, watcher of documentaries, and follower of current events. I have helped teach courses on 20th century American history at a boarding school in India, and frequently research historical topics through my work as a dramaturg. As a teacher of history, I place an emphasis on large-scale trends, without neglecting the importance of specific dates and individuals in constructing a historical narrative.
I studied ecology and evolutionary biology both in high school and college, the latter undertaken with scholars at the Peabody Museum of Natural History in New Haven, CT. I am a keen environmentalist with a love of exploring ecosystems first-hand. Since college, I have continued reading articles and books on the subject avidly.
As a graduate of a liberal arts high school and two humanities-based fields at a top university, I have extensive experience with reading and writing in academic settings. I have taught English and creative writing in Massachusetts, Romania, and India, in addition to tutoring work in college. My love of literature and ongoing career as a writer provide me with continuing opportunities to test myself and improve my skills.
I have worked with ESL students of all ages in drama workshops in Romania and a boarding school in India. At Yale, I was hired by the university Writing Center specifically to act as a one-on-one tutor for ESL students seeking to improve their language skills. Additionally, my mother works as a professional ESL teacher, and I have access to her materials and expertise.
European history is one of my abiding interests, and I consider myself a well-read amateur scholar especially of the Classical, Medieval, and Early Modern periods. Besides academic study in high school and college, I have been lucky enough to travel extensively in Europe, gaining new perspectives on the continent's past. As a teacher of history, I place an emphasis on large-scale trends, without neglecting the importance of specific dates and individuals in constructing a historical narrative.
I studied French for seven years in middle school and high school, immersing myself in the language both in the classroom and through travel and homestays in France. These efforts earned me a 5 on the French AP test and my high school's French Prize at graduation. Since then, I have endeavored to keep my French sharp by using it as a research tool, reading French literature, watching French films, and finding conversation partners as often as I can.
Given my extensive travel and love of history, I have found a strong knowledge of geography indispensable. It helps that maps fascinate me, and that I have learned to use them as tools for understanding ecology, sociology, and politics past and present. As a Middle Eastern Studies major in college, I gained experience in the discipline of area studies as well as specific knowledge of this often poorly-understood area of the globe.
As a writer and editorial assistant, I have had to develop a keen understanding of grammar and an appreciation of its intricacies. My studies of other languages, including French, Persian, and Arabic, have required me to understand grammatical concepts separately from specific linguistic circumstances. In working with students, I have found that grammar can be approached either as a logical puzzle or as a tool for expression, and I attempt to tailor my approach according to the strengths of the particular student.
From an early age, I have been an avid reader with wide-ranging literary interests. My high school education provided me with a solid grounding in Western literature, while in college I was able to delve into world theater and explore both classical and modern Middle Eastern writings with a critical eye. As a writer, I am constantly engaged in honing my technique by referencing the work of authors I admire.
I am detail-oriented and meticulous in editing both my work and that of my peers and students. As an editorial intern at an academic journal, I was responsible for ensuring that scholarly articles were error-free and stylistically smooth. Additionally, I have proof-read fiction manuscripts, plays, and articles for general audiences, and am attuned to the stylistic nuances of each genre.
From an early age, I have been a voracious reader, and have always stressed the importance of reading actively to students in all subjects. As a tutor, I have helped students through texts ranging from picture books to Shakespeare. Whether addressing sentence-based issues or broader questions of comprehension, I always try to meet students at their level before progressing.
I have had a life-long engagement with the language arts. Reading, writing, and textual analysis have long been academic strengths of mine, helping me score a perfect 800 on the Reading portion of the SAT. In tutoring for the SAT, I try to address both general learning outcomes and the specific demands of the test.
I have always considered myself a writer. Whether working in creative, expository, or persuasive modes, I have learned to use stylistic clarity and grammatical knowledge as tools for effective communication. I applied these skills to earn a score of 760 on the Writing portion of the SAT. In tutoring for the SAT, I try to address both general learning outcomes and the specific demands of the test.
My wide-ranging interests and love of language have equipped me with a strong vocabulary. As a writer, I am constantly in search of new words. My experience in learning languages has lent me both an appreciation for etymology and an array of tools to help learn and apply newly acquired terms.
My long-term interest in the subject and extensive personal reading allowed me to score a perfect 800 on the World History SAT. In college, I was able to explore both my existing passion for European history and delve into Asian history as a Middle Eastern Studies major. When teaching these subjects, I place an emphasis on large-scale trends, without neglecting the importance of specific dates and individuals in constructing a historical narrative.
I have always considered myself a writer. Over the years, I have written academic papers, published op-eds and journalistic articles, and composed numerous stories, plays, and poems. As a teacher, I believe that a combination of inspired imagination and technical expertise are key to approaching any genre, and endeavor to foster both in my students.