My interest in working as an academic tutor began after earning an A grade on the first expository essay I wrote as a college freshman. Over ten years later, I submitted an economic research report as a continuing education student. That report reawakened my proclivity for academic prose. From that point on, I pursued all writing roles either as the mentor or as the author. My first tutoring responsibility materialized in the fall of 2009 when I accepted an assignment to tutor freshman English courses. Needless to say, the tutoring sessions became a productive and valuable educational experience.
It is gratifying to meet a student who does not understand the essay requirement and has other equally important and urgent subjects to master, and then leave enlightened and empowered one hour later. I have worked with students who arrive with the task, a weak draft and a deadline; then, leave with a fresh new outlook and a well defined course of direction. The end result is a new educational perspective and an eagerness to return to the writing center they once eluded, whether the next day or years later. This is the episode I encounter hour after hour and day after day. Every student brings a new dilemma that has to be evaluated, restructured and refocused. It is rewarding to be the source of a life changing event.
My long term personal goal has been to educate individuals on academic prose, formal argument and research protocol. I believe that the motivated, broadminded and agile university population is the optimal audience for a writing enthusiast such as I, and that alone has served as my guiding principle. I worked in Princeton for several years after graduating from college and, as such, I would not hesitate to further my commitment as a writing center tutor. I have been a member of four major research organizations and I feel qualified to mentor university students, given the prospect.
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