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I am a highly-motivated teacher dedicated to continuing my own learning and sharing that process with my students. I believe teachers gain as much from their students as they give to them, and I invite all my students to think critically and creatively through their subject matter as co-seekers with me of knowledge and inspiration. My primary area of aptitude is in English (literature, reading, vocabulary, and writing), in which I have a Masters degree from Marquette University, where I was also awarded the 2012 John D. McCabe Award for Excellence in Teaching.
In addition, I have two years of graduate-level study in theology; experience in both Greek and Latin reading and writing; a Bachelors degree in Philosophy; and am widely read in the humanities and history. My experience in logic and grammar position me as a very capable test-prep tutor, while the diversity of my educational background otherwise enables me to engage students in a multi-disciplinary and holistic approach to their learning. I believe students retain and master knowledge better to the degree that they are able to draw connections between different fields of learning as this aids with recall ability as well as with analytic and synthetic judgment skills such as are required on college preparatory exams like the SAT.
Most of all I would like to say about myself that I highly enjoy teaching and take pleasure in witnessing the pride and self-satisfaction my students experience through their successes. I hope more students through WyzAnt will give me the opportunity to share in their accomplishments.
I have a Masters degree in English and University level teaching experience in Rhetoric and Composition.
I have a Masters degree in English. I also know several comprehension strategies for fast reading, both from research and personal experience in needing to assess substantial and lengthy written material in a short period of time.
My knowledge of American history is based especially upon my studies of American literature, where it is essential to understand historical contexts and situations for the proper understanding and interpretation of a given work. My approach to history is to see it as a narrative or story, to understand the 'big picture' of how events associate to one another - an approach I think is more interesting for students as well as more intellectually nourishing than the mere rote memorization of dates and names.
During 6 years of Catholic seminary, I took at least one Biblical theology course every semester of the 12, including Master's levels courses that involved textual analysis of the original Greek New Testament language. I am trained in popular exegetical methodologies including Patristics and the historical critical method, and am familiar with the most utilized Biblical research tools, including BibleWorks, BibliaClerus, concordances, Bible dictionaries, etc.
I have a Masters degree in English from Marquette University, where I also taught Freshman Rhetoric and Composition for four semesters, receiving the 2012 John D. McCabe Award for Excellence in teaching.
I have a Masters degree in English from Marquette University, where I also taught Freshman Rhetoric and Composition for four semesters, receiving the 2012 John D. McCabe Award for Excellence in teaching. During this work, I had several non-native English speaking students who were working on language acquisition.
Both as a hobby interest and the subject of several courses taken at the college and graduate levels, European history is a passion of mine, and an important component of my scholarship in the fields of English literature and Theology.
As a former teacher of Rhetoric and Composition at the university level, I have extensive experience in knowing what grammatical standards are required for success in college writing as well as in the business world. Furthermore, my expertise in grammar is enhanced by my studies in Greek and Latin in both college and graduate school, as these grammatical systems inform the English grammar considerably.
My Masters degree is in English literature, and while my own research and study focus has been on the Literature of Britain (especially early 20th century Britain), I have considerable knowledge of great literature of many cultures, including American, French, Russian, Spanish, and others.
I would not consider myself an expert in this program, but I have been an Excel user since I first took a course on it in high-school, and can certainly give someone a good starting point for using it effectively.
PowerPoint has been an instrument in my pedagogy for years, and I have been commended for my solid use of the program in classroom and presentation applications, even to the extent of being sought by my peers to tutor them in its effective implementation in their own teaching.
In my current work as a content editor for an education and political advocacy non-profit, I use Microsoft Word on a daily basis, and am familiar with all of the basic functions of the program as well as several more advances uses such as mail merging, track changes, etc.
My current job as a content editor for an educational and political advocacy non-profit requires me to do fast and thorough proofreading of a considerable amount of text and image communications on a daily basis.
As part of my courses in Rhetoric and Composition at Marquette University, I taught a public speaking component to scores of Freshman students. Apart from research in the subject of rhetoric and particularly oratory, I have taken several classes in the subject including homiletic training.
Between my undergraduate work, with a minor in English, my four years of graduate school, and my work as both a teacher and a content editor for a non-profit organization, I have learned many strategies for reading quickly while not sacrificing retention or comprehension of the material. I have taught these skills to students in the past and received very positive feedback on the help it provides, especially for the transition from high school to college, where a typical student's reading load increases significantly.
I have earned 64 Graduate-level credits in Theology, including systematic theology, scripture study, sacramentology, and moral theology. Additionally, I have done personal research in the field of comparative religion and apologetics.
I have an extensive repertoire of reading techniques furnishing the ability to read quickly while retaining and comprehending the material read. Furthermore, my knowledge of the SAT instrument and the expectations of the test allow me to advise students on the best practices that will provide for their success in the reading portion of the exam.
I have been a writing and composition instructor at the University level, and am very well poised to give advise to students on how to compose salient, well-structured short essays such as the SAT requires.
My studies of language are extensive, including a Masters degree in English as well as several years' coursework in Latin both at the undergraduate and graduate levels. This allows me not merely to teach vocabulary by rote memorization, but to assist students in techniques for vocabulary expansion through the analysis of etymologies of words, morphological commonalities, and contextual clues.
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