My name is Katie G., and I recently graduated in June 2012 from the University of Washington with my Master's of Arts in Cultural Studies. During my two years in graduate school, I worked as a digital media and writing tutor. I have experience in assisting students with all stages of the writing process -- brainstorming, creating reverse outlines, conducting research with primary and secondary sources, making a thesis statement, and generating citations in MLA, Chicago Style, APA, or any other academic format. I also have experience in tutoring students with script writing, storyboarding, web design, and video editing. I'm skilled in Final Cut Pro 7, Adobe Dreamweaver, Audacity, and Photoshop CS4 as well as Google Sites’ E-Portfolios, Catalyst, and Blackboard.
I was also a Graduate Teaching Assistant while at UW, so I have experience in leading seminars, workshops, and assessing undergraduate students’ papers. I am a professional writer and researcher with interests in studying popular culture, print and digital media, film-making, and global social trends.
As a TA and tutor, I facilitated learning by encouraging students to keep writing and revising (even when it gets rough), to develop their ideas further, and by showing them resources. Knowing where to find accessible resources (for grammar, writing, citations, etc.) is important for teaching, because one does not always know the answer immediately.
I think that students learn best when they are able to incorporate their own interests into the assignments of the class – as a result, they become more engaged in the course material. The more enthused they are about their projects, the more likely they are to apply what they’re learning in the course of their everyday life practices. This is why teaching is such a meaningful investment in the future.
It is important to create activities for students that allow them to work together on a daily basis, as this not only requires them to become active participants in their learning, but it also establishes a more productive dialogue in the classroom. For instance, each class that I’ve taught generally begins with a paired off discussion or another activity that asks students to engage with the reading material, to consider things they haven’t previously thought of, to acknowledge what they find confusing or, more important, to ask what they want to personally understand. This is how “good” research questions and thesis statements are formed. Engaging the students is crucial and initial set-up of activities in class is always key.
Because of my experience in creating lesson plans, finding user-friendly resources, and working with students through all stages of the research and writing process, I think that I would be an ideal tutor for you. I can also assist you with reading, presentation, and study skills.
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