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Penn State University (Liberal Arts)
Columbia University (Master's)
A child who learns to read and write well learns to think and speak more effectively. An adult who improves these skills enjoys increased opportunity in many areas of life. It is a joy to see such advancements occur at any age!
I am a published author, writer, professional editor, ghost writer, and tutor -- as well as a mother of two -- who will help an individual achieve his or her own goals. One of my own goals is to help each of my clients find his or her own voice. I am patient with students' needs and respectful of their privacy.
My education includes a BA in liberal arts (PSU) and MA in psychology (Columbia U). I have light Spanish skills. My tutoring and mentoring experience includes elementary, middle, and high school students for reading and writing skills (including analytical reading, essay composition, test preparation, and creative writing); college and graduate school students for essay and research composition, script analysis and writing, graduate school applications, and doctoral dissertations; foreign adults for college and graduate school preparation; adults for creative writing, memoirs, and non-fiction. My editing experience includes scientific journal articles, trade books, fiction, resumes, and poetry. My published work includes a chapter book series (Annabelle-Please-Don't Tell!), feature articles and stories for magazines & newspapers; and ghost writing for trade books, brochures, campaign and Web material.
I resigned from my full-time job at Yale in order to complete a serious novel (now in its final -- I hope! -- draft). My chapter book series is growing, and I enjoy visiting elementary schools for book parties related to those books. I coach a small number of high school, college, and graduate school students most of whom work with me privately. Previous students are now, or have been, accepted by many undergraduate & graduate schools including Yale, NYU, UCLA, Cornell, Wesleyan, Michigan, U of Penn, Johns Hopkins, Penn State, and UConn. Some of my students have received full scholarships.
Recent comments from clients:
"I thought you’d like to know that Charlie came out of SAT’s on Saturday saying he felt particularly good about his essay! He was talkative about it so I know he felt good. Thank you again for your expert help."
"You have really helped the boys to refine their thinking about writing and editing and have significantly improved their skills. I am so glad that you accepted the challenge of working with teenage boys who certainly didn’t have ‘writing well’ as a goal at the top of their priority list! Thank you!"
"I have successful graduated...Russian MBA...one month ago. I will be in Moscow and other cities and towns of Russia. There I'll need English; your lessons helped me...very well." A. D. November, 2011
"I found out that I got accepted into Southern! I couldn't be happier." V. G. December, 2011 A child who learns to read and write well learns to think and speak more effectively. An adult who improves these skills enjoys increased opportunity in many areas of life. It is a joy to see such advancements occur at any age!
I am a published author, writer, professional editor,
$65. per hour. Free materials.
Great tutor. Very patient.
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A command of Standard English is fundamental to success in our country, as well as many others. Equally important, the study of analytical reading and the practice of writing (in all genres) improve one's management and enjoyment of life. My students feel empowered as their skills and understanding increase. Their focus and motivation improve as their goals become better defined. It is a joy to observe a student finding his or her own voice, and learning to use it for specifically targeted audiences.
Study skills for high school students can best be developed if a student begins with an honest self-evaluation of their personal goals and expectations of success. Once we have defined a set of progressive goals and designed a reasonable timetable using an adaptable calendar system, my students begin training much as they would for an athletic event or arts recital. Success at each step builds confidence for continuance. We plan rest periods and rewards; I recognize the need for adjustments when progress is slower or faster than anticipated. For reading analysis, I train students to absorb an author’s message and tone paragraph by paragraph, breaking down a complex text to manageable sections. I give students strategies to examine meaning and validity. I use a structured method to guide students in organizing an effective piece of writing for particular audiences and purposes. After they have mastered a basic essay form, I teach alternative forms. Always, I encourage them to build controlled strength, as they might in physical training. I impress upon students the need to leave a space between initial writing and final revision – this is a good opportunity for a rest period so that the student will be able to read their early drafts with a clear eye. Research shows that alternating tasks produces better learning, so that is part of our planning. I custom write many of my teaching materials so examples and context are engaging, given the student’s personal interests. Periods of focused work are gradually lengthened as the student builds mental stamina and faith that their efforts will bring desired results. I usually work with parents or other supporters if it is appropriate for the student. My high school students are encouraged to maintain an appropriate work space. They and their parents are able to reach me for help between sessions, if needed.
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