I tutor English and History, with particular strength in IB-style reading, writing, and analytical skills. I hold a bachelor’s degree with a strong foundation in literature, history, and analytical writing. My academic training emphasized close reading of primary texts, structured argumentation, and clear written expression. I completed the International Baccalaureate program as a student, which gave me firsthand familiarity with IB expectations, assessment criteria, and the demands of...
I tutor English and History, with particular strength in IB-style reading, writing, and analytical skills. I hold a bachelor’s degree with a strong foundation in literature, history, and analytical writing. My academic training emphasized close reading of primary texts, structured argumentation, and clear written expression. I completed the International Baccalaureate program as a student, which gave me firsthand familiarity with IB expectations, assessment criteria, and the demands of sustained, evidence-based writing.
My formal teaching experience was as a Writing Consultant at a university writing center. In this role, I worked one-on-one with undergraduate and graduate students across disciplines to improve academic writing. Sessions focused on thesis development, argument structure, clarity, organization, use of evidence, and revision strategies. Rather than editing student work, I guided students through the writing process so they could develop transferable skills and independent control over their writing.
My approach is process-oriented and analytical. Sessions typically involve identifying where reasoning, structure, or clarity breaks down; interpreting prompts and expectations accurately; developing outlines before drafting; strengthening arguments with precise textual or historical evidence; revising for coherence, tone, and logical flow; and centering the intended audience when developing projects. This mirrors the expectations placed on students in IB, AP, and college-level writing environments.
My experience has been primarily with late high-school-age and college students, conducted in one-on-one instructional settings. Work included both single-session consultations and ongoing support across multiple drafts or assignments. My goal is to equip students with tools they can apply independently, so they leave sessions better able to evaluate and strengthen their own work.
