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UCLA (Political Science)
Northwestern University (PhD)
I tutor students to enhance their skills in writing, critical analysis of literature, and social studies, to help them succeed in high school, college, and on the job. As a Ph.D. (Northwestern), I have taught and mentored students at several colleges, worked with high school students on college search and application essays (and older students on essays and interviews for medical and dental schools), tutored students in honors and AP English, directed college and university programs for a national association, and edited magazines for teachers. Through these experiences, I have acquired the skill to write successfully—in content, clarity, and tone—for different audiences, a skill that I seek to build in all my students. In short, I work with students in high school and college to help them become the best that they can be, not just to "get by" but to succeed at the highest level.
I tutor students to enhance their skills in writing, critical analysis of literature, and social studies, to help them succeed in high school, college, and
John was the best tutor our son had for the college essay writing, scholarship application as well as college application strategies. We are very grateful for everything he did and we recommend him to anyone.
John always goes above and beyond on tutoring. John is very knowledgeable on the college application and generous on sharing his knowledge with students and parents. He offers invaluable insights and advice to parents for college searches and college decisions. Our son not only gets accepted by the college he likes but also has received a great scholarship. Thank you again John!
He discussed colleges of interest with us, explaining the variety of choices we might be able to look into. He brought up possible liberal arts colleges, small universities, and the characteristics of each school; I found the session very helpful.
I began my application cycle for medical school in the spring of 2014. I needed some help reviewing my AMCAS application materials including essays. This is where WyzAnt came in. After some quick searching, I stumbled upon John's profile and reached out for help. I met John at my local library -he came to a location close to me, one I preferred, which was very convenient. As we sat down, he had notes and comments ready from essays I had sent to him a few days prior. John is very professional and comes prepared. He was very helpful with providing me with intelligent suggestions on how to improve my writing. After our sessions were over and my applications were submitted, John continued to check in with me as I continued the lengthy process of applying to medical school.
After I began receiving interview invitations from various medical schools, I once again reached out to John. He had been so helpful with my essay work that it was a no-brainer. John prepared questions and held a mock interview for me to aid in my preparation. This was extremely helpful. Many of the questions he had prepared were asked during my real interviews. He gave me many helpful tips along the way as well. After the mock interview, we went over my answers to his questions and discussed what we thought worked and what we thought might have room for improvement. Mock interviews are key for preparing for the real thing, and John did an excellent job.
Overall, John is very knowledgeable and easy to talk to. He makes you feel very comfortable while providing constructive criticism. He demonstrates all the qualities I look for in an effective teacher. Most importantly, he genuinely cares about his students! He went out of his way to keep in touch with me. This small gesture of support really meant a lot to me and says a lot about the kind of person he is.
John has been a great help to my daughter,a high school senior in preparing college essays and interviews to direct medical schools. He prepares and put efforts ahead of tutoring sessions and is ready with notes. We are glad that we had John help for highly selective college admissions.
John is an extremely responsible and kind person who takes time outside of class to still provide guidance to his students. Thank you John, we truly appreciate your services.
My son has been working with John for several months now. John uses multiple methods in working with my son. He thoroughly deconstructs and discusses the elements of my son's assignments and often provides historical context and additonal research notes and assigns additional written work designed to address specific issues in my son's writing and/or understanding of the material. My son has gained quite a bit of confidence in his ability to compose a well-written essay and in literary analysis.
John not only helped our son through the whole college-essay-writing process but he also gave us invaluable advice about the college search, offered insights into the application process, and helped our son strategize different approaches to getting noticed in this highly-competitive undertaking. He met with us after our son had sent in all his applications to discuss what happens next and to give suggestions about selecting the right college. He used to work closely with admissions departments in colleges and so he really knows his stuff and is so generous about sharing his knowledge. We were so grateful for everything he did. We'd recommend him to anyone.
I was in panic when my son needed help with his senior english research paper. So looked up WyzAnt and I email john and he call; we set up an appt. He was on time and stayed until the paper was completed. He even call back the next day with feed backs. We couldn't have made it without him help. John thanks for your help.
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
The subject of U.S. History covers more than three hundred years of people, places, and events (major and minor), from the pre-colonial era to the present day. History textbooks are typically thick and dense, often nearly a thousand pages long. Teachers expect students to master details but also to understand, analyze, and write about broad themes (such as economic transformations, war and diplomacy, and American diversity) across historical time periods.
Having taught American Government at several colleges, I have a knowledge of and familiarity with the related field of American history. I work with students to build upon and refine the knowledge and interpretations of U.S. history that they bring with them from middle school and elementary school brushes with our nation’s history.
For students in AP classes, I also work with them to analyze and successfully write about the topics they will face on the DBQ and standard essay questions on the AP test.
Writing college essays can be a challenging and time-consuming task. I work with high school seniors to write successful college application essays for individual colleges, the Common Application, and dual degree programs such as the BS/MD. As an experienced English and writing tutor, I help students write in their own voice in a clear and coherent style. Topic selection is important: I talk with students about their interests and activities, then push them to choose subjects and stories that will convey passion, pride, and humility about themselves. Tone is also important: As students write their essays, I work with them to be sensitive to the values and perspectives that guide college admissions officers. To ensure that final drafts are literate and free from grammar and punctuation mistakes, I review, critique, copy edit, and proofread drafts. Equally important, I also monitor students’ progress to be sure that they finish the job with quality essays in the required time frames, including for early notification, early decision, and scholarship deadlines.
Identifying potential "best-fit" colleges for students to consider, visit, and eventually apply to often constitutes the most critical part of college counseling. Having been an undergraduate student at UCLA, a graduate student at Northwestern University, and a teacher at Vassar College (as well as Chicago-area universities), I know the strengths and weaknesses of large public universities, mid-size private universities, and liberal arts colleges. Through my work as Director of College and University Programs for the American Bar Association, I know faculty and curricular programs at many universities and liberal arts colleges. Drawing upon these experiences, I provide students and their families with an informed perspective on a wide variety of colleges, including merit aid opportunities to help pay for college.
Students applying to medical school, dental school, and other graduate and professional schools also reach out for help. Here, I work with older students to write compelling personal statements and supplemental essays about their academic achievements, jobs, shadowing, research, volunteer work, and personal interests. I also prep these students for their critical on-campus visits and interviews. We do mock interviews that practice--and build in students--the skills to present themselves in a confident, poised, and knowledgeable tone. As students navigate the complicated and lengthy process of securing a seat in their entering class, I continue to offer advice and support.
I am the author of articles and essays on the criminal courts and criminal justice system, published in peer-reviewed academic journals such as Law & Society Review. Among the topics I have addressed are plea bargaining, sentencing, and the politics of court delay-reduction programs. I have also taught courses on criminal justice at the IIT Chicago Kent College of Law.
Improving in the subject of English requires attention to critical reading, writing, and research. These individual elements are highly interrelated. It is hard to write an essay about nonfiction material without doing background research. For novels, short stories, and poems, students must analyze the text to uncover both the literal and symbolic meanings of the work.
Teachers expect students to pay close attention to tone, narrative structure, the author’s use of literary devices, and character analysis, attributes, and motivations. As a writing tutor, I teach students how to analyze texts and "close read" passages. Then, I work with students to move them from analysis to clear and effective writing that meets the requirements of argumentative essays or creative writing. To achieve a high level of success in reading and writing, I expect students to annotate—to highlight, yes, but also to make marginal notes, summarize sections or chapters, and expand their vocabulary, thereby following the guidelines of most teachers, curriculum experts, and the College Board.
In sum, I focus on preparing students to understand the readings at the highest level, write effective in-class and take-home essays, study properly for quizzes and tests, and successfully complete homework assignments. To achieve this, I tutor students -- primarily in honors and AP English -- on a regular basis that takes into account student needs and parent desires.
American Government is a long and detailed narrative about our nation’s political history, structure, institutions, and public policies. Having taught American Politics & Government at several colleges and universities, I am able to help students achieve conceptual understandings of the three branches of government and the political process, both in historical perspective and current times.
I also try to use current events and controversies to bring alive and revisit some of the issues that are often so dryly presented in textbooks.
Beyond these broad topical areas, students also need to master (i.e., understand and memorize) the many key terms and phrases that are included in standard American Government textbooks and on tests. I work with students on their teacher-provided review questions and packets to be sure that they thoroughly know and understand these concepts and terms, so they can perform at a high level on multiple-choice and short-answer tests and quizzes.
I also work with students to prepare them for the AP Government test, which–unlike the AP US History test–requires a very precise knowledge of key concepts and terms on its short answer “essays” (FRQs).
Learning how to read, interpret, and analyze fiction can be challenging for many students. Although English teachers sometimes use nonfiction books and essays, for the most part novels, poems, plays, and short stories are the primary genres of reading in composition and literature classes. These fictional works, in particular, require an understanding of themes, contexts, and symbols.
I work with students in AP, honors, and college-prep English to teach them how to enjoy and learn from their assigned readings. While I ask students to pay close attention to narrative structure, point of view, tone, and literary devices, I also encourage students to examine, and where necessary research, the historical, political, economic or cultural context in which the story is set. To achieve these goals, I expect students to annotate -- yes, to highlight, but also to make marginal notes and brief summaries of sections and chapters, thereby following the recommendations of curriculum experts, teachers, and the College Board. These annotations will enable students to recall specific details, discuss the texts in class, and quickly find passages that support their arguments when writing in-class and out-of-class essays.
Writing a successful argumentative essay is the final step in literary analysis. I work with students to write essays that analyze the fiction, rather than recount the plot, by identifying and discussing such universal human themes as love, friendship, loyalty, revenge, betrayal, and leadership as well as contextual themes such as race, gender, social class, and identity. The writers of these texts care about their characters and plots, but they care more about the larger themes surrounding their stories; as readers and critics, so should we.
I am an experienced editor and proofreader, having edited national magazines for social studies teachers at the college and high school level. I know the AP style manual and am also familiar with those of MLA and Psychology.
I have spoken at a wide variety of professional meetings in political science, law, and social studies. Examples include presenting research papers, chairing scholarly panels, leading workshops for high school teachers, etc. I have also taught classes at several colleges, with class sizes ranging from 15 to 75 students. All of these examples are the result of a once-shy 14-year old who undertook speech and debate in high school and competed in regional tournaments.
Parents often ask me: How can we improve my child’s vocabulary? With the decline in reading books for pleasure, the near-death of newspapers and the easy-reading style of most websites, students are no longer challenged to build or expand their vocabulary. Even the National Spelling Bee competition has recognized the problem, now requiring not only correct spelling but, in the later stages of the competition, correct definitions of words.
There is no single, agreed-upon way to improve vocabulary, either inside the classroom or in a tutoring setting. But one important approach is to ask and expect students to read challenging materials at or above grade level, so that they have and use the opportunity to see, read and learn new words. The source doesn’t matter – whether a book, magazine, newspaper article, essay or short report on the web. Use challenging sources for topics and genres that interest your student (think sports biography rather than ESPN update, for example, or a coming-of-age novel but set in a different country or time period).
Using flash cards to drill words and their definitions may help a bit in preparing for the SAT, but this won’t contribute much to long-term vocabulary building and retention. Reading, annotating books and using challenging words in writing are the best paths to vocabulary improvement.
Successful writing requires a series of steps. I work with students to develop ideas for their topic, write a clear thesis statement, organize their narrative, and integrate text citations to support their claims. In particular, I teach students the key elements of a successful argumentative essay, the cornerstone of writing in high school and college. Once a first draft is completed, I help students to edit (improve logical coherence as well as paragraph and sentence structure) and proofread (grammar, punctuation, and spelling). I work primarily with high school students, occasionally with college students and adults in the workplace.
In honors and AP English classes, I teach students to critically analyze the fiction or nonfiction text, consult (where appropriate) outside sources on the historical and political context of the work, and write papers that meet the teacher’s prompt, including a focus on analysis rather than plot summary. Depending upon the class assignments, we also work on various forms of creative writing, including memoirs and first-person narratives, journals, poems, and imitation writing that parallels the prose or poetic style of famous writers.
The best way for students to improve their writing is to practice--especially different forms of writing and on topics/materials of interest to them. I frequently assign independent writing to extend and enrich classroom assignments and build better writing skills. Through my work as a writer, editor, and tutor, I have learned how to help students and adults communicate with more skill, polish, and persuasion.
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