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Wellesley College (English)
I am a tutor for 8th through 12th grade and beyond, focusing on reading comprehension strategies, the writing process, public speaking, and study skills. I am passionate about English literature in particular, and about helping students grow by building personal mentor relationships to support learning in ways that can be a struggle for authority figures like parents and teachers. I will get to know your student and work to build a tutoring program tailored to their specific learning style and needs. I love my work, and I know I can provide the supplemental support your student needs to excel in courses which require strong writing, reading, and public speaking proficiencies.
I spent the 2013-2014 school year working in the School City of Hammond teaching Honors English to 8th and 9th graders, and often found myself thinking that if I could only work with a student one-on-one I could help change their lives. Often we need that 1:1 attention to truly grow, especially in classrooms that increase in size every year. My Hammond students and I worked on paragraph and essay structure intensively, working through personal narratives, to textual analysis and compare and contrast papers. We read many short stories focusing on skills necessary for tests like the ACT aligned EXPLORE, so that my students grew on average more than 6 points by the end of the year. We worked on texts such as "The Killer Angels," "The Odyssey," "Romeo and Juliet," and "Night."
In terms of my background, I studied English at Wellesley College, and graduated with Honors, focusing especially on 19th Century Literature, and Shakespeare. I also have a wealth of theatrical experience, from acting to directing, both Shakespearean and contemporary, and can help support public speaking, presentation, and performance. I am personally passionate about the relationships between literature, performance, and visual art as well as the craft of writing and research. I believe that narrative and art have the power to change the world, but we'll start with just one student's life. I am a tutor for 8th through 12th grade and beyond, focusing on reading comprehension strategies, the writing process, public speaking, and Read more
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Teaching 8th and 9th Grade English coordinates quite closely with many of the skills the ACT English test evaluates, like English grammar and sentence structure, and the 6+1 Traits of writing, like organization and style.
As a teacher, I used the ACT aligned EXPLORE and PLAN reading sections to track my students' progress throughout the year. My classes had an average score of 18.3 in September. Our goal was at least 3 points growth, at an average score of 21. In May, my classes reached an average of 25, far exceeding our goal.
Art Theory has been important to my own research, and much of my expertise has been acquired along the way, especially movements coinciding with the impressionist and post-impressionist art movements. I also have formal course experience from Wellesley College in art history and philosophy of art.
I graduated as an English Major from Wellesley College, cum laude, with a 3.9 average GPA in my major from an institution notorious for its anti-grade inflation policies. Upon graduation I was inducted into Phi Beta Kappa, the national honors organization for the liberal arts and sciences. I also spent the last year teaching Honors English to 9th and 8th grade students in the School City of Hammond. My accreditation for English stems both from my undergraduate experience, and from the Praxis Content exam (Score: 200) and the ILTS 111 English specific exam (Score: 289). The minimum passing score for the Praxis is 160/200, and for the ILTS 111 is 240/300.
I am a student of literature as well as a teacher of it. I believe reading is a lifetime endeavor, and I hope to share that truth with my students. Currently, I have a strong base from my English major at Wellesley College, and my own passion in the subject, I'm told, is contagious.
As a writer, you must learn to be your own editor at times. Writing is a process, and revision and proofreading is central. I am a careful and detail-oriented editor, and see the value in physical notation, as well as track-changes. My favorite way to proofread or edit is either by hand with a green or purple pen (red connotes too much judgement) or in a shared GoogleDocs document.
As a director, one of my biggest jobs was to help my actors with public speaking and performance, coaching inexperience actors about quality of voice, pacing, and projection. I also presented my research on Henry IV Part 1 after directing at the Ruhlman Conference at Wellesley College. As a teacher, I had experience with public speaking daily, developing the coveted "teacher voice" and supporting students in their participation and presentation as well.
Reading involves a complex set of interwoven skills, which the lack of makes the written word seem like no more than inked scribbles on a page. Until you have those skills, like fluency and visualization, it is common to believe that reading is boring, when in truth reading opens up whole new worlds. I am especially a supporter of "Active Reading," and always reading with a pencil in hand (although of course not if you're using a library book), to improve comprehension and analysis.
The SAT Reading section is a test of sentence structure, vocabulary, and reading comprehension, all subjects which I have taught, and consider myself well equipped to support. I also have personal experience with SAT, as it is the exam that I took in High School.
The SAT Writing is about being able to spot mistakes, and thus, shares much in common with proofreading. Often the test writers will try to trick you, but if you know their strategies, then you will be equipped to outsmart the test easily.
In High School, I was involved in every production possible, and won the Theater Award for my graduating class. My experience continued at Wellesley, where I took on leadership roles in both The Wellesley College Shakespeare Society and Upstage Productions, and acting in multiple production. I directed two full length productions, "Almost, Maine" in Winter 2012, and "Henry IV Part 1" in Fall 2012. I also worked for the Theater Department as a Theater Assistant from 2010-2013, helping with the design and construction of sets.
Vocabulary acquisition goes hand and hand with reading, of course, but is often presented as simple memorization. Vocabulary when in context, and paired with etymological research is discovery, not cramming five minutes before the Vocab Quiz. I personally have an extensive specialized vocabulary in literary, dramatic, and poetic terms and devices. Words have power, and it's important we learn how to use them correctly and well.
The written word is a craft just like any other, and must be practiced extensively. My particular background is primarily in research and analytical writing. The basic essay form that high school students (in preparation for college) must master is the exegetical close-reading essay, a form with which I am intimately acquainted. Learning how to cite correctly is also central, for English the format is MLA, so that is my main approach, though I am acquainted with Chicago Style and APA as well.
Hilary G. passed a background check on 8/5/14. The check was ordered by Hilary through First Advantage. For more information, please review the background check information page.
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