University of Georgia
University of Alabama (Master's)
My name is Keri, and I am a doctoral candidate in English - Rhetoric and Composition at the University of Louisville. I am an alumna of the University of Alabama's M.A. English program, and I also received my B.A. in English from the University of Georgia. Over the last few years, I have taught Scientific and Technical Writing, Business Writing, and introductory composition courses at UofL. I have also served as a dedicated tutor and teacher at the University of Alabama. While a student in the Master's program, I served as a writing tutor for the University of Alabama's Writing Center, and I obtained a separate tutoring job at the Center for Athletic Student Services where I tutored athletes on a weekly basis and documented their progress in their composition and literature classes.
As a tutor and a teacher, I focus primarily on "higher order concerns," such as thesis statements, organization, and clarity of the writing. My reasoning behind this method is due to my experience in a college setting in which the content and organization of the student's writing hold more importance than grammar and style. I do, however, focus on grammar and style, but not by editing - I work with students so that they understand how grammar works, rather than just marking the paper with a red pen. I have seen this method work, as many of my own college freshmen and upperclassmen have made marked improvement in these areas.
Above all, my dedication to student learning is what sets me apart from other educators - I will work with students until they understand every concept that will enable them to be stronger writers, readers, and critical thinkers. And I believe that one-on-one or small-group tutoring is the ideal place for that kind of learning to begin.
Specialty tutoring and consulting areas: first-year composition essays, resumes and cover letters, technical writing assignments (e.g. manuals and proposals), literature course assignments (specifically, Early British Literature) My name is Keri, and I am a doctoral candidate in English - Rhetoric and Composition at the University of Louisville. I am an alumna of the University of Alabama's M.A. English program, and I also received my B.A. in English from the University of Georgia. Over the last few years, I have taught Scientific and Technical Writing, Business Writing,
Keri E. helped me improve my understanding of debate and public speaking in ways that I could understand and practice.
Keri is always punctual and professional. She is well prepared for each tutoring session with a specific guideline and materials. She has a very patient but direct approach that helped my 10th grader to understand the concepts that he needs to be an effective writer. I highly recommend Keri!
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.
I teach college-level writing and rhetoric and have edited many articles for peer-reviewed publications.
As a doctoral candidate in rhetoric and composition, I study and teach argumentation in both written and oral contexts. Most recently, I have taught several semesters of business writing at the college level, and in this class, my students are expected to do several oral presentations in order to get acclimated to public speaking and presentations in business settings.
The students, for instance, have to submit a written proposal and present that proposal orally to receive feedback from their peers and from me. We discuss presentation strategies, including proper dress, body language, and the content of the presentation, in class and then enact those principles in the presentations given in class.
As an instructor of first-year college composition courses, I often have to supplement the content of the course with lessons on practices for learning. These lessons typically include reading effectively by practicing annotating and note-taking skills, organizing a study schedule through backward design planning, and reflecting on learning practices that work or do not work. I have also taken a college-level course titled "Learning to Learn," which offered several strategies for smart studying that I have carried with me throughout my doctoral education.