I am a graduate writing consultant and college-essay coach currently completing a Master of International Studies at North Carolina State University (expected Spring 2026) after earning a B.A. in History and International Studies from Manhattan College (2023). My training as a historian helps students write with a clear claim, a logical structure, and a compelling through-line—skills that translate directly to admissions essays, scholarship statements, and academic writing.
Over the past...
I am a graduate writing consultant and college-essay coach currently completing a Master of International Studies at North Carolina State University (expected Spring 2026) after earning a B.A. in History and International Studies from Manhattan College (2023). My training as a historian helps students write with a clear claim, a logical structure, and a compelling through-line—skills that translate directly to admissions essays, scholarship statements, and academic writing.
Over the past several years I have worked with high school, undergraduate, and graduate students, as well as adult multilingual learners, in one-on-one and small-group settings. At NC State’s Academic Success Center, I meet with graduate writers at any stage of the process—brainstorming, organizing, drafting, revising, and overcoming writer’s block—using non-directive methods that help students become more independent writers. I also earned a Level III CRLA tutoring certification in writing. While living and teaching abroad in Morocco, I developed and delivered an eight-week hybrid course that guided students through the North American application process with a strong emphasis on personal statement writing. 
My tutoring approach is structured, supportive, and practical. Early sessions clarify the prompt and the student’s goals, then we build an outline and identify concrete experiences that can anchor the narrative. Revision sessions prioritize higher-order concerns first—theme, organization, evidence, and voice—before we polish for clarity, flow, and correctness. Students leave with specific next steps and a realistic plan for drafting and revision. I maintain academic integrity throughout: the student remains the author, and my role is to coach, question, and edit in ways that strengthen clarity and authenticity.