Exp teacher/tutor 8th grade-college. Specializes in AP Lit and writing

Susan K.

ACT English

The ACT Test tests a knowledge of editing skills. As such, it demands the same skills as those used in rewriting, revising, and proofreading: a thorough knowledge of grammar, punctuation, sentence structure, and organizational skills. My 35+ years of teaching high school and college English have focused heavily on these subject areas.

Essay Writing

A college essay that engages the reader immediately, a research paper with a clear focus, quality sources, and a polished, professional presentation: these were the goals I set for my upper-level high school and beginning college students over 35+ years. Unlike most topics covered in the English classroom, writing challenges both the teacher and student in very individualized ways. Every student begins at a different place, and writing is best taught on a one-to-one basis. From the paragraph to the college research paper, from expository prose to the college essay, I met students where they were; and through the process of creating, revising, and refining, my goal was for each to attain his or her highest potential. My high school experience ranges from a small private school to several large public schools. I have been an adjunct at two New Jersey colleges: Burlington County and Rowan University. Over my 35+ years as an English teacher, I have developed specialties in writing, grammar, American and British literature, and Advanced Placement English literature. I have scored the AP literature examination for 25+ years as a reader and table leader. All my teaching positions have included tutoring students one-on-one: after school extra help, personalized sessions on college essays and research papers, and with students placed on at-home instruction for assorted reasons. I received my BA in English at Holy Family University and MA in English at Villanova University. Additionally, I participated in five National Endowment for the Humanities seminars and institutes: 1988 at the University of Alaska; 1989 at the University of Arizona; 1992 at Rutgers University; 1995 at Connecticut College; and 2002 at Maynooth in Ireland and Catholic University in DC. Additionally, in 1990, I was awarded an independent study grant from the Council for Basic Education; and in 1992, I was recognized as a semi-finalist for outstanding secondary teaching by Princeton University. Each of these programs required the writin

Grammar

Grammar is the foundation of good writing. I have taught grammar to all levels from 8th-12th grades. Ever grateful to the "good sisters" who taught me grammar the "old-fashioned way"! While diagramming sentences may be ancient history, understanding the basics of identifying the subject and verb and placing modifiers accordingly is still so valuable. Knowing the difference between independent and subordinate clauses helps students develop more complex sentences and makes for more interesting and varied writing.

Literature

Much of my teaching has been high school, grades 10-12. I have taught surveys in American and British literature, electives in Shakespeare, drama, and a year-long class in Advanced Placement Literature and Composition. I have scored the AP Literature exam for 25+ years. On the college level, I have taught Readings in U.S. Literature. I believe that literature is the gateway to critical, analytical thinking, and opens minds to new experiences.

Proofreading

Proofreading is the final step in the writing process. It is one thing to get ideas onto paper, but to produce a stellar essay, article, or research paper requires revising and proofreading. Proofreading demands a knowledge of organizational skills, grammar, punctuation, sentence variety, precise vocabulary, and concise and focused writing. While it is the final step in the writing process, it is important and should never be ignored or rushed. Through years of teaching, I have discovered some useful techniques: have another set of eyes on the work, set the work aside for a period before the final proofread, read the paper aloud so our eyes are focused to slow down while our ears hear the words. If you have ever labored over the final details to make something "perfect," you understand. Proofreading is this final polish.

Reading

I recall the joy I felt as a child, curled up on a rocker, devouring novel after novel. While I did not know Emily Dickinson at that time, I would later understand her words: "There is no frigate like a book to take us lands away." As a teacher, much of my focus was on American and British literature, Shakespeare and Advanced Placement literature. Regardless of the level of the literary work, I want every student to experience the writing fully. I want them to engage with the writer, to enjoy, to evaluate, to read with a critical and questioning eye, and to simply get lost in another world. If they experience literature fully, they will be enriched in ways that carry over into other subject areas and into many aspects of their lives now and in the future.

SAT Writing

While I taught high school English for 35+ years, many of my classes were 11th grade. This is the year when students face the SAT test and college essay process. While I never deliberately taught to the SAT test, the skills that are evaluated in the test were essential parts of my 11th grade curriculum: the writing process, vocabulary development, critical and analytical reading.

TOEFL

While English teaching has been the focus of most of my teaching for 35+ years, I am certified in Spanish and have taught Spanish I and II. Additionally, I scored the TOEFL exam for 2 years, giving me insights into the examination.

Vocabulary

As a high school English teacher, I did assign vocabulary study on a regular basis. However, unless students use the words in their everyday lives, memorization rarely produces great results. Ideally vocabulary growth comes naturally as a byproduct of reading and human interaction.

Writing

A college essay that engages the reader immediately, a research paper with a clear focus, quality sources, and a polished, professional presentation: these were the goals I set for my upper-level high school and beginning college students over 35+ years. Unlike most topics covered in the English classroom, writing challenges both the teacher and student in very individualized ways. Every student begins at a different place, and writing is best taught on a one-to-one basis. From the paragraph to the college research paper, from expository prose to the college essay, I met students where they were; and through the process of creating, revising, and refining, my goal was for each to attain his or her highest potential. My high school experience ranges from a small private school to several large public schools. I have been an adjunct at two New Jersey colleges: Burlington County and Rowan University. Over my 35+ years as an English teacher, I have developed specialties in writing, grammar, American and British literature, and Advanced Placement English literature. I have scored the AP literature examination for 25+ years as a reader and table leader. All my teaching positions have included tutoring students one-on-one: after school extra help, personalized sessions on college essays and research papers, and with students placed on at-home instruction for assorted reasons. I received my BA in English at Holy Family University and MA in English at Villanova University. Additionally, I participated in five National Endowment for the Humanities seminars and institutes: 1988 at the University of Alaska; 1989 at the University of Arizona; 1992 at Rutgers University; 1995 at Connecticut College; and 2002 at Maynooth in Ireland and Catholic University in DC. Additionally, in 1990, I was awarded an independent study grant from the Council for Basic Education; and in 1992, I was recognized as a semi-finalist for outstanding secondary teaching by Princeton University. Each of these programs required the writing of