Elouise W.

English, Writing, and Theater Arts Tutor

English, Writing, and Theater Arts Tutor

GRE

I hold a Master's degree in English literature and a Master of Arts degree in teaching English. After over 20 years teaching in public high schools I switched to teaching composition and business writing at the post-secondary level. My concentration in literature is in the novel, but I am well-read and grounded in much world literature. My everyday job involves a heavy emphasis on grammar, syntax, punctuation and spelling. My current writing classes deal with reading, analyzing, discussing, and responding in writing to nonfiction stories and essays. However, my first love is the British novel and analysis of literature is a favorite with me.

Public Speaking

Public Speaking involves both a connection to an audience and an ability to project vocally in a pleasing and effective manner. One can be passionate about a subject but suffer from frequent voice strain, laryngitis, or lack of projection (volume). Learning how the voice operates is vital for anyone who pursues speaking in public. It is essential to learn how to control breathing, tone, modulation, pitch, pacing, and articulation. Standard American or Standard British speech are the two norms heard on national television broadcasts in the English language. Public speakers must remove regional dialects and strive for standard speech. In addition to the mechanics of vocal production, successful public speakers must present a professional appearance, paying close attention to grooming, attire, and poise. Knowledge of the ethics of public speaking and the careful citation of sources to avoid plagiarism are also essential. Some people suffer from anxiety when faced with needing to speak in front of a group. Techniques to lessen this fear and work toward being comfortable standing in front of others is often a necessary addition to an public speaking class. Sometimes a history of the pedagogy is included in the study of public speaking, in which case, students must become acquainted with the work of Aristotle and Cicero, and the proofs and arts they set down so long ago.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

Public Speaking

Public Speaking involves both a connection to an audience and an ability to project vocally in a pleasing and effective manner. One can be passionate about a subject but suffer from frequent voice strain, laryngitis, or lack of projection (volume). Learning how the voice operates is vital for anyone who pursues speaking in public. It is essential to learn how to control breathing, tone, modulation, pitch, pacing, and articulation. Standard American or Standard British speech are the two norms heard on national television broadcasts in the English language. Public speakers must remove regional dialects and strive for standard speech. In addition to the mechanics of vocal production, successful public speakers must present a professional appearance, paying close attention to grooming, attire, and poise. Knowledge of the ethics of public speaking and the careful citation of sources to avoid plagiarism are also essential. Some people suffer from anxiety when faced with needing to speak in front of a group. Techniques to lessen this fear and work toward being comfortable standing in front of others is often a necessary addition to an public speaking class. Sometimes a history of the pedagogy is included in the study of public speaking, in which case, students must become acquainted with the work of Aristotle and Cicero, and the proofs and arts they set down so long ago.

Elementary (K-6th)

I have worked as a substitute teacher in elementary schools this past year. I have learned the current methods used in today's schools in the elementary grades and have become familiar with the present curriculum materials. With this experience added to my secondary certification and raising four children I feel capable of tutoring students of any age.

ACT English

In addition to test-taking tips, it is important to identify each student's specific needs in order to define a study plan to tackle vocabulary, reading comprehension, grammar, or writing. Each student will be provided with a specially prepared study plan to best make use of the time preceding the test.

English

English can mean many different things depending on the teacher and the curriculum. Students must be able to read and make meaning from what they read (reading comprehension)in order to discuss or write about the material. A strong grasp of writing conventions, including grammar, spelling, and syntax is also required. A good vocabulary is a must for the successful student as well, and there are a number of ways to build this. Students must be willing to apply themselves and teachers must know a variety of methods to be able to reach each student on his or her level.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

Literature

A good understanding of literature helps an individual to better comprehend the world and how it works. Whether it's fiction or nonfiction, good writing communicates important ideas and poses questions for the inquiring reader. My background includes 33 undergrad credits in literature, an MA in literature, and an MAT in Secondary English. I have probably read everything your student is studying or will be studying in high school from the ancient Greeks to Shakespeare to today's multicultural novels. Literature teaches more than just reading comprehension; it brings together all the issues of the world and leads readers to more self-discovery and better understanding of how people interact and how the world operates.

Public Speaking

Public Speaking involves both a connection to an audience and an ability to project vocally in a pleasing and effective manner. One can be passionate about a subject but suffer from frequent voice strain, laryngitis, or lack of projection (volume). Learning how the voice operates is vital for anyone who pursues speaking in public. It is essential to learn how to control breathing, tone, modulation, pitch, pacing, and articulation. Standard American or Standard British speech are the two norms heard on national television broadcasts in the English language. Public speakers must remove regional dialects and strive for standard speech. In addition to the mechanics of vocal production, successful public speakers must present a professional appearance, paying close attention to grooming, attire, and poise. Knowledge of the ethics of public speaking and the careful citation of sources to avoid plagiarism are also essential. Some people suffer from anxiety when faced with needing to speak in front of a group. Techniques to lessen this fear and work toward being comfortable standing in front of others is often a necessary addition to an public speaking class. Sometimes a history of the pedagogy is included in the study of public speaking, in which case, students must become acquainted with the work of Aristotle and Cicero, and the proofs and arts they set down so long ago.

SAT Reading

SAT reading requires students to demonstrate competency in comprehending what they have read through answering questions following a short fiction or nonfiction passage. Many students make the mistake of skipping the reading and going straight to the questions. My approach is varied: I will sometimes have students read the selection first and then provide the questions, and at other times I will allow them to preview the questions but read before they attempt answering them. Strategies include underlining or highlighting, or even summarizing, depending on the student. First it is important to discover how the student processes information, and then decide the best approach.

SAT Writing

To successfully complete the SAT writing portion, students must be able to quickly organize their thoughts into an essay format with a distinct beginning, middle, and end. Using a title, using every piece of punctuation correctly, and drawing on past reading and experiences all count toward higher scores. To practice these skills, students being tutored will work on each of the areas listed above and then practice writing longhand in the time frame stipulated by the SAT exams. Problem areas can be addressed as each writing assignment reveals the areas which need additional practice.

Writing

Dealing with dyslexia is difficult because it is experienced by students from gifted level through remedial level. The problem does not involve the student's intelligence, but the way the student perceives the written, or typed word. Through experimentation, each teacher must determine what will work best to guide dyslexic students toward decoding on their own and making meaning from what they read. This is often accomplished through the combined effort of teacher, student, and parent. All dyslexic students can progress through their difficulties by finding ways of navigating through them. Teachers and parents can help them.

Elementary (K-6th)

I have worked as a substitute teacher in elementary schools this past year. I have learned the current methods used in today's schools in the elementary grades and have become familiar with the present curriculum materials. With this experience added to my secondary certification and raising four children I feel capable of tutoring students of any age.

English

English can mean many different things depending on the teacher and the curriculum. Students must be able to read and make meaning from what they read (reading comprehension)in order to discuss or write about the material. A strong grasp of writing conventions, including grammar, spelling, and syntax is also required. A good vocabulary is a must for the successful student as well, and there are a number of ways to build this. Students must be willing to apply themselves and teachers must know a variety of methods to be able to reach each student on his or her level.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

SAT Reading

SAT reading requires students to demonstrate competency in comprehending what they have read through answering questions following a short fiction or nonfiction passage. Many students make the mistake of skipping the reading and going straight to the questions. My approach is varied: I will sometimes have students read the selection first and then provide the questions, and at other times I will allow them to preview the questions but read before they attempt answering them. Strategies include underlining or highlighting, or even summarizing, depending on the student. First it is important to discover how the student processes information, and then decide the best approach.

Writing

Dealing with dyslexia is difficult because it is experienced by students from gifted level through remedial level. The problem does not involve the student's intelligence, but the way the student perceives the written, or typed word. Through experimentation, each teacher must determine what will work best to guide dyslexic students toward decoding on their own and making meaning from what they read. This is often accomplished through the combined effort of teacher, student, and parent. All dyslexic students can progress through their difficulties by finding ways of navigating through them. Teachers and parents can help them.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

Elementary (K-6th)

I have worked as a substitute teacher in elementary schools this past year. I have learned the current methods used in today's schools in the elementary grades and have become familiar with the present curriculum materials. With this experience added to my secondary certification and raising four children I feel capable of tutoring students of any age.

English

English can mean many different things depending on the teacher and the curriculum. Students must be able to read and make meaning from what they read (reading comprehension)in order to discuss or write about the material. A strong grasp of writing conventions, including grammar, spelling, and syntax is also required. A good vocabulary is a must for the successful student as well, and there are a number of ways to build this. Students must be willing to apply themselves and teachers must know a variety of methods to be able to reach each student on his or her level.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

Writing

Dealing with dyslexia is difficult because it is experienced by students from gifted level through remedial level. The problem does not involve the student's intelligence, but the way the student perceives the written, or typed word. Through experimentation, each teacher must determine what will work best to guide dyslexic students toward decoding on their own and making meaning from what they read. This is often accomplished through the combined effort of teacher, student, and parent. All dyslexic students can progress through their difficulties by finding ways of navigating through them. Teachers and parents can help them.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

Sewing

For several years I served as a costume designer, costumier, and seamstress in various theatrical companies. On my own, I have cut patterns and constructed wedding gowns and prom dresses. While none of my degrees is specifically in "sewing" I did complete costume design and costume practicum classes in college and then taught both at CAPA High School in Pittsburgh, PA.

Elementary (K-6th)

I have worked as a substitute teacher in elementary schools this past year. I have learned the current methods used in today's schools in the elementary grades and have become familiar with the present curriculum materials. With this experience added to my secondary certification and raising four children I feel capable of tutoring students of any age.

ESL/ESOL

Making the transition from one language to another includes many stages. Often, a student will come to me for help in one particular area of communication; writing is the most frequent request. Simply understanding the main points of what is being said in a language does not equal proficiency, so I find that students frequently have trouble with writing because they leave out so many connecting words or they cannot figure out which preposition is the right one. I have tutored many ESL high school students and adults and I have discovered that the key is in diagnosing exactly what each individual student needs. This can be done at the first meeting through conversation, prose writing, and a simple grammar and punctuation assessment. Following that, I design specific activities and exercises to improve in the areas the student needs most. Students needing help in pronunciation will find my speech and diction lessons valuable as well.

Writing

Dealing with dyslexia is difficult because it is experienced by students from gifted level through remedial level. The problem does not involve the student's intelligence, but the way the student perceives the written, or typed word. Through experimentation, each teacher must determine what will work best to guide dyslexic students toward decoding on their own and making meaning from what they read. This is often accomplished through the combined effort of teacher, student, and parent. All dyslexic students can progress through their difficulties by finding ways of navigating through them. Teachers and parents can help them.

ACT English

In addition to test-taking tips, it is important to identify each student's specific needs in order to define a study plan to tackle vocabulary, reading comprehension, grammar, or writing. Each student will be provided with a specially prepared study plan to best make use of the time preceding the test.

GRE

I hold a Master's degree in English literature and a Master of Arts degree in teaching English. After over 20 years teaching in public high schools I switched to teaching composition and business writing at the post-secondary level. My concentration in literature is in the novel, but I am well-read and grounded in much world literature. My everyday job involves a heavy emphasis on grammar, syntax, punctuation and spelling. My current writing classes deal with reading, analyzing, discussing, and responding in writing to nonfiction stories and essays. However, my first love is the British novel and analysis of literature is a favorite with me.

Praxis

Having taken and passed the Praxis exam the first time prior to gaining and receiving my PA teaching certificate, I know firsthand what is required and how to help others achieve positive results. Since that long ago time I have successfully taught Secondary English, post-secondary writing, public speaking, and composition, with emphasis on grammar, vocabulary, and syntax. I am specifically qualified to teach and tutor in writing. Several examples of my published curriculum units are available online.

SAT Reading

SAT reading requires students to demonstrate competency in comprehending what they have read through answering questions following a short fiction or nonfiction passage. Many students make the mistake of skipping the reading and going straight to the questions. My approach is varied: I will sometimes have students read the selection first and then provide the questions, and at other times I will allow them to preview the questions but read before they attempt answering them. Strategies include underlining or highlighting, or even summarizing, depending on the student. First it is important to discover how the student processes information, and then decide the best approach.

SAT Writing

To successfully complete the SAT writing portion, students must be able to quickly organize their thoughts into an essay format with a distinct beginning, middle, and end. Using a title, using every piece of punctuation correctly, and drawing on past reading and experiences all count toward higher scores. To practice these skills, students being tutored will work on each of the areas listed above and then practice writing longhand in the time frame stipulated by the SAT exams. Problem areas can be addressed as each writing assignment reveals the areas which need additional practice.