I have a BA in English and loved my major. I taught Introduction to Literature at the college level for 10 years. I have experience as a Teacher Assistant in special education, which taught me much about teaching. I will have letters of reference from an undergraduate and graduate student soon. Do not shy away if you are in high school. I can help you! I will teacher you grammar with through rhythm and it will work. The following is an assignment I did when applying for a tutoring position, it will give you at glimpse of how might approach teaching you! "The first step is to understand where the student stands in their relationship with writing. I would ask when they first recognized that writing was challenging. I would seek to understand their emotional map when it came to writing. I would ask if when they started reading, what they read, do they watch movies, and what television they watched. Then, I would assign a short writing assignment about a topic the student cares about and is interested in. Once I have this information, I can proceed by assessing if there is a holistic disconnect with language or specific areas that need work. For example, prepositions are a challenge for many students. I would use visual aids to show what a preposition is and what they indicate in a sentence. I would show meaning. We would write our own sentences incorporating prepositions, learning in action. If a student is comma challenged, I begin with reading out loud so that the student can hear the pauses in a sentence. After this, the student reads out loud so they may start to understand that language has cadence. Reading out loud makes writing real. Once a student understands that language has rhythm, we can dig into the grammar of language. If a student is prone to run-on sentences, working on what the foundation of a sentence actually is comes next. Once we master that, we proceed to writing sentences that are complete, then paragraphs, and finally a one page essay. Once this is mastered, a short paper is assigned. In additions to these examples, I would study how the student reads. What is their skill level? How is their comprehension? This information will lead to writing and reading assignments combined to increase the student’s language muscles. If the student has work from school that fits these criteria, we will work on their current assignments. Writing about what you read is an exceptional exercise in grammar, writing organization, comprehension, critical thinking, and connecting language to experience. In addition to these examples, no will never be a word I use when teaching a student. The first step in assessing a student is to show the student how they are strong. If the student explains something that is incorrect, I will always focus on the strengths of that explanation then add to it. I taught Introduction to Literature for 10 years and have heard many divergent interpretations of literature. I never once told a student they were wrong. I took what they had to offer then asked questions and contributed from there."

I have been tutoring and assisting students grasp writing, overcome writers block, grapple with writing anxiety, and to become better writers since high school. I transformed this into a profession 30 years ago. I have now edited dissertations, undergraduate senior seminars, small papers, creative writing, essays, literature reviews, APA and MLA (can learn Chicago), essays, and science articles. I taught undergraduate Introduction to Fiction for 10 years. My bliss comes from these exchanges with learners. I have experience working with students whose first language is not English. I have experience helping with writing anxiety. I have tutored ALL age groups. I have worked as an academic advisor, my main job, for 29 years. I am currently free of a job job! I have a BA in English from the University of Southern Maine. I