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We require the most rigorous qualifications from Writing tutors, in addition to a background check.

Tutors deliver personally tailored Writing lessons in a one-on-one setting.

We offer an unparalleled satisfaction guarantee with your Washington DC Writing tutors.

Writing Tutoring in Washington DC

Customized private in-home and online tutoring

Experience Writing tutoring by highly credentialed tutors in Washington DC. Top tutors will help you learn Writing through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.

Selected Washington DC Writing Tutors

Talented Writing tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and other leading schools.

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Undergraduate Degree:
University Of Virginia - Computer Science, Politics

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Undergraduate Degree:
Brown University - Human Biology & Africana Studies

A photo of Jill who is a Washington DC  Writing tutor

Undergraduate Degree:
University Of California, Santa Barbara - Psychology; Communication

Graduate Degree:
University Of Nevada, Las Vegas - Educational Psychology

How your tutor helps you master: Writing


Our educational director will pinpoint learning styles, map out goals and plans to target specific areas for improvement.


Your instructor will identify your current Writing skill level, as well as specific weaknesses to be addressed.


The tutor you select will create a unique curriculum to help you master your objectives.

Recent Tutoring Session Reviews

The student and I compiled a list of notes and observations we made while reading THE BLUEST EYE. We talked about the ideas and images from this list that most interested the student and then made connections between some of these elements to formulate a tentative inquiry for her Extended Essay. We finally culled the list into an informal EE outline.

For our first session the student and I worked on her 11 sentence paper that is due tomorrow. She said that she is a strong writer (which she is) but that she is having trouble with writing to what the teacher wants.

Over the last two weeks, the student and I had been working on ways in which she could improve some of her papers from last year, if she were to rewrite them. Today, we looked at working on an argument from scratch: I brought three poems about artistic imagination, and the student and I worked through how we would prepare to write a paper about them. The student has a good grasp of the project in outlining a paper, and is working on keeping all the different parts of an outline for a paper as sharp and specific as possible.

The student and I reviewed his outline from last week. He then wrote an essay. After reviewing the essay, we discussed the need for elaboration of examples. The student has organization and transition sentences in his essays; however, he tends to write very short, dry paragraphs. When brainstorming he had really interesting things to say, but they did not make it into the essay. We went back to the outline and expanded the talking points.

The student's focus in school is on descriptive writing. We went through an assignment from his writing teacher by reviewing the rubric and doing intensive revision work. He is showing a lot of growth in being able to show and not tell, and in describing things in short, powerful pieces.

He is making progress on his personal statement, condensing drafts and using more-powerful writing. We continued to revise and edit the drafts as we looked toward the December/January admissions season.

Finally, he will be working on timed writing outside of our sessions. One thing he needs to work on in this area (and which connects to his drafting for longer pieces) is not self-editing during the initial writing phase. He especially needs to start differentiating between telling completely factual accounts and telling interesting and compelling stories.

The student is retaking a class, and the goal is to revise her previous submissions so she can better meet the requirements for the course. Today I helped her revise one of her previous assignments.

During this session I worked with the student to improve his writing. We worked on the process of writing a precis. I worked with him to write a two-page precis on an undergraduate study of the psychological condition of death-row prison guards.

Checked the student's edited version of his "Family Vacation" essay, and reviewed dictation sentence rewrites assigned last week.
We also worked on short answer solutions to articles written in his "Scholastic News" publication.
The student stated that our sessions have helped him with his understanding of writing, and that he wrote an 8-paragraph "benchmark" paper for his language arts class.

During this lesson the student and I got to know each other a little, and I started working out some ideas for her personal statements. I reviewed all of the materials that she would like help editing, and created a timeline for completion. We started working on some of her short responses for the application.

During our session, the student and I worked on SAT questions and then worked on introduction paragraphs. We also wrote an introduction paragraph to a persuasive essay. Today we worked on his paper for English, in which he had to write an opening statement defending Macbeth.

We analyzed a formal, corporate email from the president to the student body. Then we reviewed basic subject-verb agreement together and moved on to identifying subject pronouns when used with prepositional phrases and choosing the correct verb plurality for indefinite pronouns. We closed by writing a point of clarification email--once in a friendly Southern tone and once in a concise Northern tone.

Today, we began an outline for the student's argumentative essay. We brainstormed examples to support a working thesis. We also discussed where she needs the most assistance in terms of the writing process. By the end of the session, she had written an outline and had started to write the rough draft of her paper. We agreed that she would email me a copy of her rough draft early next week and I would edit the paper and make suggestions before our next session on Tuesday.

How can a tutor assist you in conquering Writing?

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Writing tutor in Washington DC

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