I am a student at the Georgia Institute of Technology studying Chemical Engineering. For the past several years, I have worked with students extensively. Through hosting events for younger kids to learn about STEM and for older teens to practice empathetic design, I know the importance of teaching students in ways that engage them rather than frustrate them, which I apply to my teaching. I have tutored high school students in a drop-in resource center in various subjects including math of all levels, chemistry, and English, making me adequately equipped in a variety of topics. I have also tutored several students long-term. Establishing relationships with students and exploring their unique learning styles is my favorite part of tutoring. I prioritize helping students discover HOW to learn in a manner that is the most effective for them, so they can begin to use those skills on their own throughout their education. Learning is a lifelong skill that requires practice for improvement; I strive to help my students gain confidence in their ability to learn.

The ACT English section tests grammar and rhetorical strategy in rapid succession, and most points are lost not on hard rules but on the subtler questions about sentence placement and tone. Rohith's 32 ACT composite included strong performance across all sections, and he teaches students to spot the patterns in punctuation, transitions, and conciseness that the test rewards.

I am an incoming first year medical student at the University of Colorado School of Medicine in Aurora, Colorado. I graduated from the University of Virginia with a BS in Biomedical Engineering. Through the course of my undergraduate career, I served as a teaching assistant for Cell & Molecular Biology and both undergraduate and graduate versions of Introduction to MATLAB. I also have experience volunteering as a tutor from elementary to high school levels. In addition to teaching, I have personal experience with the ACT, SAT, AP, IB, and MCAT exams. I would like to now use my teaching experience to help local students in the subjects I encountered during my undergraduate career. I love teaching and work to make learning as easy as possible by employing games, shortcuts, and gradual build-up so that my students can improve to their desired performance levels.

Scoring a 36 ACT composite required mastering the English section's particular blend of grammar rules and rhetorical strategy questions — knowing when a comma splice matters and when the real question is about paragraph organization. Jude approaches each passage type differently, teaching students to distinguish between punctuation-level fixes and big-picture decisions about tone and structure.

I am a neuroscience and psychology double major from CU Boulder working to go to PA school down the road. I am originally from the East coast, but definitely prefer the hiking here. I was a learning assistant (basically student focused teacher aid) at CU, and took a course to learn more effective pedagogy. Afterwards, I was asked to be a mentor, and continued trying to help as much as I can.

Engineering students read instructions literally — which turns out to be the exact mindset for the ACT English section, where "what sounds right" loses to knowing the actual rule behind each comma, transition, or sentence restructure. Christian's 34 ACT composite and his mechanical engineering training at Oklahoma Christian give him a systematic, no-guesswork approach to the grammar conventions and conciseness questions the test leans on hardest. Rated 5.0 by students.

I am a graduate of the University of Colorado at Boulder. I received my Bachelor of Arts in Biochemistry as well as MCD (Molecular, Cellular, and Developmental) Biology while minoring in Chemistry in 2015. I love exploring all of the cool things that this world has to offer. By dabbling in a little of everything I can set my sights on what really holds my attention. My primary interests lie in the sciences, where learning what makes our world turn drives my passion for knowledge.

Comma rules, pronoun-antecedent agreement, and rhetorical ordering questions make up the bulk of ACT English — and nearly all of them follow predictable patterns once you know what to look for. Graham scored a 33 ACT composite and walks students through each grammar and rhetoric category so they can spot errors by instinct on test day rather than second-guessing every answer.

Most ACT English mistakes come down to three things: comma rules, pronoun agreement, and transitions between ideas. Rosemary drills these high-frequency grammar concepts until students can spot errors at the pace the test demands — roughly 35 seconds per question. She also covers the rhetorical strategy questions that ask whether a sentence should be added, deleted, or moved.

I am a undergraduate student who is willing to help other students in subjects that they may be experiencing difficulties in.

Licensed to teach high school and trained in philosophy — a discipline built on constructing airtight arguments — Paige reads ACT English passages the way she'd evaluate a thesis: checking whether every sentence earns its place, whether transitions actually connect ideas, and whether the punctuation follows rules rather than vibes. Her 32 ACT composite and 5.0 rating come from that same blend of rhetorical precision and grammar fundamentals she brings to every session.

Most students tackle ACT English by ear — picking whatever "sounds right" — but Austin treats it as a rule-based game, drilling the dozen or so grammar patterns the test leans on hardest, like comma usage with appositives and pronoun-antecedent agreement. His 33 ACT composite and computer science training at KU mean he's wired to think in systems, which clicks especially well for students who need structure over instinct. Rated 5.0 by students.

Scoring a 36 ACT composite means John knows exactly how the English section tries to trip students up — from comma splice traps to rhetorical strategy questions buried in transition sentences. His English and Drama background gives him a natural ear for the grammar and style conventions the test rewards, and he teaches students to spot the patterns that make 75 questions in 45 minutes manageable.

Scoring a perfect 36 ACT composite while studying Industrial Engineering at Georgia Tech means Ilesh learned to treat every problem — including grammar — as a system with rules you can map and apply. He zeroes in on the English section's punctuation and sentence structure questions by teaching the handful of patterns the test actually recycles, so students stop second-guessing what "sounds right" and start recognizing what's structurally correct. Rated 5.0 by students.

Scoring a 36 ACT composite while juggling a chemical engineering curriculum at Washington and Lee means Alex learned to read and edit fast — a skill that pays off on the English section's 75 questions in 45 minutes, where hesitation on any single punctuation or rhetoric question eats into the clock. His medical school training at Arizona adds another layer: writing and revising under pressure is now second nature, and he teaches the section's recurring patterns (verb-tense shifts, pronoun agreement, passage-level organization) as a systematic checklist rather than a feel-it-out exercise.

Elliot earned a 36 ACT composite, and his approach to the English section zeroes in on the handful of grammar rules — comma splices, modifier placement, parallelism, pronoun agreement — that appear on nearly every test form. Beyond mechanics, he also tackles the rhetorical strategy questions, teaching students how to evaluate whether a sentence should be added, deleted, or repositioned within a passage.

I am currently a resident physician at Northwestern Hospital.

Running through the Honors Program in Medical Education at Northwestern meant Anna was writing and editing scientific prose from her first undergraduate year — tightening arguments, cutting redundancy, and enforcing precise punctuation under deadline, which is essentially the ACT English section at higher speed. She scored a 36 ACT composite and teaches the rhetorical strategy questions (paragraph placement, writer's-goal prompts, transition logic) as structured decision trees rather than subjective judgment calls. Rated 5.0 by students.

Scoring a perfect 36 ACT composite means Sugi knows exactly how the English section tests grammar — from comma splices and apostrophe rules to rhetorical strategy questions about paragraph organization. She breaks each question type into a decision tree so students can identify what's being tested before they even look at the answer choices. Rated 5.0 by students.

I am a Yale graduate with over 8 years experience tutoring students from a variety of backgrounds. I recently graduated from the Yale School of Public Health with a MPH concentrating in Epidemiology and Global Health. I also received my B.S. from Yale with a double major in Molecular, Cellular, and Developmental Biology and French. I have experience both leading group classes and working with students one on one. I will respond to a student's strengths, weaknesses, and learning style in order to help them succeed and make the most of our time together. I earned a perfect score of 36 on the ACT, 2280 on the SAT, and qualified as a National Merit Scholar on the PSAT. I look forward to working with you!

Studying communication and ministry meant Logan spent years dissecting how language persuades — sermon structure, rhetorical clarity, concise phrasing — which maps surprisingly well onto the ACT English section's rhetoric and organization questions. He pairs that background with a 36 ACT composite and teaches the punctuation rules the test loves to recycle (comma usage, apostrophes, semicolons) as quick pattern-recognition decisions rather than gut calls. Rated 5.0 by students.

Most ACT English mistakes come down to a handful of grammar rules applied inconsistently — comma splices, pronoun-antecedent disagreement, redundancy. Christopher scored a 35 composite and drills these patterns until students spot errors almost reflexively, then tackles the trickier rhetorical strategy questions that separate good scores from great ones.

Comma rules, subject-verb agreement across long clauses, and rhetorical ordering questions make up the bulk of ACT English — and each one has a learnable pattern. Edward scored a 36 composite and approaches this section by drilling the specific grammar conventions that appear most frequently, then layering in the passage-level strategy questions that many students overlook. His background as a writer means he can explain why a rule exists, not just that it does.

Medical school trains you to read dense passages fast and extract exactly what matters — Jiatian applies that same triage instinct to the ACT English section, where 75 questions in 45 minutes rewards quick, decisive editing over deliberation. As a Rice AB graduate now finishing med school, she treats each underlined portion as a rule-based decision point, drilling students on the specific punctuation and rhetorical patterns the test repeats until choosing the right fix becomes automatic.

The ACT English section rewards students who can spot rhetorical strategy questions hiding among grammar items — knowing when the test is asking about sentence placement versus subject-verb agreement changes everything. Austin scored a 33 ACT composite and brings a Classics background that makes parsing sentence structure second nature. He teaches students to distinguish between questions testing conventions and those testing rhetoric, which cuts down on careless errors.

Most ACT English mistakes come down to a handful of grammar and rhetoric patterns that repeat across every test. Benjamin, who scored a 36 composite and studies English at Columbia, drills students on the specific punctuation rules, transition logic, and concision principles that the ACT actually tests — so nothing on test day feels unfamiliar.

I am available to tutor a range of middle school and high school subjects, but I am most excited about tutoring test prep. I remember how stressful preparing for college can be and I am eager to do my part in helping students fulfill their college goals. I believe that learning is a collaborative process and I am committed to being as actively involved in the student's learning as I can. In my spare time, I enjoy reading, going to the movies (I try to see each Oscar nominee before the ceremony every year.), and am a huge Michigan sports fan.

I am a Neuroscience and Behavior major at Columbia University. Although my major is centered in the STEM field, I am also passionate about human rights work, global engagement, and local outreach. While my future plans are subject to change, I see myself continuing in academia, going to medical school, and becoming a physician.

I am a 2023 graduate of the University of Notre Dame with a Finance/Economics major and a minor in Innovation and Entrepreneurship. I am a passionate student in the math and business realms, as I enjoy the intuitiveness of the former and the real-world potential of the latter. During classes in middle and high school, I developed a reputation of being a good source of help within my classes in a non-tutor capacity, and grew that into a peer tutor role a couple times a week during lunch my senior year of high school. What I hope to accomplish with my tutoring is ensure that you not only achieve your desired grade/score, but see how the different concepts relate to each other in the bigger picture. The more important part is to critically think about the subject matter in other, more unfamiliar contexts. Also, in my math subjects, I seek to provide personal secrets in realms including quicker computation strategies, unique acronyms for certain rules, and other intuitive shortcuts.

I'm referring to math, of course, but I didn't always like the subject. Until about age 16, I thought of math as a boring, mind-numbing process of blindly memorizing formulas and then forgetting them after the test, but a series of wonderful teachers showed me the truth. I had thought that everything in math was invented arbitrarily just to torture students, but actually it all made sense in a deep way. When I caught a glimpse of what math really was, I found it irresistible and I ended up majoring in math in college at UChicago. I'm currently a Master's student in Computer Science at NYU.

Punctuation rules, subject-verb agreement across long modifying phrases, and rhetorical strategy questions each require a different kind of attention on ACT English. Rhea tackles these by teaching students to read the surrounding sentences — not just the underlined portion — which is where most careless errors originate. Her 36 ACT composite means she's mastered the pacing and pattern recognition this section demands.

A Creative Writing degree from Carnegie Mellon and induction into Sigma Tau Delta (the English honors society) meant Sydney spent four years dissecting sentence-level craft — parallelism, punctuation as pacing, cutting every unnecessary word — which is essentially what the ACT English section tests at speed across five passages. She scored a 35 ACT composite and brings a writer's instinct for why concise phrasing beats bloated alternatives, turning the rhetorical strategy questions from guesswork into quick editorial calls. Rated 4.9 by students.

Most ACT English mistakes come down to three things: comma rules, pronoun agreement, and rhetorical strategy questions that ask about paragraph organization. Nikhil scored a perfect 36 composite and drills students on recognizing these patterns quickly, turning a section that feels subjective into one of the easiest places to pick up points.

I am available to tutor in a broad range of subjects, though I am most passionate about Economics, History, and Civics. Please feel free to contact me and I would be happy to arrange a session.

I am a recent graduate of Cornell University, where I received a B.S. in Chemical Engineering and graduated Magna Cum Laude. Over the past several years, I have worked with students from diverse backgrounds and experiences tutoring thermodynamics (my personal favorite), chemistry, and math. I have also tutored in the past for ACT/SAT and other subjects such as history, but I am deeply passionate about science and engineering. I tend to push my students to understand conceptual topics, as opposed to rote or algorithmic learning. In my free time, I love to bake sourdough, learn about history, garden, and recently started biking again.

I am currently a student at Duke University studying Biomedical Engineering and Economics. Just a little bit about me and some of my interests. Some of my favorite academic interests include memoirs and modern classics. I think Catcher in the Rye is still one of my all time favorite books but Percy Jackson, a modern classic, is up there too. Beyond academics, I take great guilty pleasure in watching TV shows such as Westworld, Sherlock, How I Met Your Mother, and even The Bachelorette when I'm at a low point.

I am no longer needed.

I'm a sophomore at Vanderbilt University, majoring in Physics and Classics and minoring in Mathematics and Computer Science. I'm qualified to teach a wide variety of subjects, but prefer to focus on the fields I'm studying in school listed above; I have a passion for those areas that I want to share with everyone, no matter the education level or confidence. I believe that no one is "bad at math," but many people haven't been taught math and science concepts in a way that matches how they best learn. As a result, I try to tailor my teaching style to be the best it can be for each individual student. With regard to math and physics, I myself prefer a physical, graphical understanding of different concepts, so I do best at explaining what seemingly abstract concepts actually mean in the real world and how they act on a graph.

I am excited to help anyone who might need it!

Zhenrui earned a perfect 36 ACT composite, which means the English section's trickiest question types — sentence placement, redundancy traps, and transition logic — are territory he's already mapped out cold. His engineering training at Columbia reinforces a rule-first approach: instead of debating what sounds natural, he teaches the specific punctuation and rhetoric patterns the test reuses so students can move through all 75 questions with a clear decision framework.