Reading literature closely is really about building an argument — identifying how an author's choices in structure, imagery, or dialogue create meaning. Thomas's undergraduate training in religious studies sharpened exactly this kind of textual analysis, since the discipline demands careful interpretation of complex, layered writings. He applies that same rigor to poetry, novels, and drama.

Jasmine's Plan II Honors program at UT Austin is one of the most reading-intensive curricula in the country, requiring close analysis of texts from Homer to Toni Morrison. That training shows up in how she teaches literary analysis — she unpacks how an author's choices around structure, imagery, and point of view create meaning, then shows students how to articulate those observations in writing. She's especially sharp on connecting thematic arguments to textual evidence.

Reading literature closely is a lot like reading a legal case — every detail matters, context shapes meaning, and the strongest interpretations are built on evidence from the text itself. Andrea's background in both law and the humanities gives her a sharp eye for symbolism, narrative structure, and the rhetorical choices authors make. She teaches students to build arguments about what they read, not just summarize the plot.

Studying anthropology and theatre at the University of Delaware meant Neil spent years analyzing texts through multiple lenses — cultural context, character motivation, narrative structure. That cross-disciplinary habit carries over when he unpacks a novel or poem, pushing students to build interpretations grounded in textual evidence rather than surface-level summary.

Engineering coursework isn't an obvious path to literary analysis, but Jett's training in systems thinking — breaking complex structures into interacting components — gives him a distinctive way of approaching a text's architecture. He teaches students to trace how narrative choices like pacing, point of view, and recurring motifs function together to produce meaning, then turn those observations into arguable claims. His 5.0 rating and wide-ranging tutoring background show he can meet the analytical demands of literature even outside his core STEM wheelhouse.

Reading a novel for class and actually analyzing it are two different skills. Lianna teaches students to dig into literary devices like symbolism, tone shifts, and unreliable narration, drawing on the close-reading habits she built through years of analyzing political texts and primary sources in her coursework.

Beau approaches literature the way he approaches code: by breaking a complex structure into its components and figuring out how each piece functions. That analytical mindset translates well to dissecting themes, motifs, and authorial choices in novels and poetry, especially for students who think of themselves as "math people" struggling to articulate what a text is doing.

I'm not tutoring or buried in my textbooks, you will either find me rock climbing at the Triangle Rock Club, playing Ultimate Frisbee, working on my car, or enjoying the great outdoors (beaches, mountains, forests--you name it, I love it). On rainy weekends I enjoy tinkering with computers and old electronics, playing Pokemon, or picking at my guitar.

I am an interdisciplinary educator with an Ed.M. from the Harvard Graduate School of Education and a B.A. from Dartmouth College. My background is primarily in integrated arts learning and museum education and I specialize in visual arts, history and art history, and object-based learning. In all subjects, I take a creative, inquiry-based and learner-centered approach, designing opportunities for each unique individual to meet their learning goals.

I am a recent graduate from a masters program in biostatistics at Columbia University. I received my Bachelor of Arts in biological sciences, with a focus in neurobiology at Northwestern University. In August, I will be starting a doctoral program in biostatistics at NYU. I was a teaching assistant at Columbia University in my department and also have tutored graduate students and undergraduates privately as well. My primary areas of tutoring are math and statistics coursework in addition to math sections on standardized tests such as the GRE and GMAT. I am very passionate about helping students feel more confident and excited about math. In my spare time, I enjoy running, playing piano, and spending time with friends and family.

I am a graduate of Wesleyan University, where I received my Bachelor of Arts in Sociology with High Honors. With eight years of experience working in education, I've tutored students in math, science, history, and English, as well as helped students prepare for standardized tests. I've guided adults towards passing the US Citizenship Exam and taught English in India, where I lived for six months. Whenever I work with a student I personalize the lessons to fit their particular learning style, since I know every student is unique and having the right fit can make all the difference in making learning fun and effective. My strengths are tutoring the social sciences and humanities, as well as making math and standardized tests approachable to students that normally don't like those subjects. In my spare time I like traveling, spending time in the outdoors (climbing & backpacking), meditation, and playing soccer. Next fall I will be beginning my PhD in Education at Harvard University.

I'm Solange - a recent graduate from Harvard where I studied Sociology & Women's Studies. I've been tutoring for eight years now, and have worked with a wide range of ages and in a wide range of subjects. Some of my specialties are college prep/test taking II worked in the admissions office on campus); social sciences; and literature/writing.