Reading a novel closely means asking uncomfortable questions about why an author made specific choices — why Fitzgerald uses green light imagery, why Morrison fragments her timeline, why a narrator might be unreliable. River teaches students to build literary arguments from textual evidence rather than summarizing plot, a skill that transforms both class discussions and analytical essays.

Reading a novel for class and actually analyzing it are two different skills, and Mehek bridges that gap by teaching students to track patterns — recurring imagery, shifts in narrative voice, tensions between characters' actions and dialogue. She encourages close reading of specific passages rather than vague summaries, which builds the kind of textual evidence skills that strengthen both discussion and essays.

Studying international relations means reading dense, layered texts and pulling arguments out of them — a skill Sarah applies directly to literary analysis. She teaches students to dig into themes, narrative structure, and authorial intent, whether they're unpacking a Shakespeare play or a contemporary novel for class discussion and essays.

Marzia approaches literature by teaching students to read like detectives — tracking motifs, dissecting an author's word choices, and building interpretive arguments from textual evidence. Her science training actually sharpens this skill: she's used to constructing claims from data, which translates directly to close reading and literary analysis. Whether the text is a Shakespeare play or a modern novel, she makes the analytical process concrete and repeatable.

Analyzing literature is really about building an argument — picking a claim about a text and defending it with specific evidence from the language on the page. Musa approaches literary analysis the way he approaches scientific problems: identify the question, gather the evidence, and construct a logical case. That structured thinking is especially useful for students who feel confident reading but struggle to translate their ideas into clear, thesis-driven essays.

Biomedical engineering coursework at Arizona State meant Ekta spent years reading dense research papers where every figure caption, methods detail, and discussion paragraph had to be interpreted — not just skimmed. She carries that same habit of precise, skeptical reading into literature, teaching students to slow down and examine how an author's choices in dialogue, pacing, or recurring imagery build toward a specific effect. Rated 4.9 by students.

Reading a novel and analyzing a novel are two very different skills, and Gabrielle bridges that gap by teaching students to examine how literary devices — symbolism, unreliable narration, structural choices — shape meaning. Her comparative literature background means she naturally draws connections across genres and time periods, giving students richer context for whatever text is on the syllabus. She's rated 4.7 by the students and families she's worked with.

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.