A philosophy degree trains you to dissect how arguments are constructed and how language persuades — exactly the skill set IB Language and Literature SL tests when students sit down with an unfamiliar speech or advertisement in Paper 1. Dakota applies that analytical lens to both the literary and non-literary sides of the course, teaching students to trace how tone, structure, and rhetorical choices work together before building a written response. Her 33 ACT and graduate-level writing background also mean the essay-craft side — organizing claims, integrating evidence, staying concise under time pressure — comes naturally.

Language and Literature SL asks students to treat advertisements, speeches, and news articles with the same analytical rigor as poetry — and that shift in thinking is where most students struggle. Arianna breaks down the Paper 1 textual analysis by teaching students to identify audience, purpose, and stylistic choices before they write a single sentence. Her structured approach to the Individual Oral also keeps students from drowning in their global issue connections.

Having taught English across Southeast Asia to students ranging from kindergartners learning phonics to professionals navigating business communication, Gabriel understands how language functions differently depending on audience and context — the exact analytical muscle IB Language and Literature SL builds. He brings that real-world multilingual perspective to the course's non-literary texts, showing students how a Thai government pamphlet and a British editorial deploy language in fundamentally different ways. His 4.9 rating and TEFL training also sharpen the essay-craft side, where clear structure and precise word choice separate a 5 from a 7.

SL Language and Literature asks students to toggle between literary analysis and the study of language in cultural context — advertisements, speeches, media texts — which can feel disorienting without a clear method. Naomi teaches a consistent analytical framework for both sides of the course, showing how rhetorical strategies in a political speech parallel narrative techniques in a novel. Her philosophy background is particularly useful for the course's emphasis on how language constructs meaning.

At the SL level, Language and Literature can feel deceptively manageable until the Individual Oral arrives and students realize they need to connect a literary text to a global issue in a coherent, timed presentation. Shua walks students through the process of selecting meaningful textual extracts, building a clear line of argument, and practicing delivery so the oral feels like a conversation rather than a recitation.

At the SL level, Language and Literature still requires students to produce strong Paper 1 textual analyses and a convincing individual oral — tasks that reward structured thinking over vague impressions. Jessica walks students through the IB assessment criteria line by line, so they know exactly what examiners are looking for in areas like organization, language use, and critical response. Her analytical instincts from legal practice translate naturally into the kind of precise, evidence-driven arguments IB rewards.

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 am a rising sophomore at Harvard College and am about to declare as a Mechanical Engineering concentrator, working towards a Bachelor of Science degree. I've always enjoyed sharing my knowledge with my peers and those around me and have done so in both formal and informal settings. I've been a tutor for both Math and Spanish programs in high school and enjoyed the strides I made with students. I am willing to tutor any subject I have a background in, but am strong in mathematics, the sciences, Spanish, history, writing, and ACT prep. I enjoy teaching mathematics most due to the joy I can see in children once they master a topic and can answer even pointed questions meant to stump them, and maybe even put their knowledge to real world use. As a tutor, I like to give a strong foundation to orient my student, and then gradually grant them more freedom and independence until they can feel themselves grasp the concept, pointing out pitfalls or common errors along the way; teachers who used these methods on me always left the most lasting impressions. Outside of my studies, I really enjoy listening to music, both old favorites and new interests, reading classics, and gaming/playing basketball with my friends.

I am a junior Mechanical Engineering major at Yale, and I hope to become a Naval Aviator after college. I am also a varsity sailor, and enjoy playing music with friends when I can get some free time. I have been tutoring my fellow students throughout my entire academic career, and I would best describe my tutoring style as one that adapts to each students' needs. For example, I have always tried to frame questions in a different way so that the student can better understand the question. Some students need visual representations of numbers and systems to understand them, and others benefit more by understanding the concepts behind each formula. I prefer to tutor in math and physics, and especially with real world application problems. I hope to help students improve their standardized test scores and their understanding of the math and sciences so that they can achieve their academic goals!