The IB program drills a particular kind of writing discipline — structured arguments, precise language, relentless editing — and Vansh carried that training straight into his aerospace engineering work at Georgia Tech, where technical writing leaves zero room for ambiguity. That combination makes him especially sharp on the ACT English questions testing conciseness and sentence placement, where students need to cut wordiness and reorganize logic under time pressure rather than just fix punctuation. His 36 ACT composite and 5.0 rating back it up.

I am graduated from Penn State University in Industrial Engineering in 2017. I've tutored ever since I was in high school, and I love helping people! I like to help my students understand math (and other topics) instead of just doing it blindly. My goal is to help my students improve their math (and other topics) and build skills that will help them find learning easier in the future! Fun fact, I used to work for Disney and I like to salsa dance!

Scoring a 35 ACT while pursuing an interdisciplinary science degree means Harrison has spent years toggling between dense technical writing and timed standardized tests — a combination that builds the fast, rule-based editing reflexes the English section demands. He zeroes in on the verb tense consistency and pronoun agreement questions that science-minded students tend to overthink, teaching them to treat each underlined portion as a quick pattern match rather than a stylistic judgment call. Rated 4.9 by students.

Most ACT English mistakes come down to a handful of recurring grammar rules — comma splices, subject-verb agreement with tricky intervening phrases, and pronoun ambiguity. Rick's 33 ACT composite backs up his command of these patterns, and he teaches students to spot them by reading sentences structurally rather than relying on what "sounds right." That systematic approach turns a section many students rush through into one of the easiest places to gain points.

I am a sophomore at the Georgia Institute of Technology and am working towards a major in Computer Engineering. I have been tutoring students of all ages and backgrounds in various math topics ranging from elementary school math to AP Calculus throughout high school. I love teaching math and always find it amazing to watch my students grow and improve in their mathematical abilities. While helping students with standardized testing, we go through several tricks and tactics that have helped my students succeed and have fun in the process. I am also well versed in Physics and have spent 3 years taking the highest levels of physics courses. I love playing all sports (especially soccer) and enjoy playing the guitar in my free time as well.

The ACT English section tests grammar rules most students never formally learned — comma splices, modifier placement, rhetorical strategy questions that ask you to rearrange or delete sentences. Michael scored a 36 composite and breaks each question type into a decision tree so students stop relying on what "sounds right" and start applying consistent logic. Rated 4.9 by students.

I am currently a student at the University of Central Florida, majoring in Biotechnology and in the Burnett Medical Scholars Program.

I'm Veena and I recently graduated from the University of Miami with a B.S. in Microbiology and Immunology with Chemistry and English Literature as my minors. I've tutored at a Math and Reading learning center in high school and became an employee of the Academic Resource Center at UM where I tutored my peers in STEM subjects. I was an assistant science teacher at a middle school for a year, and a workshop leader for chemistry classes at UM.

Scoring a 36 ACT composite means Parker knows exactly how the English section tests grammar — from comma splices and apostrophe rules to rhetorical strategy questions about paragraph placement and transitions. He breaks each question type into a decision tree so students stop second-guessing themselves and start recognizing patterns instantly.

I am no longer by their side. I seldom have students rely on "tricks"; instead, students will learn the underlying reasoning so that they can extend their solving methods to new related problem types. I look forward to applying my years of tutoring and teaching experience to help many motivated students.

I am currently studying at St. John’s College for my Bachelor of Arts in the Liberal Arts. St. John’s curriculum follows the Great Books Program which relies on primary sources instead of textbooks. During my time at St. John’s, I have volunteered as a tutor working with middle school students, focusing on Reading, Writing, and Mathematics. I have also tutored students in US history, Government, and World Religions. I have enjoyed tutoring English and Literature the most as I find it very rewarding to help students find material that they not only enjoy, but connect to and use to understand their own lives. In this age, technology has made information freely available to everyone. I think that it is extremely important to teach students how to find, processes and critically reflect on this wealth of resources. I find that it is equally important to nurture a student’s curiosity by demonstrating how lessons taught in the classroom can be applied to their unique passion. My own passions include writing, reading anything from philosophy to comic books, and playing video games.