Public policy writing at the college level is essentially an exercise in tight, rule-governed prose — every sentence has to be clear, concise, and structurally sound, which is exactly what the ACT English section tests at speed. Dana applies that editorial training to the rhetorical strategy and conciseness questions where students tend to lose the most points, teaching them to treat each passage as a draft that needs trimming rather than a puzzle to decode. Her perfect 36 ACT composite confirms the approach holds up under test conditions.

I'm not tutoring, I love walking through New York for design inspiration and taking carpentry, metalworking, and illustration classes.

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.

I am currently interviewing for medical school for matriculation in August 2017.

I'm a graduate of Columbia College Chicago; after exploring many fields of interest (writing, linguistics, computer science, and more), I completed a Bachelor of Fine Arts degree in Fashion Design graduating Cum Laude.

Studying literature means Carmen has spent years dissecting how sentences are built — not just what they say, but how punctuation, syntax, and word choice shape meaning on the page. That close-reading reflex is exactly what the ACT English section rewards, especially on rhetorical strategy questions about tone, redundancy, and whether a detail actually serves the passage's purpose. Her 35 ACT composite confirms she applies that instinct under timed pressure.

I am a current undergraduate student at the Macaulay Honors College at Hunter College, where I received a full tuition merit scholarship. I am pursuing a Bachelor of Arts in Biochemistry, as well as minoring in English. For years, I have tutored high school students in preparation for New York State Regents Exams, as well as elementary school and middle school students, mainly in English, Mathematics, and Biology. I enjoy exposing students to different learning techniques to allow them to discover their unique learning style. I find that this is especially important for younger students, who benefit from visuals, hands-on interaction, and interesting analogies. Thus, I customize my teaching methods to each individual student.

Most ACT English mistakes come down to three things: comma rules, pronoun agreement, and transitions between ideas. Laura scored a 35 composite and approaches the English section methodically, teaching students to spot the grammatical patterns the test recycles and to read for rhetorical purpose on the strategy questions. Her dual focus on French and biology means she's unusually comfortable with both language mechanics and analytical reading.

Debate team experience at her college sharpened Sonali's instinct for tight, purposeful language — the same skill the ACT English section tests when it asks whether a sentence is redundant, whether a transition actually connects two ideas, or whether a paragraph achieves its stated goal. With a 35 ACT composite and a 5.0 rating, she teaches the rhetorical strategy questions as quick argumentation calls: does this sentence earn its place, or does it go?

Sociology trained Reid to read arguments critically and write with economy — two skills that map directly onto the ACT English section's rhetorical strategy and conciseness questions, where spotting redundant phrasing and weak transitions matters as much as knowing comma rules. His PhD work in Education sharpened how he breaks down grammar conventions into teachable patterns rather than abstract rules, which clicks especially well for students who've always relied on what "sounds right." His 32 ACT composite confirms he applies that approach under real test conditions.

Most ACT English mistakes come down to three things: comma placement, pronoun agreement, and rhetorical strategy questions that students rush through. Maya zeros in on whichever of those categories is costing a student the most points, then runs targeted practice sets until the patterns stick. Her own 34 ACT composite means she's internalized the timing and logic the section demands.

Building houses for Habitat for Humanity as an AmeriCorps volunteer taught Sara how to break complex tasks into clear, repeatable steps — the same approach she takes with the ACT English section's punctuation and rhetorical strategy questions, turning what feels like subjective guessing into a systematic process. Her 34 ACT composite and economics training at Tulane reinforce that analytical edge, especially on the conciseness and passage organization questions where trimming excess words requires the same efficiency mindset she applies to everything else.

An Amherst English degree means Andrew spent four years dissecting prose at the sentence level — identifying why a particular word choice weakens an argument or how a misplaced clause muddles meaning — which is precisely the skill the ACT English section tests under time pressure. He scored a 35 ACT composite and uses that editorial training to teach the rhetorical strategy and conciseness questions where "sounds right" isn't good enough and students need actual rules to move quickly.

Studying Classical Civilization at Loyola Chicago's Honors program meant Dustin spent years translating and editing Latin and Greek texts — work that builds an almost surgical awareness of how English grammar rules function, since you can't translate without understanding sentence structure at its bones. He brings that precision to the ACT English section's punctuation and rhetorical strategy questions, where a 34 ACT composite backs up his ability to teach the difference between what sounds right and what actually follows the rule.

The ACT English section tests grammar rules most students have never been explicitly taught — comma splices, dangling modifiers, rhetorical strategy questions buried in passage transitions. Rachel scored a 34 ACT composite and breaks these question types into learnable patterns so students can spot the correct answer quickly. Her background in writing and history means she treats the rhetoric questions as arguments to analyze, not just sentences to fix.

I am a graduate of Middlebury College in central Vermont. I received my Bachelor of Arts in Political Science with a focus on Latin America. I love to travel having spent roughly eight months of my life spread across a number of developing world countries. I am committed to helping my students to understand - and ultimately excel in - a wide assembly of academic pursuits. I believe that tutoring is not just about rote memorization but hinges on developing a personal relationship with the student. From helping to craft Common Application responses, to ACT/SAT preparation, to challenging math courses, to writing analytical essays, I strive to make the overwhelming seem intuitive. My favorite things in the world (other than my family) are basketball, non-fiction, and guacamole.

I'm a chemical engineering PhD student at NYU. I love to help people learn and hope to be a professor one day!

Scoring a 34 ACT composite means Savannah knows the English section's rhythm inside out: the way it tests punctuation rules, rhetorical strategy, and sentence structure in predictable patterns. She teaches students to spot the handful of grammar concepts — comma splices, modifier placement, verb agreement — that account for the majority of questions, so they can move through the section with confidence and speed.

Earning a bilingual International Baccalaureate diploma in French means Elena internalized English grammar not just by instinct but by contrast — learning when French and English punctuation, syntax, and sentence structure rules diverge builds the kind of explicit rule awareness the ACT English section actually tests. She scored a 35 ACT composite and is especially sharp on the conciseness and rhetorical strategy questions, where her National Merit Scholar background in close reading kicks in to quickly distinguish tight prose from bloated phrasing.

I am also an actor and musician, most recently having performed in Much Ado About Nothing at The Public Theater's Shakespeare in the Park.

Most ACT English mistakes happen because students rely on what "sounds right" instead of identifying the actual rule being tested. Miranda, who scored a 34 ACT and teaches grammar and syntax professionally, drills the specific conventions — subject-verb agreement across interrupting clauses, pronoun-antecedent clarity, rhetorical effectiveness questions — until students can name the rule behind every answer they choose.

I'm interested in one day becoming a doctor, but much of my work experience thus far has led me to education: working as a Spanish teaching assistant while at Bowdoin, as Education Coordinator for a middle school healthy dating curriculum in an office of the Puerto Rico Department of Health, and as a community health worker providing health education Spanish-speaking migrant farm workers, among others. I've found that effective, individual-focused education is an important component of overall health, and I hope my continued teaching experience will better inform my practice as a future physician.

I am passionate about tutoring the ACT, high school math, biology, and English. My greatest ACT tutoring success story was increasing a student's overall score from a 23 to a 28 in a matter of 8 weeks during the summer of 2015. Ideally, I would like to tutor students preparing for the ACT and advise them as they prepare to apply to college.

I'm a recent Northwestern grad and NYC transplant, with a passion for reading, fashion, and social media. In addition to tutoring, I've spent multiple years interning in the literary world and working at my university's fashion magazine; I have both a diverse range of experiences and an eye for detail. I don't believe in giving anything less than 110% of my time and effort, especially when understanding the needs of my students.

Studying Shakespeare and the classics in London for a year — performing in productions while dissecting centuries-old prose — gave Liz an instinct for how English grammar bends around meaning, which is exactly what the ACT English section tests at speed. She zeroes in on the verbal and rhetorical strategy questions, teaching students to treat each passage like a script that needs tightening: cut the redundant lines, fix the awkward transitions, clarify the intent. Her 33 ACT composite and 4.9 rating speak for themselves.

I am currently a senior at the City College of New York completing a dual degree in mathematics and English with an emphasis in creative writing. I am equally passionate about both subjects and greatly enjoy stimulating others' interest in them through education. As a tutor, I do so by emphasizing the importance of understanding the greater context of the subject into which the specific skills to be learned fit. I find this method to be successful in easing the learning process, particularly in mathematics, as it helps students both to see how the various topics they are learning fit together and to retain the knowledge in the long term. As an added benefit, it also helps to fill any gaps in their education from previous years and improves their ability to quickly absorb new topics in the future.

I am incredibly patient, and can adapt to any learning style. My energy as both a teacher and learner is infectious, and I try to convey that passion for learning to all of my students.

I am passionate about languages, and know that learning a language is most effective when it is fun and engaging.  I have spent almost a year traveling internationally and have tutored in both English and French along the way. I believe that the most critical aspect of teaching a foreign language is getting a student interested and excited to practice it, and I have developed many successful strategies to do this, through tutoring and through studying languages myself.

I am a rising junior at Brown University pursuing a Bachelor of Arts in Environmental Studies with a focus on Sustainability in Development. I graduated from West Islip High School as class valedictorian in 2013. My tutoring career began on a mission trip to El Salvador in which I tutored children from different villages in English and Math. Since then I have been a peer tutor for all four years of my high school career, tutoring all subjects. I went on to do a community outreach tutoring program for children in the community of Providence, Rhode Island near my university. While I tutor a broad range of subjects, my favorite subjects to tutor are Math, Spanish, Environmental and Earth Science, and Biology. I'm passionate about helping students because I've seen many have that "a-ha moment" while tutoring, and I know how important those moments are to their understanding and learning. I want to help more students find those moments of clarity in whatever subject they are struggling in so that they can have more confidence in their abilities and succeed. My tutoring philosophy is to give students the skills and tools they need to understand and learn without telling them how to do everything. I teach students to practice to perfection, which involves re-doing problems until they get it right the first time, which demonstrates complete understanding. My tutoring style is characterized by patience and I'm very attentive, making sure they are truly understanding when I ask the question, "does that make sense?"

I'm Rob! I graduated from Duke University in 2016 with a double major in Electrical and Computer Engineering and Economics. I've been a math teacher in the DOE for the last 2 years and have a Master's of Arts in Teaching. I specialize in high school math and test prep for the ACT, SAT, and GRE.

Published essays in outlets like GlobalPost and North American Review mean Tracy has survived real editors — the kind who slash redundancy, fix parallelism, and demand clean transitions, which is precisely what the ACT English section tests at speed. Her 34 ACT composite and years teaching writing in the classroom give her a double advantage: she knows the grammar rules cold and she's diagnosed the same student mistakes hundreds of times. She treats each passage as a quick editorial markup, teaching the specific conventions the test cycles through rather than relying on what "sounds right."

Working as a research assistant in a genetics lab means Deanna edits dense scientific writing daily — trimming jargon, tightening transitions, and enforcing parallel structure, which is essentially what the ACT English section asks you to do under a 45-minute clock. Her biochemistry background also means she's comfortable with the science-heavy passages that sometimes rattle humanities-focused test-takers. A 33 ACT composite and 5.0 rating from students back up her approach.

Computer science students learn to parse syntax errors all day — Brian applies that same systematic eye to the ACT English section, where identifying whether a question tests punctuation, verb form, or rhetorical strategy turns guessing into a repeatable process. His 32 ACT composite and Columbia engineering background mean he tackles grammar rules as a logical system, which clicks especially well for students who think in structures rather than instincts.

Yale's philosophy program trains you to strip arguments down to their logical bones — Devin spent four years doing exactly that, which is why he treats ACT English passages as arguments to tighten rather than texts to proofread. He zeroes in on the rhetorical strategy and organization questions where philosophical training pays off most: evaluating whether a sentence actually advances the writer's point, choosing the sharpest transition, and cutting anything redundant. His 34 ACT composite and 4.8 rating confirm the approach works under test conditions.

The ACT English section is really a grammar and rhetoric test disguised as a reading exercise, and scoring well means quickly recognizing comma splices, misplaced modifiers, and awkward transitions under time pressure. Lia scored a 32 ACT composite and teaches students to spot the patterns the test reuses — particularly in punctuation and sentence structure questions — so they can move through all 75 questions with confidence.

I am a 2016 alumna of Cornell University, graduating summa cum laude in Anthropology with a minor in Global Health. I also participated in the pre-med curriculum, taking courses in Physics, Biology, Chemistry, and Math. During my senior year, I tutored students from the Department of Athletics and the Office of Academic and Diversity Initiatives in Calculus I. I am passionate about helping others gain the skills, confidence, and understanding to achieve academic success.

Jackson's math degree from NYU might seem like an odd fit for ACT English, but his double life as a creative writing student means he spent years toggling between proofs and prose — and the English section rewards exactly that blend of rule-following precision and editorial instinct. He zeroes in on the conciseness and sentence-placement questions where students waste time debating what "sounds better" instead of applying the straightforward logic behind each answer choice. His 32 ACT composite confirms the approach works under real test conditions.

I have always been a highly ambitious student and strive to learn in everything I do. In high school I became enthralled with my ACT exams, embracing the challenge and being reinvigorated with each improvement I could make; over the course of a year, I self-studied from a 21 to a 34 and even had fun doing it! With that score I was able to attend Columbia University where I received two BAs: one in Archaeology and the other in Classics with a focus on Latin. In each step of my educational journey, I have been interested in accessibility and have been passionate about spreading information as widely as I can. I am now pursuing an MA at Columbia's Teacher's College in Anthropology and Education, specializing in the experiences of Neurodivergent learners.

Scoring a 32 ACT composite, Emily knows the English section rewards a specific kind of reading — scanning for punctuation errors, redundancy, and transition logic without overthinking tone or style. She teaches students to recognize the handful of grammar rules that appear over and over, from comma splices to subject-verb agreement across long modifying phrases. That pattern recognition turns a stressful section into one of the easiest to improve.

I am a graduate of New York University, where I studied psychology, studio art, and English. I chose to go to NYU because it is a good school and because I wanted to experience life in a different setting and because I love to travel and explore. I'm patient and passionate about helping students learn new things that they can use in the future. My favorite subjects are art and English. In my spare time, I like to draw, take photographs, and read.