An avid reader outside her engineering career, Catherine approaches literature through close textual analysis — pulling apart an author's word choices, structural decisions, and recurring motifs to build interpretive arguments. She's especially effective at teaching students how to move from a surface-level summary to a thesis that says something genuinely interesting about a text.

Reading literature closely is surprisingly similar to reading case law: both demand that you identify an author's argument, weigh evidence, and question what's left unsaid. Monique teaches students to dig into themes, analyze character motivation, and build interpretive claims supported by textual evidence. Her background in legal analysis gives her a sharp lens for the kind of close reading that literature courses reward.

Reading literature well means arguing with the text — asking why an author chose this word, this structure, this ending. Robert's economics and pre-med background gives him an analytical lens that's different from a typical English-major approach, which can be especially useful for students who think they're "not literature people" but need to engage critically with novels, poetry, or short fiction.

Reading a novel for class and actually analyzing it are two very different tasks. Matthew approaches literature by teaching students to trace how specific choices — an unreliable narrator, a recurring image, a shift in tone — build meaning across a text. His background in English instruction gives him practice making close reading feel less like guesswork and more like a skill you can sharpen.

I am excited to tutor because I know what it feels like to get stuck and I'm happy to help people who encounter challenges in their studies. Though frustrating, there's something really valuable about these moments when you're not quite getting it. It means that by proceeding slowly and practicing a new concept or strategy you'll learn a new skill that will stick with you even more because it took some work to master. My focus in teaching is in French and, more broadly, language arts. I studied French Literature at New York University because of my passion for literature, creativity, and expression. Learning a new language opens up more than just a new literary world but also lets you tap into another set of human experiences, expression, emotion, history. I think the greatest reward in teaching French and language arts is helping a student connect with a text and gain access to someone else's experience, what someone else thought important enough to write down, and then how this connection can help reframe the reader's thinking - deepening, challenging, or shifting the ways our own thought. Apart from the study and appreciation of literature, learning a language at a linguistic level is invaluable. It promotes human connection, openness of thought, and pushes one's own capacity and diversity of self-expression.

Reading literature through a scientist's lens gives Laveda an unusual edge — she's practiced at close analysis, pulling apart structure and language the way she'd dissect a research paper. Whether a student is unpacking symbolism in *The Great Gatsby* or building a thesis about narrative voice, she teaches them to ground every interpretation in textual evidence.

An avid reader across genres, Christopher approaches literature by teaching students to ask better questions of a text — why an author chose a particular narrator, what a recurring image is doing, how a character's language shifts across scenes. That analytical habit turns passive reading into active interpretation, which is exactly what essay prompts and class discussions demand.

Reading a novel closely and writing about it persuasively are two very different skills, and most literature courses demand both simultaneously. Tatiana's MFA background means she teaches students to analyze symbolism, narrative structure, and authorial intent the way writers themselves think about craft — which produces essays with sharper arguments and more original observations.

Reading a novel closely means learning to ask why the author made specific choices — why Fitzgerald uses the green light, why Morrison fractures her timeline, why a narrator might be unreliable. Fayad approaches literature as an avid reader himself, breaking down how to identify themes, track symbolism, and build interpretive arguments that go beyond plot summary. Rated 4.5 by students.

Reading literature closely means noticing what an author is doing with structure, imagery, and language — not just summarizing what happens. Liza's love of books and reading gives her a genuine engagement with texts that comes through when she's unpacking a passage with a student. She teaches analytical techniques like tracking motifs, identifying narrative shifts, and building arguments about theme that translate directly into stronger essays and class discussions.

Reading a novel for class is one thing; building an argument about its themes, symbols, or narrative structure is something else entirely. Olga's English coursework has sharpened her ability to unpack texts from multiple critical lenses — whether that's a close reading of imagery in Beloved or analyzing unreliable narration in a short story. She teaches students to move from "I liked it" to a thesis they can defend.

Reading literature well means learning to ask why an author made a particular choice — why Fitzgerald uses color the way he does, or what an unreliable narrator reveals about a story's deeper themes. Daniel approaches literary analysis as an exercise in close observation and argument-building, skills he sharpens daily through the analytical writing demands of his psychology program at Stony Brook.

Reading a novel for class is one thing; constructing an argument about its themes, symbols, or narrative structure is another skill entirely. Winson teaches students how to move from gut reactions to textual evidence, showing them how to build a literary analysis paragraph by paragraph. His emphasis on close reading — pulling meaning from specific word choices and passages — gives students a repeatable method for any text they encounter.

Reading is one of Martin's genuine hobbies, and that comes through when he digs into theme, symbolism, or narrative structure with a student. He's especially good at teaching analytical reading — showing how to pull evidence from a text and build a clear argument around it, whether the assignment is a short response or a full essay.