Clear writing starts with clear thinking, and Frank's career producing Wall Street research reports drilled that connection deep. He teaches students to outline an argument before drafting, choose precise language over filler, and revise with a reader's eye — skills that transfer from a five-paragraph essay to a college thesis.

Benjamin treats writing as a craft with learnable mechanics: how a thesis controls an argument, how paragraph transitions create momentum, how sentence variety keeps a reader engaged. His experience teaching university courses at Illinois means he's seen hundreds of student drafts and knows exactly where the common breakdowns happen — vague claims, unsupported assertions, introductions that never arrive at a point.

Strong writing starts with knowing what you're actually trying to say, which is harder than it sounds. Sam breaks the drafting process into manageable stages — claim, evidence, analysis — so students stop staring at a blank page and start building arguments piece by piece. His economics and history coursework at Vanderbilt demanded clear, evidence-driven prose, and that discipline carries into how he teaches writing now.

Getting ideas onto the page is only half the battle; organizing them into a clear, persuasive piece is where most students stall. Stella walks through outlining, thesis construction, and paragraph-level logic so that writing becomes a repeatable process rather than a mysterious talent. Quick end-of-session quizzes on key concepts — like claim vs. evidence or when to use a counterargument — reinforce the skills between drafts.

Eight months writing in Madrid — journals, academic papers, personal essays — taught Maureen that strong writing starts with having something specific to say, not with a five-paragraph formula. She coaches students through the messy process of drafting and revising, paying particular attention to voice, clarity, and how to structure an argument that holds together from start to finish.

Joseph treats writing as a craft with learnable techniques, not a mysterious talent. Pursuing a BFA in Creative Writing, he breaks down the mechanics of clear prose — topic sentence placement, paragraph cohesion, varying syntax to control pacing — so students can diagnose and fix their own drafts. That skill transfers whether someone is writing a personal narrative or a research paper.

I am a knowledgeable, passionate, and compassionate tutor. My teaching experience ranges from high school instruction, private tutoring, coaching, preaching, and leading high school youth groups. I have tutored and/or taught in algebra 1, geometry, American literature, world literature, middle school math, middle school science, middle school English/reading, American history, world history, essay composition, SAT prep, SSAT/ISEE prep, SHSAT prep, and GRE prep. I always try to discern what the individual needs and learning styles of my students are and then try to meet them where they are. I believe that there is a great student inside everyone, and it takes the right approach to make that great student manifest.

I am a Finance major at Mercy College in New York, having transferred this Fall from Vanderbilt University in Nashville. My goal to simply help my students achieve the results they desire and to help them set up the habits which will let them reproduce these results in the future.

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.