Award-Winning Writing Tutors
serving Columbus, OH

Most writing instruction tells students what good writing looks like without explaining how to actually produce it. Elena breaks the process into concrete, repeatable steps — building an argument from a single claim, structuring paragraphs around evidence, and revising for voice and clarity. Named Scotland's International Young Thinker of the Year for her ability to communicate complex ideas accessibly, she brings that same skill to teaching students how to get their thinking onto the page.

Getting words on the page is one challenge; organizing them into something clear and persuasive is another entirely. Michelle taught writing across multiple grade levels and understands the progression from basic paragraph structure to multi-page essays with thesis statements and supporting evidence. She tackles the planning stage — outlines, topic sentences, logical flow — so students stop staring at a blank screen and start building an argument piece by piece.

Karen treats writing as a process of thinking on paper, starting with messy brainstorming and shaping it into a clear, well-supported argument. Her background in English Literature means she can teach everything from crafting a compelling hook to structuring body paragraphs that actually prove a claim. She's particularly effective at helping students find their own voice rather than writing in stiff, formulaic prose.

Clear writing is really clear thinking on paper, and Emeric approaches drafting the same way he approaches a biochemistry problem: break down the argument, organize the evidence, then communicate it so anyone can follow. He teaches students to outline before they write, cut filler ruthlessly, and build paragraphs around single controlling ideas.

Clear writing starts with clear thinking, which is something Cassidy practices constantly as an economics and engineering double-track student at Ohio State. She teaches the planning stage — outlining a thesis, organizing evidence, choosing transitions — as seriously as the drafting stage, because most weak essays have a structure problem, not a grammar problem. Her 5.0 rating shows that methodical approach resonates with students across grade levels.

Strong writing starts with having something specific to say and then organizing it so a reader can follow. Kathryn breaks the process into concrete steps — thesis development, evidence selection, revision for voice — and treats each draft as a chance to sharpen thinking, not just polish prose.

I am a high school math teacher with a passion for demonstrating the practical use of math outside of the classroom. I pride myself in teaching critical thinking and decision making skills that cultivate a real world experience in my classroom to best prepare students for life after academia. I have an undergraduate and master's degree in engineering, and changed career paths into teaching because of my love for inspiring and mentoring kids. I am pursuing a graduate degree in education administration with the goal of becoming a principal so I can build stronger urban schools with better resources and implement instructional strategies geared towards disadvantaged youth.

I am a graduate of the University of Calgary, where I received my Bachelor of Science in Computer Science. Since graduation, I have worked as a software developer and have practical experience with variety of technologies. I tutor a variety of subjects related to Computer Science, including computer languages used in web development like HTML, CSS, JavaScript, and Ruby. My favorite part of teaching Computer Science concepts is helping students break down a complicated subject into manageable parts and build up a powerful understanding -- much like the practice of software engineering itself. In my spare time, I enjoy cooking, music, art, and hiking.

I am a graduate of the Ohio State University, where I completed a BA summa cum laude in linguistics and Romance studies with specializations in French, Spanish, and Italian. I then completed a JD at Cornell University, where I used my language skills to focus on international and comparative law, as well as developing particular skills in criminal law and general trial advocacy. In addition, I spent a year in France at the Universit Paris 1 Panthon-Sorbonne, where I obtained an LLM (master of laws) in French, European, and international law. Outside of academia, I have worked as a document translator and an in-court interpreter in both French and Spanish and have worked directly with French- and Spanish-speaking clients in legal and financial settings. As an undergraduate student, I was French-language liaison to the Modern Languages and Cultures Undergraduate Council, in which position I oversaw tutoring sessions, organized conversation and culture hours, and represented the interests of Francophone students and French learners at Council meetings. In addition, I co-directed an outreach program to local elementary schools, teaching both French and Spanish to children in grades K-4. On the legal side, I have worked in immigration, contract, family, and criminal law, and have been a teaching assistant for legal courses and served as a graduate-student mentor for pre-law students.

I am most interested in tutoring Math (geometry, algebra 1/2/prealgebra, trigonometry), Physics 1 and 2, General Chemistry (Honors, AP, or college level), and the MCAT Foundations of Physical Science and Critical Analysis and Reasoning sections.

I'm a recent college graduate with degrees in Biological Sciences and Russian from Ohio University. During my time there, I tutored students in a variety of subjects, including biology, chemistry, and Spanish. In addition, I worked as both a peer advisor and teaching assistant, which gives me insight into the learning strategies and study skills that students need to succeed. As a tutor, I like to focus on doing actual problems with students because it is the most effective way to immediately identify their strengths and weaknesses and to address them. In my free time, I like to lift weights, read books, and spend time with my friends.

I am currently a junior at Ohio State University majoring in Biology with a pre-health specialization and minoring in business. At Ohio State I am involved in the biological sciences scholars program and the Club Doctors without Borders. I believe that education is an important component for future success and I would love the opportunity to tutor math, science, and test prep!

I am a recent college graduate looking for opportunities to tutor and get involved with education before I attend medical school this fall. I have a bachelor's of science from the University of Akron and my academic areas of focus where I am best prepared to teach are animal and cell physiology, immunology, biochemistry, and preparing for the MCAT. I took the MCAT this past January and am hoping to share some of the techniques that worked for me while the test is still fresh in my mind. For the ACT I would feel comfortable teaching the reading and science sections since those are my strong points.

I am a recent graduate from The Ohio State University with a passion for sharing knowledge with those around me. During my time at Ohio State University I studied the science of Human Nutrition which included courses of Organic Chemistry, Biochemistry, Calculus, Microbiology, Molecular Genetics, Nutrition, and several others. I plan to attend graduate school for a nurse practitioner program beginning in January 2017. I have tutored a variety of a subjects and with all age groups. Most recently I worked with high school aged students in the subjects of science, math, and ACT/SAT test prep. My goal as a tutor is to make learning a fun and applicable experience for everyone! My favorite subjects to tutor are science subjects and ACT prep. Outside of tutoring I enjoy spending my time in nature, reading, and hanging out with friends. I look forward to meeting you!

I am a senior at Ohio State. I am an actuarial science major and a business minor. For those who don't know, actuaries work for insurance companies and are the people who quantify risk. I chose to major in actuarial science because math has always been my favorite subject. I like the challenging and problem solving aspects of the major. I have taken a number of math classes in my college career and look forward to showing other students how to be successful in those classes!

Whether the assignment is a persuasive essay, a research paper, or a reflective narrative, Emily teaches students to build an argument from the ground up: claim, evidence, analysis, structure. Her Yale training spanned lab reports in cellular biology and literary essays in French, so she's comfortable coaching writing across genres and disciplines. Rated 5.0 by students.

Most writing problems aren't really about grammar; they're about a writer not yet knowing what they're trying to say. Lauren starts by untangling the idea — asking students to articulate their argument out loud before committing it to paper — then teaches them to organize paragraphs around claims and evidence. It's an approach rooted in her own graduate-level research writing.

Between her English major, journalism minor, and work on college-level writing at Penn, Amy has logged serious hours producing and revising prose across genres — analytical essays, creative nonfiction, reported pieces. She teaches writing as a process of iterative drafting, showing students how to move from a messy first attempt to a polished argument with a clear thesis and purposeful evidence.

From thesis-driven academic essays to creative pieces, Emma approaches writing as a craft with learnable techniques — not a mysterious talent some students have and others don't. Her experience at Cornell developing curricula and studying education theory sharpened her ability to teach the specific moves that make writing persuasive, vivid, or clear depending on the assignment. She holds a 5.0 rating.

Getting ideas onto the page is one challenge; organizing them into something compelling is another entirely. Sarah breaks the writing process into concrete steps — brainstorming, outlining, drafting, revising — so students stop staring at blank screens and start building arguments with real structure. Her dual background in the arts and biomedical sciences means she's equally comfortable coaching a personal narrative or a research paper.

Clear writing starts with clear thinking, which is why Emma spends time on outlining and argument structure before students ever draft a full paragraph. Her Duke coursework spanned lab reports in biology and analytical essays in Classical Studies, so she's coached writing across genres — persuasive, expository, narrative, and research-based. That range lets her tailor each session to whatever assignment a student is actually facing.

Most writing problems aren't about grammar — they're about a writer not knowing what they're actually trying to say. Peter starts every session by identifying the core argument or story, then builds outward into structure, evidence, and style. His dual background in journalism and English education means he can teach both creative and analytical writing with equal precision.

Strong writing starts with having something specific to say, then organizing it so a reader can follow. Cynthia's public policy training at Vanderbilt requires constant analytical writing — constructing evidence-based arguments under tight deadlines — and she brings that same clarity-first approach to students working on essays, research papers, or creative pieces. She's especially effective at helping writers who know what they want to argue but struggle to structure it on the page.

Clear writing is structured thinking made visible, and Vishank's analytical training in Data Analytics at Ohio State gives him a sharp eye for logical flow. He teaches students to outline arguments before drafting, craft topic sentences that actually preview the paragraph, and revise for precision rather than just length.

Good writing is really about clear thinking, and Lilian approaches each assignment by first untangling what a student actually wants to say before tackling how to say it. Her marketing and design training at WashU sharpened her instinct for audience awareness, persuasive structure, and concise language — skills that transfer directly to academic essays, personal narratives, and research papers.

Most writing struggles aren't about grammar — they're about a writer not knowing what they're actually trying to say yet. Emma tackles that pre-writing fog by teaching students to generate and organize ideas before drafting, then revise with a clear sense of audience and purpose. Her arts and cognitive science background means she approaches writing as both a creative and an analytical process.

The hardest part of writing isn't grammar — it's figuring out what you actually want to say and organizing it so a reader follows. Amanda breaks the writing process into manageable stages: claim development, evidence selection, drafting, and revision. Her psychology training also gives her a sharp eye for how audience and purpose shape tone.

Strong writing starts with knowing what you actually want to argue, and Josh spends real time on that discovery phase before a student types a single sentence. From there, he teaches outlining, paragraph architecture, and how to integrate evidence without letting quotes do all the talking. His own writing practice spans academic research, creative fiction, and poetry.

Next year Alastair moves into Columbia's Writers House, a selective residential community for students pursuing careers in writing — so crafting clear, persuasive prose is something he lives with daily. He breaks down the revision process into concrete steps: tightening thesis statements, cutting filler, and structuring paragraphs so each one drives an argument forward.

History majors write constantly — argumentative essays, source analyses, research papers — and Katherine has refined her process through four years of exactly that work at Denison. She teaches students how to move from a messy brainstorm to a structured outline to a polished draft, with particular attention to building claims that evidence actually supports.

Years of competitive Speech and Debate sharpened Adam's ability to construct arguments that actually persuade — a skill he now brings to teaching thesis development, evidence integration, and revision strategy. He treats every draft as a chance to clarify thinking, not just fix commas, and walks students through how to restructure paragraphs so their ideas land with real impact.

From brainstorming to final draft, Crystal approaches writing as a process that looks different for every student. Some need structure — outlines, topic sentences, paragraph mapping — while others need permission to write messily first and organize later. Her background in English Education and ESL gives her a toolkit for both, whether the assignment is a personal narrative or an argumentative research paper.

Most students know what they want to say but struggle to organize it on the page. William tackles the full writing process — brainstorming a workable thesis, building body paragraphs around specific evidence, and revising for clarity and flow. His approach treats each draft as a thinking tool, not just a product to hand in.

Every piece of writing has a structural logic — thesis placement, paragraph transitions, evidence integration — and Zoe teaches students to see that architecture before they start drafting. Her Master's in Curriculum & Instruction and years teaching ELA across grade levels mean she can diagnose exactly where a draft loses its reader and show how to fix it. Rated 4.7 by students.

Emily was trained as a writing tutor at Hiram College, where she learned to diagnose what's actually going wrong in a piece of writing — whether it's a weak thesis, tangled paragraph transitions, or vague evidence. She tackles everything from argumentative essays to research papers, breaking the writing process into concrete, repeatable steps.

Strong writing starts with having something specific to say and knowing how to organize it — thesis construction, paragraph architecture, evidence integration. As a linguistics researcher at the University of Vermont, Alyssa spends her own days writing academic papers and understands the difference between a draft that wanders and one that builds a clear argument. She teaches students to outline before they write and revise with purpose rather than just adding words.

From five-paragraph essays to research papers, Sunay breaks the writing process into concrete stages: brainstorming a defensible thesis, organizing evidence, drafting topic sentences that actually drive an argument forward. His experience tutoring peers at Emory and volunteering with underprivileged students means he's adapted his approach for writers at very different starting points.

Strong writing starts with having something specific to say and knowing how to organize it — thesis construction, paragraph architecture, and evidence integration are the skills Amos tackles first. As someone who has earned multiple degrees requiring substantial written work, he understands the revision process from the inside. He's rated 5.0 by the students he's worked with.

Clear writing is a trainable skill, not a talent — and Camille treats it that way, breaking the process into concrete steps from outlining an argument to choosing evidence to revising for clarity. Her own writing spans research abstracts, medical case reports, and college essays, so she adapts her coaching to whatever genre a student is tackling. She's particularly sharp at teaching students how to move from a vague idea to a specific, defensible claim.