Grammar rules, thesis statements, rhetorical analysis — high school English piles on skills that feel disconnected until someone shows how they fit together. Shayan connects each assignment back to one core question: "What's the argument, and where's the evidence?" That framework carries students from five-paragraph essays through AP-level literary analysis.

Between a biology double major and a public health master's — both at Yale — Emily spent years writing research papers that demanded airtight arguments and precise language, skills she now brings to literary analysis and essay writing. She teaches students how to build a thesis from textual evidence and revise their prose for clarity, treating each draft the way a scientist treats a hypothesis: something to test and strengthen, not just submit. Rated 5.0 by students.

Four years as a Writing Consultant during undergrad gave Renee a front-row seat to the exact places high school writing habits break down in college — weak thesis statements, surface-level textual evidence, and essays that summarize instead of argue. She tackles those problems early, teaching students to build literary arguments with precision and revise their own drafts with a critical eye. Her PhD work in Spanish and Iberian Studies means she's equally comfortable unpacking narrative structure in translated works and American literature staples.

Princeton's Comparative Literature program trained Brittney to read across traditions and genres — exactly the kind of flexibility high school English requires when a syllabus jumps from Shakespeare to Toni Morrison to rhetorical nonfiction in the same semester. Her MA in English deepened that into teaching students how to build literary arguments that move beyond plot summary into genuine analysis of an author's craft. Rated 5.0 by students.

Political science at Williams meant Keith spent four years doing what high school English rewards most — reading critically, building thesis-driven arguments, and revising prose until it actually says something. His 1560 SAT reflects that same precision with language, and his background in history and English gives him a natural feel for the kind of textual analysis and essay writing that define the course. He's especially useful when students need to stop summarizing a book and start arguing about it.

Reading a novel and having opinions about it is one thing — turning those opinions into a structured literary argument is the skill most high schoolers actually need to develop. Kevin's Philosophy, Politics, and Economics coursework at Penn means he writes analytical essays constantly, and he brings that same rigor to teaching thesis construction, evidence selection, and paragraph-level logic in English classes. His 34 ACT confirms the reading comprehension chops behind the writing instruction.

Between earning a summa cum laude degree at Rice and serving on admissions committees at Baylor College of Medicine, Sugi has spent years evaluating how people construct written arguments — and she brings that same lens to high school English. She teaches students to move beyond surface-level summary and dig into rhetorical strategy, thesis development, and close reading of literary and nonfiction texts.

Every high school English class eventually asks students to do two things at once: analyze literature and write clearly about it. Meghan's journalism background at Northwestern makes her especially effective at the writing side — structuring thesis-driven essays, integrating textual evidence, and revising for clarity. She also spent a semester studying literature at a top Spanish university, which gave her a comparative lens on canonical texts.

Between AP English Language, AP Literature, and the analytical writing her Princeton coursework demands, Julie has a deep familiarity with the skills high school English classes are actually testing — thesis-driven essays, rhetorical analysis, and evidence-based literary interpretation. She breaks down prompts so students understand exactly what's being asked before they start writing.

Teaching ELA full-time in a New York public school while finishing NYU's Accelerated MAT program means Jennifer is immersed daily in exactly what high school English classes demand — close reading, thesis construction, and the messy revision process that turns a rough draft into a real argument. Her English BA gives her the literary grounding, but it's the classroom experience that sharpened her ability to diagnose why a student's essay isn't landing and show them how to fix it at the sentence level.

Grammar rules, thesis statements, rhetorical analysis — high school English piles on skills that feel disconnected until someone shows how they fit together. Shayan connects each assignment back to one core question: "What's the argument, and where's the evidence?" That framework carries students from five-paragraph essays through AP-level literary analysis.

Between a biology double major and a public health master's — both at Yale — Emily spent years writing research papers that demanded airtight arguments and precise language, skills she now brings to literary analysis and essay writing. She teaches students how to build a thesis from textual evidence and revise their prose for clarity, treating each draft the way a scientist treats a hypothesis: something to test and strengthen, not just submit. Rated 5.0 by students.

Four years as a Writing Consultant during undergrad gave Renee a front-row seat to the exact places high school writing habits break down in college — weak thesis statements, surface-level textual evidence, and essays that summarize instead of argue. She tackles those problems early, teaching students to build literary arguments with precision and revise their own drafts with a critical eye. Her PhD work in Spanish and Iberian Studies means she's equally comfortable unpacking narrative structure in translated works and American literature staples.

Princeton's Comparative Literature program trained Brittney to read across traditions and genres — exactly the kind of flexibility high school English requires when a syllabus jumps from Shakespeare to Toni Morrison to rhetorical nonfiction in the same semester. Her MA in English deepened that into teaching students how to build literary arguments that move beyond plot summary into genuine analysis of an author's craft. Rated 5.0 by students.

Political science at Williams meant Keith spent four years doing what high school English rewards most — reading critically, building thesis-driven arguments, and revising prose until it actually says something. His 1560 SAT reflects that same precision with language, and his background in history and English gives him a natural feel for the kind of textual analysis and essay writing that define the course. He's especially useful when students need to stop summarizing a book and start arguing about it.

Reading a novel and having opinions about it is one thing — turning those opinions into a structured literary argument is the skill most high schoolers actually need to develop. Kevin's Philosophy, Politics, and Economics coursework at Penn means he writes analytical essays constantly, and he brings that same rigor to teaching thesis construction, evidence selection, and paragraph-level logic in English classes. His 34 ACT confirms the reading comprehension chops behind the writing instruction.

Between earning a summa cum laude degree at Rice and serving on admissions committees at Baylor College of Medicine, Sugi has spent years evaluating how people construct written arguments — and she brings that same lens to high school English. She teaches students to move beyond surface-level summary and dig into rhetorical strategy, thesis development, and close reading of literary and nonfiction texts.

Every high school English class eventually asks students to do two things at once: analyze literature and write clearly about it. Meghan's journalism background at Northwestern makes her especially effective at the writing side — structuring thesis-driven essays, integrating textual evidence, and revising for clarity. She also spent a semester studying literature at a top Spanish university, which gave her a comparative lens on canonical texts.

Between AP English Language, AP Literature, and the analytical writing her Princeton coursework demands, Julie has a deep familiarity with the skills high school English classes are actually testing — thesis-driven essays, rhetorical analysis, and evidence-based literary interpretation. She breaks down prompts so students understand exactly what's being asked before they start writing.

Teaching ELA full-time in a New York public school while finishing NYU's Accelerated MAT program means Jennifer is immersed daily in exactly what high school English classes demand — close reading, thesis construction, and the messy revision process that turns a rough draft into a real argument. Her English BA gives her the literary grounding, but it's the classroom experience that sharpened her ability to diagnose why a student's essay isn't landing and show them how to fix it at the sentence level.