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I am an attorney in the Orlando area and twice-graduate of the University of Florida. I obtained my BA in English with a concentration in critical writing and film, and continued on to law school to obtain my JD. Before college I completed the rigorous International Baccalaureate program with a higher level concentration in Psychology and completed my Extended Essay in English.

My fiancee says I'm the master of unfinished projects, and its partly true; I love learning new skills so I'm always getting into something. However, I love the sense of accomplishment found only in a job well done. I enjoy restoring old things (bikes, cars, fans, you name it!), I love to cook, I'm a total computer geek, and I'm an avid jazz drummer.

Of course, I enjoy teaching, too, and have tutored in a variety of subjects before. I like sharing my experience and helping others become better in those areas in which I am skilled, including speaking, writing, editing, analysis, argumentation, and critical thinking. As an English major I learned to apply those skills to literary analysis, and as an attorney I use those skills every day to be persuasive. This may sound strange to an aspiring law student, but most people's most challenging part of the LSAT - logic games - was my favorite. I actually find them to be fun! Whether you need help with the LSAT, a confusing prompt, crafting a convincing college essay, polishing up that big project, sharpening your writing chops, or getting through that speech, I can help.

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Jess’ Qualifications

Education & Certification

Undergraduate Degree: University of Florida - Bachelor in Arts, English

Graduate Degree: University of Florida - Juris Doctor, Law

Test Scores

SAT Verbal: 750


Music, working on cars, cooking, bicycling

Tutoring Subjects

10th Grade Reading

10th Grade Writing

11th Grade Writing

12th Grade Writing

9th Grade Reading

9th Grade Writing

Adult Literacy

AP English Literature and Composition

College English

College Essays

Comparative Literature

Creative Writing

Drum and Percussion


English Grammar and Syntax

Essay Editing

Expository Writing

Fiction Writing

Graduate Test Prep

High School English

High School Writing

IB Extended Essay

IB Theory of Knowledge



LSAT Analytical Reasoning

LSAT Essay Section

LSAT Logical Reasoning

LSAT Reading Comprehension


Persuasive Writing

Public Speaking


Social Sciences


Q & A

What is your teaching philosophy?

I always start a teaching relationship with an assessment of a student's learning style, and I recommend that they take a short quiz to see what works best for them. Most people are at least partly visual learners, so I try to incorporate written instructions, symbols, diagrams, and pictures into a lecture.

What might you do in a typical first session with a student?

I always start by getting to know the student, what they want, where they are headed, what motivates them, and why they're doing what they're doing. When teaching the LSAT, for example, this often involves a general discussion of law school and being a lawyer. I get to the test soon, though, and dig into the principles and strategies common to the whole test, then put them to use!

How can you help a student become an independent learner?

Practice doesn't make perfect- perfect practice does. I will show you the most effective way to study, help you make a study schedule, and hold you accountable. I might look nice, but I can be mean! (Just kidding, I really am nice.)

What types of materials do you typically use during a tutoring session?

When prepping a student for the LSAT, I mostly use a large collection of real LSAT tests from the past 20 years and a limited number of reference materials. I teach you the method, but it's helpful to have a book to read and refresh when we're not in a session.

How would you help a student stay motivated?

It is easy to get burnt out- varied study topics and materials, along with an aggressive but realistic study plan are key. If you go too slow, you get bored; go too fast, and you burn out. Do the same thing over and over again, and you get sick of it!

If a student has difficulty learning a skill or concept, what would you do?

I often recommend (and supply) an alternate explanation, often from a different publisher or test prep company, because one wording sometimes just makes more sense than another. Everybody is different! I also think our brains do a lot of subconscious work, so sometimes it is best to walk away and come back to the problem.

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