Award-Winning Writing Tutors
serving Cleveland, OH

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.

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.

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.

Lauren treats writing as a process with movable parts — brainstorming, outlining, drafting, revising — and teaches each stage as its own skill rather than rushing to a finished product. Her English Literature background means she can work across genres, whether a student is tackling a persuasive essay, a personal narrative, or a research paper. She's especially good at helping writers who know what they want to say but can't get it onto the page.

Most students know what they want to say but struggle to organize it on the page. Beth teaches writing as a process — brainstorming, outlining, drafting, revising — and shows how each stage solves a different problem, from building a clear thesis to cutting filler sentences that weaken an argument. Her history training at Allegheny College gave her years of practice constructing evidence-driven prose.

Clear writing starts with clear thinking, and Brittany tackles both at once. She walks students through the process of organizing ideas before drafting, then sharpening thesis statements, tightening paragraph structure, and choosing precise language during revision. Years of scientific writing at a biotech company taught her that every sentence should earn its place.

I am a Yale grad, Johns Hopkins master's candidate, and certified early childhood educator. At Yale, I studied History and Child Development. I went on to teach with Teach For America, and I am currently in my 3rd year of teaching. Tutoring has been an interest of mine for many years. I started tutoring when I was in middle school, and I haven't stopped. I thoroughly enjoy working with students of all ages to help supplement their learning. I am looking forward to helping your child to meet his/her goals!

I am a 2nd year medical student at Northeast Ohio Medical University and have tutored K-12 and college students over the past 10 years in various subjects ranging from math and science to SAT prep and language arts. My educational background includes an MPA in Development Practice from Columbia University's School of International and Public Affairs, a B.S. in Molecular, Cell, & Developmental Biology, and a B.S. in Mathematics-Economics (both from UCLA). In addition, I have scored in the 99th percentile on the SAT, ACT, and GMAT exams and scored in the 95th percentile on the MCAT. I really enjoy working with students of all ages and backgrounds and believe all students are capable of learning and being successful with the right approach to education. I would love the chance to discuss in more detail what kind of tutoring you or your student is interested in and thank you for your consideration!

I am a graduate of Washington University in St. Louis. I received my Bachelor of Arts in Philosophy-Neuroscience-Psychology with a concentration in cognitive neuroscience and also minored in music with a specialty in piano performance. After graduating, I completed two years of dedicated immunology research in a pediatrics - infectious diseases laboratory. While I tutor a broad range of subjects, I am most passionate about helping students achieve their potential on standardized tests. I want to help not only with students' short-term goals but also more distant trajectories and life goals. In my spare time, I enjoy playing music, reading, practicing yoga, running, and learning new tricks in the kitchen. I look forward to working with you!

I'm going to fail, might as well not do it alone." I started working on homework with her and started to realize that I learned best when I taught others! Soon, I started "tutoring" many of my other pre-med friends in the same class and aced Chemistry! Since then, I've found a growing love for teaching others all sorts of subjects- especially all pre-medical sciences and the bible and it was my ticket into medical school! Still, medical school always hung on a string of doubt in my heart as I feel in love with teaching/ tutoring through teaching science and the bible so I eventually gave up medical school and started working at a school as a teaching aide with no idea if teaching was the path I should be on or not. Lo and behold near the end of the year, my school offered me a position and opportunity to become a certified teacher and here I am today working towards that and hoping to teach abroad someday!

I'm entering my senior year at Case Western Reserve University. I'm happy to provide tutoring services for those interested in improving their academic performance or exam preparation. The subjects which I am most proficient include SAT Math, Algebra 1 , Algebra 2, Middle School Math, Pre-Algebra, Pre-Calculus, and Trigonometry.

I am currently working towards a BS in Music Education at Case Western Reserve University. In the past I have worked with middle school orchestra students at an arts summer camp, where I was a volunteer Teacher's Assistant. During this camp I ran sectionals with small groups of students and sat in with the violinists to help individual students in large group rehearsals. I have some tutoring and organization experience by working with my high school's chapter of the California Scholarship Federation, where we offered free tutoring to other high school students. I am most passionate about tutoring algebra and pre-calculus, because I really enjoy the problem-solving aspects of math. I also tutor English and SAT prep. In my free time I enjoy cooking, reading, and practicing as many different instruments as I can get my hands on!

An effective educator must be able to recognize each individual student's learning style and to adapt the lesson to accommodate that style. Also, each student has a different rate of learning. Thus, the lessons must be directed not only towards ensuring the student masters the material but also keeps the student engaged in and enthusiatic about the education process. Finally, the effective tutor must remember that the end goal of the learning process is not only to master a defined set of knowledge and skills, but also to learn "how to learn;" in this way the student will be better equipped to thrive in an ever changing environment.

I am a seasoned educator with over 14 years of teaching experience. I currently am a middle school principal but have taught grades 3-college. I am no stranger to Common Core and can help students master material with tried and true strategies!

I am an upcoming junior at Case Western Reserve University, currently pursuing a B.S. in biology with minors in psychology and chemistry. I enjoy being a camp counselor for the science camps at the Great Lakes Science Center, and more recently was an undergraduate teaching assistant for BIOL 215: Cells and Proteins. As a TA, I mainly worked with students who struggled with the class, but I greatly enjoyed helping students regardless of their skill level. As a biology major, with a particular interest in microbiology, I enjoy tutoring biology the most. However, I am happy to help with any subject that I'm knowledgeable in, especially writing. I have always had a passion for education, and am considering teaching at the college level someday. I believe that taking an individual's learning style into consideration is essential and very helpful to those who have not tried learning in their ideal way before. Outside of college work, I walk dogs part time, go on nature walks, and take care of the numerous furry and scaly creatures I have at home.

I am most passionate about. Helping students realize that these subjects are fun is what motivates me. In my spare time I enjoy running, working out, and watching any sports.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.