Thomas covers both the quantitative and verbal sides of the GRE, drawing on a math-heavy science background that spans calculus through statistics and a graduate education built on reading and writing analytically. For the Quantitative Reasoning section, he digs into probability, number properties, and data interpretation — areas where many test-takers lose easy points. On the Verbal side, he teaches strategies for breaking apart dense reading passages and eliminating answer choices systematically.

Elizabeth scored 730 Verbal and 770 Quantitative on the GRE and teaches exclusively from ETS materials, since those mirror test-day question styles more closely than third-party prep books. She built her approach over years of classroom instruction at American University and Princeton Review, creating structured guides for every section — from Data Analysis formulas to Issue Essay frameworks — so students always know exactly what to study next.

Ruth has taken the GRE from both sides — as a test-taker entering her PhD program in Criminology and as someone who now teaches all three sections. Her doctoral training sharpens the Analytical Writing component, while her math teaching background means she can break down Quantitative Reasoning problems involving probability, combinatorics, and data interpretation without relying on shortcut tricks. Rated 4.9 by students, she builds section-specific strategies that adapt to each person's score gaps.

Preparing for the GRE as a whole means juggling Verbal, Quantitative, and Analytical Writing — three sections that reward very different skills but share a common thread of logical reasoning. Irina's science background covers the quantitative side, while her years of teaching English abroad and earning an MPH give her genuine range across the verbal and writing sections. She builds study plans around diagnostic weaknesses rather than generic timelines.

Scoring 5s on both AP English exams and the AP Psychology exam, Destiny knows how to dissect reading passages under pressure and construct tight analytical arguments — two skills that drive GRE Verbal and Analytical Writing scores. Her psychology background at Howard University also built the quantitative reasoning habits (interpreting data, working through statistical relationships) that carry over to the GRE's math section. She breaks the test into repeatable strategies so students spend less time second-guessing and more time executing.

I am a graduate of Grinnell College, a private liberal arts college located in Grinnell, Iowa. I have a Bachelor of the Arts in Computer Science from Grinnell's Department of Math and Computer Science. Since graduation I have tutored students of a wide variety of ages and background in a number of subjects. I have tutored middle school students in the Chicago area in Math and science and high school students in advanced Math, chemistry, writing, and helped them prepare for standardized tests for college admittance. I have also tutored adults preparing for academic proficiency tests for their jobs and with GRE prep for those interested in going to graduate school. Additionally I have taught English grammar, reading, and conversational skills to ESL students in Chicago, Ecuador, and Colombia. While I tutor a number of subjects, I particularly enjoy helping students with standardized test strategy and following their scores as they increase towards their goal. When I tutor, I aim to lead students to an answer by example so that they can see the reasoning involved themselves, rather than me just telling them the answer. The more the students can come to their own solutions, the more memorable the lessons will be. In my spare time I enjoy reading, playing skill games like scrabble, bridge, and poker, and outdoor activities like biking, camping, and canoeing when the weather is nice.

Reviews from students: "I loved how you explained math. You were able to explain formulas so they made sense and it was engaging. Thank you for making math interesting." - Ferol Conklin "I have published over 20 articles, and no one has ever edited my articles as thoroughly or as helpfully as you did." - Mark Ragel "The instructor was the best I had at this university." - Spanish student, University of Illinois "Elle was kind, patient, and funny. She seemed to really enjoy teaching." - Spanish student, University of Illinois I have three years professional teaching experience and several years of tutoring experience. I have always been a teacher at heart. I feel my biggest strength as a tutor is looking at material from the perspective of the student. I have also been described as a calm, patient, passionate, and fun tutor. I think lesson plans should be interesting to motivate students to care about the subject and engage in the process of learning. I worked as a Spanish TA at the University of Illinois for two years as as the main instructor for over 200 students. I have also worked as a middle school teacher. I have experience tutoring a variety of subjects, including test prep, reading and writing, and various levels of math. My degrees are in Linguistics, Spanish, and Journalism, with a minor in Math.

I love literature and reading and writing -- they've been central to my life since early childhood -- and I hope as a tutor not only to help students improve their skills in these areas but to instill in them a similar kind of lifelong affection for these pursuits. I believe that reading and writing are key not only to enjoying a broadly fulfilling and exciting life but also to performing effectively in virtually any kind of serious job. As a kid, my dream was to become a writer of fiction -- novels and stories -- and I majored in English and creative writing in college. But then it was literature that led my life to take a different, unexpected path. At Princeton, I had to write a senior thesis, and the topic I chose was native American prose literature -- novels, poems and other writings that hugely enhanced the love of nature and wilderness that I had already acquired through hiking and camping trips with my father. Instead of wanting to write fiction, I became an environmental advocate, and wanted to write about wilderness and environmental issues. So, I moved from the East Coast to Montana for graduate school, where I studied wilderness and wildlife management issues and earned a Master's degree in natural resource conservation. For decades ever since I have made my living primarily as a communicator, through writing as well as public speaking. Every job I've had depended on my ability to write well, from working as an editor of technical research papers for the US Forest Service; as communications director for an environmental protection group; as a press secretary in a Presidential campaign; as an international publicist for a PR firm in New York City; as an aide in the Montana Governor's Office; and as a self-employed lobbyist and campaign manager for numerous large corporations and small nonprofit groups. I also taught public and media relations at Carroll College in Montana and have done a fair amount of freelance writing along the way, with essays published in diverse outlets including Western Wildlands, the Journal of Soil & Water Conservation, Range magazine and Playboy. My love of reading and literature has never ceased. I am always reading at least one good book at a time, and I still write almost daily. On the side, I recently have edited two books for publication and have written several grant proposals. I look forward to sharing my passion for learning with students through the Varsity Tutors program.

"BYE TO AI" DISCLAIMER: At a time when so many tutors use AI to create lesson plans, conduct research, and even grade students' work, I must disclaim that I do not and will not use AI in our work together. The humanities are fundamentally, well, human, and AI has no place here. Hi! I'm Sophia, a writer, editor, tutor, and voice teacher. I graduated Vanderbilt University with my Bachelor's in History, a second major in Voice, a concentration in Musicology, and a minor in Italian. I'm currently pursuing my Master's. I have extensive experience with academic writing and am also an award-winning creative writer. If you need help editing an essay, college personal statement, or writing of any kind, I'm here! I tutor middle school through collegiate humanities (think ELA and History), as well as Voice and musical academics (Musicology, Music Theory, Solfege, Conducting, etc.) for students of all ages.

I am a Yale University Berkeley College graduate of the Yale Class of 2012 with an Intensive B.S. in Molecular, Cellular, and Developmental Biology. Eager for tutoring opportunities, I welcome any of you who wishes to undergo SAT/PSAT or ACT Test Preparation that will get you the scores you need for admission to the college of your choice. As for my experience, I have tutoring experience in both one-to-one settings, going as far back as high school, and group/classroom settings, especially from my 4 years of tutoring with Yale MATHCOUNTS. As a likely future graduate student myself, it is my general goal in life to continue the tradition of passing forth knowledge. Not surprisingly, I have always considered tutoring and education among the most noble of professions where both parties, student and teacher, benefit and learn. What makes me an excellent tutor? Over the course of my life I have had the good fortune of cultivating a variety and number of skill sets, some of which are academic and social in nature. While I certainly consider academic prowess important for the success of any instructor, I would say the most important skill set I have developed is that of adaptability. If a tutor can adapt him/herself to the mode and manner of thinking of another, the tutor, as well as the tutor's audience, will have especially effective and enriching transactions.

I am a current undergraduate student at Cornell University. I began tutoring 4 years ago because I am passionate about helping students become confident in their academic skills and reach their academic goals. Each session with a student consists of consistent, guided instruction that fosters independence and confidence in their skills. While I can instruct in many subjects, I love to tutor in math and English.

When I was young, I used to hate swimming at the beach. The idea of sharks moving around under the waves where I could not see them made me scared to go into the water. As I grew up, however, and began to learn about the different sharks that lived off the shores of my home in Massachusetts, USA, I became less and less scared and more and more fascinated with how and why sharks move around in this underwater world. I began to ask questions like, what do sharks do under the water when we cannot see them? and, where do sharks like to go and why? As a marine scientist now I try to answer these questions. Because sharks live and breathe under the water and can swim long distances and go deep into the ocean, further and deeper than I could follow by myself, to study how these animals move and behave underwater I have to use lots of different types of technology. Sometimes I use underwater robots that can follow the sharks down deeper than humans can go, and that can carry things like cameras so I can directly see what the sharks are doing. In my work now, I use special tags that send out signals every few seconds with a unique name that identifies individual sharks. When the shark swims close enough to receivers placed out in the ocean, these receivers are able to hear and record the tag name, telling where and when individual sharks are present in different areas of the ocean. One thing I love about being a shark scientist is that I can follow sharks all over the world. First, I followed the movement of sharks all the way over in the Atlantic Ocean off the east coast of the USA. Then I moved to Tasmania, Australia, and I followed young sharks as they move around off the coast of New South Wales. Now I am back home in Massachusetts and working on publishing my research.