ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

Grammar

Grammar: that/which, who/whom, i.e./e.g. I know the tips, tricks, and traps. I know how to make rules of American English grammar intelligible and how to coach you to develop and flex your grammar skills. We will look at syntax also. Syntax is from a Greek word meaning order or arrangement. Syntax deals with the relation of words to each other as component parts of a sentence, and with their proper arrangement to express clearly the intended meaning. It can be done. I have worked with children and with post-graduate scientists on their grammar in everything from coursework to websites.

Proofreading

I passed with distinction Writing in the Sciences, a Stanford University Medical School Massive Open Online Course (November 2015). I am skilled at report writing, drafting of correspondence, filing, data entry, data retrieval, as well as desktop computer and internet searches. I have indexed, reviewed, and abstracted social science and technical articles. I have strong current technical and writing skills and am familiar with the format of a scientific manuscript, and issues in publication and peer review.

Grammar

Grammar: that/which, who/whom, i.e./e.g. I know the tips, tricks, and traps. I know how to make rules of American English grammar intelligible and how to coach you to develop and flex your grammar skills. We will look at syntax also. Syntax is from a Greek word meaning order or arrangement. Syntax deals with the relation of words to each other as component parts of a sentence, and with their proper arrangement to express clearly the intended meaning. It can be done. I have worked with children and with post-graduate scientists on their grammar in everything from coursework to websites.

Reading

I have tutored children and teens in reading skills, both for standardized tests and for reading assessments requiring demonstration of comprehension and reflection. I am trained in phonics instruction; each sound is introduced initially with a single "basic code" spelling, e.g. the /ee/ sound is connected to the 'ee' spelling. Students are taught to read by blending all of the sounds in the word aloud and writing down as they speak. Spelling alternatives for sounds (e.g. for /ee/ the spellings 'y' as in funny, 'ea' as in eat, 'e' as in reflex, 'ie' as in cookie, etc.) are taught later. I have helped reluctant readers by using the student's own created poems and short stories. The creator is both the reader and the writer. So, together, we create something worth reading. What is interesting to a student? Reading well for themselves as well as for the tests.

Study Skills

I consider the student's existing skills and behavioral attributes and and thus am able to present different study skills such as time management, reading, note-taking, IT literacy and research and library skills. I practice them with the student for the student to be able to produce unaided. Here is my Cambridge-trained approach in detail: I will create the right working environment for the student. We will gather together all the necessary equipment and information needed for the task. We will start playing with the material. Brain-storm, make a mind-map, or record or note anything that comes into their mind when they think of the topic, even if it seems ridiculous, far-fetched, or nonsense. We make fast (5 minutes) outlines. Sometimes it just helps to bounce their ideas off someone else - NOT a parent or co-worker - colloquially, and with all the gaps and slang. Then we start cleaning up and filling in. Together, we work out where the gaps are, and do what ever is necessary to fill them in. To achieve their full potential, both personally and professionally, we will be building on their existing intellectual, communication, and interpersonal skills. We develop a continuing program of voluntary study, extra-curricular activities, and work experience, to deploy their newly-acquired computer, research, and numeracy skills. The student will be confident as well as organized enough to prepare for tests, exams, and essays as well. Depend on the age of the student, this may include a new ability to organize substantial quantities of research data, structure a lengthy written or verbal argument, as well as manage their standardized test schedule. For teen and adult students, this may mean encouraging/arranging work or volunteer experience as part of the confidence-building aspect of the course. Extra-curricular development opportunities including helping the student run and promote sports teams, societies, or student committees. Adult students may need help managing conflicting family commitments/childcare

Vocabulary

I have tutored children and teens in vocabulary, both for standardized tests and for English coursework requiring initiative, imagination, and reflection. I have created websites for engineering companies as well as posters for literature series because of my rich vocabulary. I speak both English and French, as well as high school-level German, Spanish, Arabic, and Latin so my students learn to distinguish the finest nuances of American English. We will create short poems, write short essays, and critique different art forms developing and and flexing the student's vocabulary.

ACT English

I teach test-taking tips and more. Students will create their own poems, write their own short essays, and critique different art forms. Because they have done it themselves, the students are confident with both standardized tests and real-life tests of initiative, imagination, and reflection. I know how to make different forms of English intelligible. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution. I have tutored pre-kindergartners to graduate students in English.

ACT Reading

I have an undergraduate degree in International Affairs with a concentration in International Communication and Master’s of Science graduate degree. So I am able to help students decode the meaning of readings in prose fiction, social science, the humanities, and natural science.

English

I have tutored children and teens in English, both for standardized tests and for English coursework requiring initiative, imagination, and reflection. With four degrees from three countries, I am proficient in both American and British English and their teaching. Whether you are interested in English language, literature, or technical communication, we can improve and develop your English skills. I like to use a multimedia approach and have you critique different forms of English: poetry, books, and films. As an International Communications minor in college, I read, and wrote papers on, the ancient and modern English books, music and art that have been the most important and influential in shaping Western culture. So, together we will share our impressions and my students learn to use the finest nuances of English for themselves as well as for the tests. I have worked with all ages, from children to post-graduate scientists, on all kinds of English in everything from coursework to websites.

ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

Grammar

Grammar: that/which, who/whom, i.e./e.g. I know the tips, tricks, and traps. I know how to make rules of American English grammar intelligible and how to coach you to develop and flex your grammar skills. We will look at syntax also. Syntax is from a Greek word meaning order or arrangement. Syntax deals with the relation of words to each other as component parts of a sentence, and with their proper arrangement to express clearly the intended meaning. It can be done. I have worked with children and with post-graduate scientists on their grammar in everything from coursework to websites.

IELTS

There are two types of the IELTS test: IELTS Academic - for people applying for higher education or professional registration. I can prepare you for this as I have a Master's of Science from the University of Maryland, College Park, (4.0 G.P.A. - the highest GPA you can earn, an A in all course and lab work), a University of Cambridge CELTA (Certificate in English Language Teaching to Adults) accepted throughout the world by organizations that employ English language teachers, and I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course in November 2015. IELTS General Training - for those who are going to English speaking countries for secondary education, work experience or training programs. It is also a requirement for migration to Australia, Canada, New Zealand and the UK. I can prepare you for these basic survival skills in broad social and workplace contexts as my University of Cambridge CELTA (Certificate in English Language Teaching to Adults) is regulated by The Register of Regulated Qualifications (Ofqual), UK and given premium product endorsement by NEAS in Australia. I focus on fairness and respect by actively avoiding cultural bias and accept all standard varieties of native-speaker English, including North American, British, Indian, Australian and New Zealand English.

Literature

I have tutored children and teens in literature, both for standardized tests and for literature coursework requiring initiative, imagination, and reflection. As an International Communications minor in college, I read, and wrote papers on, the ancient and modern books, music and art that have been the most important and influential in shaping Western culture. Nowadays, I create monthly posters for a Victorian literature series. So, together we will share our impressions and my students learn to distinguish the finest nuances of literature for themselves - as well as for the tests.

Proofreading

I passed with distinction Writing in the Sciences, a Stanford University Medical School Massive Open Online Course (November 2015). I am skilled at report writing, drafting of correspondence, filing, data entry, data retrieval, as well as desktop computer and internet searches. I have indexed, reviewed, and abstracted social science and technical articles. I have strong current technical and writing skills and am familiar with the format of a scientific manuscript, and issues in publication and peer review.

Reading

I have tutored children and teens in reading skills, both for standardized tests and for reading assessments requiring demonstration of comprehension and reflection. I am trained in phonics instruction; each sound is introduced initially with a single "basic code" spelling, e.g. the /ee/ sound is connected to the 'ee' spelling. Students are taught to read by blending all of the sounds in the word aloud and writing down as they speak. Spelling alternatives for sounds (e.g. for /ee/ the spellings 'y' as in funny, 'ea' as in eat, 'e' as in reflex, 'ie' as in cookie, etc.) are taught later. I have helped reluctant readers by using the student's own created poems and short stories. The creator is both the reader and the writer. So, together, we create something worth reading. What is interesting to a student? Reading well for themselves as well as for the tests.

SAT Reading

I have tutored and taken these tests myself. Most recently was the GRE and I scored 690/800 in ALL three sections: Math, Verbal, and Quantitative.

TOEFL

I am a native speaker of American English certified by The University of Cambridge (UK) to teach the English language to adults throughout the world. I will teach you the tips and tricks for the Reading section. These are how to identify cause and effect, what to compare and contrast, and how to argue. I have collected many past TOEFL subjects for you to practice reading. We will use gap dictation to learn how to create and fill in for the Listening section. We will consider aspect and syntax to identify the main ideas, speaker purpose, and speaker attitude. I have taught accent modification for over a decade so the Speaking section is the easiest for most of my clients. We will practice what to say and how to say it clearly, deeply, and slowly. You will learn how to present yourself and your thoughts on the given topic. The Writing section requires some easy to remember routines. Over the years, I have developed a simple outline to help you identify and restate the issue, followed by a reasoned opinion on the topic. I would like you to know that my father was in the US Army and, as a child, I lived all over the US and Europe. I went to 13 different schools in three US states and two foreign countries. This has made me bilingual, patient, and kind. Also, it keeps me open to new people and new ways of teaching.

Vocabulary

I have tutored children and teens in vocabulary, both for standardized tests and for English coursework requiring initiative, imagination, and reflection. I have created websites for engineering companies as well as posters for literature series because of my rich vocabulary. I speak both English and French, as well as high school-level German, Spanish, Arabic, and Latin so my students learn to distinguish the finest nuances of American English. We will create short poems, write short essays, and critique different art forms developing and and flexing the student's vocabulary.

Writing

I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course (November 2015). This course teaches scientists to become more effective writers, using practical examples and exercises. I will share with you the topics included: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Students from non-science disciplines will benefit from the general principles of effective writing. I have worked with writers in fields ranging from journalism to genetic engineering. I could aid you in creating your own poems, writing your own short essays, and critiquing different art forms. Perhaps you need help with a PowerPoint presentation for a pharmaceutical company or to proof your PhD on Beckett. I have helped these and many more clients over the past ten years. Because they have done it themselves, the students in every field are confident in real-life writing requiring initiative, imagination, and reflection. I know how to make different forms of English intelligible. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution. I have tutored pre-kindergartners to post-graduate students in English writing.

American History

I have a career background in American History. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution.

European History

I have tutored children and teens in European History, both for standardized tests and for European History coursework requiring initiative, imagination, and reflection. I speak both English and French, as well as high school-level German, Spanish, Arabic, and Latin so my students are exposed to different views of European History and events as well as how they appear to we Americans. My degrees are from the UK, the US, and France as you can see. The students enjoy and remember European History when it is presented in a human context.

World History

I have tutored children and teens in World History, both for standardized tests and for World History coursework requiring initiative, imagination, and reflection. I done African American urban archaeology in Maryland and Virginia as well as research in French, English, and American archives. My original research on costume's social aspects and the working class is in the collection of the Smithsonian Institution Libraries. My degrees are from the University of Cambridge (UK), founded in 1209, the University of Maryland, M. S, Textile Science, Historic Costume and Textiles, and the George Washington University I have a B.A, International Affairs / International Communications, as well as my degree from France.

English

I have tutored children and teens in English, both for standardized tests and for English coursework requiring initiative, imagination, and reflection. With four degrees from three countries, I am proficient in both American and British English and their teaching. Whether you are interested in English language, literature, or technical communication, we can improve and develop your English skills. I like to use a multimedia approach and have you critique different forms of English: poetry, books, and films. As an International Communications minor in college, I read, and wrote papers on, the ancient and modern English books, music and art that have been the most important and influential in shaping Western culture. So, together we will share our impressions and my students learn to use the finest nuances of English for themselves as well as for the tests. I have worked with all ages, from children to post-graduate scientists, on all kinds of English in everything from coursework to websites.

ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

Reading

I have tutored children and teens in reading skills, both for standardized tests and for reading assessments requiring demonstration of comprehension and reflection. I am trained in phonics instruction; each sound is introduced initially with a single "basic code" spelling, e.g. the /ee/ sound is connected to the 'ee' spelling. Students are taught to read by blending all of the sounds in the word aloud and writing down as they speak. Spelling alternatives for sounds (e.g. for /ee/ the spellings 'y' as in funny, 'ea' as in eat, 'e' as in reflex, 'ie' as in cookie, etc.) are taught later. I have helped reluctant readers by using the student's own created poems and short stories. The creator is both the reader and the writer. So, together, we create something worth reading. What is interesting to a student? Reading well for themselves as well as for the tests.

SAT Reading

I have tutored and taken these tests myself. Most recently was the GRE and I scored 690/800 in ALL three sections: Math, Verbal, and Quantitative.

Study Skills

I consider the student's existing skills and behavioral attributes and and thus am able to present different study skills such as time management, reading, note-taking, IT literacy and research and library skills. I practice them with the student for the student to be able to produce unaided. Here is my Cambridge-trained approach in detail: I will create the right working environment for the student. We will gather together all the necessary equipment and information needed for the task. We will start playing with the material. Brain-storm, make a mind-map, or record or note anything that comes into their mind when they think of the topic, even if it seems ridiculous, far-fetched, or nonsense. We make fast (5 minutes) outlines. Sometimes it just helps to bounce their ideas off someone else - NOT a parent or co-worker - colloquially, and with all the gaps and slang. Then we start cleaning up and filling in. Together, we work out where the gaps are, and do what ever is necessary to fill them in. To achieve their full potential, both personally and professionally, we will be building on their existing intellectual, communication, and interpersonal skills. We develop a continuing program of voluntary study, extra-curricular activities, and work experience, to deploy their newly-acquired computer, research, and numeracy skills. The student will be confident as well as organized enough to prepare for tests, exams, and essays as well. Depend on the age of the student, this may include a new ability to organize substantial quantities of research data, structure a lengthy written or verbal argument, as well as manage their standardized test schedule. For teen and adult students, this may mean encouraging/arranging work or volunteer experience as part of the confidence-building aspect of the course. Extra-curricular development opportunities including helping the student run and promote sports teams, societies, or student committees. Adult students may need help managing conflicting family commitments/childcare

Writing

I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course (November 2015). This course teaches scientists to become more effective writers, using practical examples and exercises. I will share with you the topics included: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Students from non-science disciplines will benefit from the general principles of effective writing. I have worked with writers in fields ranging from journalism to genetic engineering. I could aid you in creating your own poems, writing your own short essays, and critiquing different art forms. Perhaps you need help with a PowerPoint presentation for a pharmaceutical company or to proof your PhD on Beckett. I have helped these and many more clients over the past ten years. Because they have done it themselves, the students in every field are confident in real-life writing requiring initiative, imagination, and reflection. I know how to make different forms of English intelligible. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution. I have tutored pre-kindergartners to post-graduate students in English writing.

ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

IELTS

There are two types of the IELTS test: IELTS Academic - for people applying for higher education or professional registration. I can prepare you for this as I have a Master's of Science from the University of Maryland, College Park, (4.0 G.P.A. - the highest GPA you can earn, an A in all course and lab work), a University of Cambridge CELTA (Certificate in English Language Teaching to Adults) accepted throughout the world by organizations that employ English language teachers, and I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course in November 2015. IELTS General Training - for those who are going to English speaking countries for secondary education, work experience or training programs. It is also a requirement for migration to Australia, Canada, New Zealand and the UK. I can prepare you for these basic survival skills in broad social and workplace contexts as my University of Cambridge CELTA (Certificate in English Language Teaching to Adults) is regulated by The Register of Regulated Qualifications (Ofqual), UK and given premium product endorsement by NEAS in Australia. I focus on fairness and respect by actively avoiding cultural bias and accept all standard varieties of native-speaker English, including North American, British, Indian, Australian and New Zealand English.

TOEFL

I am a native speaker of American English certified by The University of Cambridge (UK) to teach the English language to adults throughout the world. I will teach you the tips and tricks for the Reading section. These are how to identify cause and effect, what to compare and contrast, and how to argue. I have collected many past TOEFL subjects for you to practice reading. We will use gap dictation to learn how to create and fill in for the Listening section. We will consider aspect and syntax to identify the main ideas, speaker purpose, and speaker attitude. I have taught accent modification for over a decade so the Speaking section is the easiest for most of my clients. We will practice what to say and how to say it clearly, deeply, and slowly. You will learn how to present yourself and your thoughts on the given topic. The Writing section requires some easy to remember routines. Over the years, I have developed a simple outline to help you identify and restate the issue, followed by a reasoned opinion on the topic. I would like you to know that my father was in the US Army and, as a child, I lived all over the US and Europe. I went to 13 different schools in three US states and two foreign countries. This has made me bilingual, patient, and kind. Also, it keeps me open to new people and new ways of teaching.

English

I have tutored children and teens in English, both for standardized tests and for English coursework requiring initiative, imagination, and reflection. With four degrees from three countries, I am proficient in both American and British English and their teaching. Whether you are interested in English language, literature, or technical communication, we can improve and develop your English skills. I like to use a multimedia approach and have you critique different forms of English: poetry, books, and films. As an International Communications minor in college, I read, and wrote papers on, the ancient and modern English books, music and art that have been the most important and influential in shaping Western culture. So, together we will share our impressions and my students learn to use the finest nuances of English for themselves as well as for the tests. I have worked with all ages, from children to post-graduate scientists, on all kinds of English in everything from coursework to websites.

ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

Reading

I have tutored children and teens in reading skills, both for standardized tests and for reading assessments requiring demonstration of comprehension and reflection. I am trained in phonics instruction; each sound is introduced initially with a single "basic code" spelling, e.g. the /ee/ sound is connected to the 'ee' spelling. Students are taught to read by blending all of the sounds in the word aloud and writing down as they speak. Spelling alternatives for sounds (e.g. for /ee/ the spellings 'y' as in funny, 'ea' as in eat, 'e' as in reflex, 'ie' as in cookie, etc.) are taught later. I have helped reluctant readers by using the student's own created poems and short stories. The creator is both the reader and the writer. So, together, we create something worth reading. What is interesting to a student? Reading well for themselves as well as for the tests.

Study Skills

I consider the student's existing skills and behavioral attributes and and thus am able to present different study skills such as time management, reading, note-taking, IT literacy and research and library skills. I practice them with the student for the student to be able to produce unaided. Here is my Cambridge-trained approach in detail: I will create the right working environment for the student. We will gather together all the necessary equipment and information needed for the task. We will start playing with the material. Brain-storm, make a mind-map, or record or note anything that comes into their mind when they think of the topic, even if it seems ridiculous, far-fetched, or nonsense. We make fast (5 minutes) outlines. Sometimes it just helps to bounce their ideas off someone else - NOT a parent or co-worker - colloquially, and with all the gaps and slang. Then we start cleaning up and filling in. Together, we work out where the gaps are, and do what ever is necessary to fill them in. To achieve their full potential, both personally and professionally, we will be building on their existing intellectual, communication, and interpersonal skills. We develop a continuing program of voluntary study, extra-curricular activities, and work experience, to deploy their newly-acquired computer, research, and numeracy skills. The student will be confident as well as organized enough to prepare for tests, exams, and essays as well. Depend on the age of the student, this may include a new ability to organize substantial quantities of research data, structure a lengthy written or verbal argument, as well as manage their standardized test schedule. For teen and adult students, this may mean encouraging/arranging work or volunteer experience as part of the confidence-building aspect of the course. Extra-curricular development opportunities including helping the student run and promote sports teams, societies, or student committees. Adult students may need help managing conflicting family commitments/childcare

Writing

I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course (November 2015). This course teaches scientists to become more effective writers, using practical examples and exercises. I will share with you the topics included: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Students from non-science disciplines will benefit from the general principles of effective writing. I have worked with writers in fields ranging from journalism to genetic engineering. I could aid you in creating your own poems, writing your own short essays, and critiquing different art forms. Perhaps you need help with a PowerPoint presentation for a pharmaceutical company or to proof your PhD on Beckett. I have helped these and many more clients over the past ten years. Because they have done it themselves, the students in every field are confident in real-life writing requiring initiative, imagination, and reflection. I know how to make different forms of English intelligible. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution. I have tutored pre-kindergartners to post-graduate students in English writing.

ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

Study Skills

I consider the student's existing skills and behavioral attributes and and thus am able to present different study skills such as time management, reading, note-taking, IT literacy and research and library skills. I practice them with the student for the student to be able to produce unaided. Here is my Cambridge-trained approach in detail: I will create the right working environment for the student. We will gather together all the necessary equipment and information needed for the task. We will start playing with the material. Brain-storm, make a mind-map, or record or note anything that comes into their mind when they think of the topic, even if it seems ridiculous, far-fetched, or nonsense. We make fast (5 minutes) outlines. Sometimes it just helps to bounce their ideas off someone else - NOT a parent or co-worker - colloquially, and with all the gaps and slang. Then we start cleaning up and filling in. Together, we work out where the gaps are, and do what ever is necessary to fill them in. To achieve their full potential, both personally and professionally, we will be building on their existing intellectual, communication, and interpersonal skills. We develop a continuing program of voluntary study, extra-curricular activities, and work experience, to deploy their newly-acquired computer, research, and numeracy skills. The student will be confident as well as organized enough to prepare for tests, exams, and essays as well. Depend on the age of the student, this may include a new ability to organize substantial quantities of research data, structure a lengthy written or verbal argument, as well as manage their standardized test schedule. For teen and adult students, this may mean encouraging/arranging work or volunteer experience as part of the confidence-building aspect of the course. Extra-curricular development opportunities including helping the student run and promote sports teams, societies, or student committees. Adult students may need help managing conflicting family commitments/childcare

Study Skills

I consider the student's existing skills and behavioral attributes and and thus am able to present different study skills such as time management, reading, note-taking, IT literacy and research and library skills. I practice them with the student for the student to be able to produce unaided. Here is my Cambridge-trained approach in detail: I will create the right working environment for the student. We will gather together all the necessary equipment and information needed for the task. We will start playing with the material. Brain-storm, make a mind-map, or record or note anything that comes into their mind when they think of the topic, even if it seems ridiculous, far-fetched, or nonsense. We make fast (5 minutes) outlines. Sometimes it just helps to bounce their ideas off someone else - NOT a parent or co-worker - colloquially, and with all the gaps and slang. Then we start cleaning up and filling in. Together, we work out where the gaps are, and do what ever is necessary to fill them in. To achieve their full potential, both personally and professionally, we will be building on their existing intellectual, communication, and interpersonal skills. We develop a continuing program of voluntary study, extra-curricular activities, and work experience, to deploy their newly-acquired computer, research, and numeracy skills. The student will be confident as well as organized enough to prepare for tests, exams, and essays as well. Depend on the age of the student, this may include a new ability to organize substantial quantities of research data, structure a lengthy written or verbal argument, as well as manage their standardized test schedule. For teen and adult students, this may mean encouraging/arranging work or volunteer experience as part of the confidence-building aspect of the course. Extra-curricular development opportunities including helping the student run and promote sports teams, societies, or student committees. Adult students may need help managing conflicting family commitments/childcare

ESL/ESOL

I received my C.E.L.T.A. (Certificate in English Language Teaching to Adults) from the University of Cambridge in 2003. You will be able to learn American English in cultural context. I create authentic tasks to trigger your American English use. We listen to each other, reformulate our language, contrast contexts, and discuss the content of American English spoken, heard, or read. We consider fact, opinion, attitude, and ourselves as we refine communications skills through increased fluency, confidence, imagination, and accuracy. I teach multi-word items such as poly words/modal verbs (to put off), collocations (prices fell), institutional expressions (Just a minute, please!), and colloquial American English expressions (to bird dog a task).

GED

I am patient and have experience tutoring non-traditional and returning-to-education students. I know many different teaching approaches. As an Army-brat, I went to 13 different schools in three US states and two foreign countries. I have tutored in all the five GED test five subject areas: "Language Arts: Writing", "Social Studies", "Science", "Language Arts: Reading", and "Mathematics". We will cover sentence structure, organization, usage, and mechanics. You will learn how to correct, revise, or improve your American English. I teach many quick tips and tricks for a well-focused essay. I have an undergraduate degree and work experience in American history, world history, civics and government, economics, and geography. You will learn how to "read" graphs, charts, and editorial cartoons to solve the real-life questions. Already you live in a world of photosynthesis, weather, climate, geology, magnetism, energy, and cell division. I have a Master's in Science and work experience in science so I can help you show you understand the GED science subjects: life science, earth science, space science, and physical science. We will work with tables, graphs, charts, and diagrams, in understandable day-to-day contexts. We see friends and we watch strangers. We talk to our friends about those strangers. That is all "Language Arts" is. Together we will go over how to analyze these happenings, apply that information to other situations, and create new ideas from the GED-provided stories, plays, and poems. Lastly, the GED math is the kind you use already in everyday life - just number sense, measurement, geometry, and statistics. Algebra, functions, and patterns can be more of a challenge but, again, we will go over the basic rules. I tutored elementary, middle, and high school Math for twelve years.

Reading

I have tutored children and teens in reading skills, both for standardized tests and for reading assessments requiring demonstration of comprehension and reflection. I am trained in phonics instruction; each sound is introduced initially with a single "basic code" spelling, e.g. the /ee/ sound is connected to the 'ee' spelling. Students are taught to read by blending all of the sounds in the word aloud and writing down as they speak. Spelling alternatives for sounds (e.g. for /ee/ the spellings 'y' as in funny, 'ea' as in eat, 'e' as in reflex, 'ie' as in cookie, etc.) are taught later. I have helped reluctant readers by using the student's own created poems and short stories. The creator is both the reader and the writer. So, together, we create something worth reading. What is interesting to a student? Reading well for themselves as well as for the tests.

Study Skills

I consider the student's existing skills and behavioral attributes and and thus am able to present different study skills such as time management, reading, note-taking, IT literacy and research and library skills. I practice them with the student for the student to be able to produce unaided. Here is my Cambridge-trained approach in detail: I will create the right working environment for the student. We will gather together all the necessary equipment and information needed for the task. We will start playing with the material. Brain-storm, make a mind-map, or record or note anything that comes into their mind when they think of the topic, even if it seems ridiculous, far-fetched, or nonsense. We make fast (5 minutes) outlines. Sometimes it just helps to bounce their ideas off someone else - NOT a parent or co-worker - colloquially, and with all the gaps and slang. Then we start cleaning up and filling in. Together, we work out where the gaps are, and do what ever is necessary to fill them in. To achieve their full potential, both personally and professionally, we will be building on their existing intellectual, communication, and interpersonal skills. We develop a continuing program of voluntary study, extra-curricular activities, and work experience, to deploy their newly-acquired computer, research, and numeracy skills. The student will be confident as well as organized enough to prepare for tests, exams, and essays as well. Depend on the age of the student, this may include a new ability to organize substantial quantities of research data, structure a lengthy written or verbal argument, as well as manage their standardized test schedule. For teen and adult students, this may mean encouraging/arranging work or volunteer experience as part of the confidence-building aspect of the course. Extra-curricular development opportunities including helping the student run and promote sports teams, societies, or student committees. Adult students may need help managing conflicting family commitments/childcare

Writing

I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course (November 2015). This course teaches scientists to become more effective writers, using practical examples and exercises. I will share with you the topics included: principles of good writing, tricks for writing faster and with less anxiety, the format of a scientific manuscript, and issues in publication and peer review. Students from non-science disciplines will benefit from the general principles of effective writing. I have worked with writers in fields ranging from journalism to genetic engineering. I could aid you in creating your own poems, writing your own short essays, and critiquing different art forms. Perhaps you need help with a PowerPoint presentation for a pharmaceutical company or to proof your PhD on Beckett. I have helped these and many more clients over the past ten years. Because they have done it themselves, the students in every field are confident in real-life writing requiring initiative, imagination, and reflection. I know how to make different forms of English intelligible. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution. I have tutored pre-kindergartners to post-graduate students in English writing.

ACT English

I teach test-taking tips and more. Students will create their own poems, write their own short essays, and critique different art forms. Because they have done it themselves, the students are confident with both standardized tests and real-life tests of initiative, imagination, and reflection. I know how to make different forms of English intelligible. I have been a registrar, cataloger, and exhibit curator for the Folger Shakespeare Library, the National Trust for Historic Preservation Library, the Daughters of the American Revolution Museum, the University of Maryland Rare Books & Literary Manuscripts, and the Smithsonian Institution. I have tutored pre-kindergartners to graduate students in English.

ACT Reading

I have an undergraduate degree in International Affairs with a concentration in International Communication and Master’s of Science graduate degree. So I am able to help students decode the meaning of readings in prose fiction, social science, the humanities, and natural science.

GED

I am patient and have experience tutoring non-traditional and returning-to-education students. I know many different teaching approaches. As an Army-brat, I went to 13 different schools in three US states and two foreign countries. I have tutored in all the five GED test five subject areas: "Language Arts: Writing", "Social Studies", "Science", "Language Arts: Reading", and "Mathematics". We will cover sentence structure, organization, usage, and mechanics. You will learn how to correct, revise, or improve your American English. I teach many quick tips and tricks for a well-focused essay. I have an undergraduate degree and work experience in American history, world history, civics and government, economics, and geography. You will learn how to "read" graphs, charts, and editorial cartoons to solve the real-life questions. Already you live in a world of photosynthesis, weather, climate, geology, magnetism, energy, and cell division. I have a Master's in Science and work experience in science so I can help you show you understand the GED science subjects: life science, earth science, space science, and physical science. We will work with tables, graphs, charts, and diagrams, in understandable day-to-day contexts. We see friends and we watch strangers. We talk to our friends about those strangers. That is all "Language Arts" is. Together we will go over how to analyze these happenings, apply that information to other situations, and create new ideas from the GED-provided stories, plays, and poems. Lastly, the GED math is the kind you use already in everyday life - just number sense, measurement, geometry, and statistics. Algebra, functions, and patterns can be more of a challenge but, again, we will go over the basic rules. I tutored elementary, middle, and high school Math for twelve years.

IELTS

There are two types of the IELTS test: IELTS Academic - for people applying for higher education or professional registration. I can prepare you for this as I have a Master's of Science from the University of Maryland, College Park, (4.0 G.P.A. - the highest GPA you can earn, an A in all course and lab work), a University of Cambridge CELTA (Certificate in English Language Teaching to Adults) accepted throughout the world by organizations that employ English language teachers, and I passed, with distinction, Writing in the Sciences, a Stanford University Medical School Massive Open Online Course in November 2015. IELTS General Training - for those who are going to English speaking countries for secondary education, work experience or training programs. It is also a requirement for migration to Australia, Canada, New Zealand and the UK. I can prepare you for these basic survival skills in broad social and workplace contexts as my University of Cambridge CELTA (Certificate in English Language Teaching to Adults) is regulated by The Register of Regulated Qualifications (Ofqual), UK and given premium product endorsement by NEAS in Australia. I focus on fairness and respect by actively avoiding cultural bias and accept all standard varieties of native-speaker English, including North American, British, Indian, Australian and New Zealand English.

SAT Reading

I have tutored and taken these tests myself. Most recently was the GRE and I scored 690/800 in ALL three sections: Math, Verbal, and Quantitative.

TOEFL

I am a native speaker of American English certified by The University of Cambridge (UK) to teach the English language to adults throughout the world. I will teach you the tips and tricks for the Reading section. These are how to identify cause and effect, what to compare and contrast, and how to argue. I have collected many past TOEFL subjects for you to practice reading. We will use gap dictation to learn how to create and fill in for the Listening section. We will consider aspect and syntax to identify the main ideas, speaker purpose, and speaker attitude. I have taught accent modification for over a decade so the Speaking section is the easiest for most of my clients. We will practice what to say and how to say it clearly, deeply, and slowly. You will learn how to present yourself and your thoughts on the given topic. The Writing section requires some easy to remember routines. Over the years, I have developed a simple outline to help you identify and restate the issue, followed by a reasoned opinion on the topic. I would like you to know that my father was in the US Army and, as a child, I lived all over the US and Europe. I went to 13 different schools in three US states and two foreign countries. This has made me bilingual, patient, and kind. Also, it keeps me open to new people and new ways of teaching.