For a detailed description of each service, click on the relevant item below.
Tutoring Services
Standardized Test Prep
standardized test prep
In this context, I work with students who need help on the verbal sections of the ACT and/or the SAT (though I can also help with the SAT subject tests for English, History, Spanish, and Latin). I offer test-taking strategies that apply to most standardized testing.
One of the most important things to know about standardized testing, particularly at the college- placement level, is that a really high score (or a really low one) is not an accurate reflection of a student's intelligence or knowledge; standardized tests actually test your familiarity of the test itself. In March 2016, the College Board unveiled its revamped SAT, which is a very different assessment tool that the previous version. It is critical for students (and parents) to understand how this test differs from the old SAT, and it is equally critical to understand the new SAT squares with the ACT. One problem with the advent of this new test is that very few people can claim expertise in how it works; I started preparing for this change for months in advance of the first administration (in March 2016), but after a full two years of administrations of the new SAT, it remains difficult to predict where the most significant correlations between preparation and scores exist. For an in-depth analysis of the differences between the old SAT, the new SAT, and the ACT, please click here.
When I work with students on test prep, I place particular emphasis on testing strategies for each section, because these strategies can pull a student's score up, even if they still struggle with the material/content in the section. Reading comprehension is, on the whole, the hardest skill to improve, but deploying strategies based on an individual student's strengths almost always leads to higher scores on these sections.
However, learning the strategies and reviewing the content for a test is not sufficient preparation for the test. I tend to resist making promises about how much I can help a student bring his/her score up, but there is one thing a student can do that virtually guarantees a major improvement on a standardized test score: they must take multiple FULL practice tests, preferably at the same time of day they are planning to take the actual test--which is usually at 8 AM. I would suggest a minimum of 2 full practice tests, but could make a compelling argument that routine practice tests, perhaps every other week for the few months before the test; as a high school student, I took a full practice test every Saturday for the 6 months before the SAT, and I got an almost perfect score--1550, when 1600 was still the highest you could achieve. For students working with me and willing to take regular practice tests (full-length tests mimicking the conditions of the real tests, I have had success raising scores-- between 200-400 points on the the 1600-point scale (highest combined score) of the SAT and 5-7 points on the 36-point scale (hghest composite score) of the ACT. I can be especially helpful with students grappling with the essay sections of both of these tests, which are both optional section--and meaningfully more challenging (both to prepare for and to do well) than their previous versions.
While the changes to the SAT are much more obvous, the ACT has also revamped its own exam in a variety of semi-subtle ways. The critical substantive and structural changes to these standardized tests require more preparation on my part and on the part of the student--this is reflected in the elevated price structure for this testp prep.
One of the most important things to know about standardized testing, particularly at the college- placement level, is that a really high score (or a really low one) is not an accurate reflection of a student's intelligence or knowledge; standardized tests actually test your familiarity of the test itself. In March 2016, the College Board unveiled its revamped SAT, which is a very different assessment tool that the previous version. It is critical for students (and parents) to understand how this test differs from the old SAT, and it is equally critical to understand the new SAT squares with the ACT. One problem with the advent of this new test is that very few people can claim expertise in how it works; I started preparing for this change for months in advance of the first administration (in March 2016), but after a full two years of administrations of the new SAT, it remains difficult to predict where the most significant correlations between preparation and scores exist. For an in-depth analysis of the differences between the old SAT, the new SAT, and the ACT, please click here.
When I work with students on test prep, I place particular emphasis on testing strategies for each section, because these strategies can pull a student's score up, even if they still struggle with the material/content in the section. Reading comprehension is, on the whole, the hardest skill to improve, but deploying strategies based on an individual student's strengths almost always leads to higher scores on these sections.
However, learning the strategies and reviewing the content for a test is not sufficient preparation for the test. I tend to resist making promises about how much I can help a student bring his/her score up, but there is one thing a student can do that virtually guarantees a major improvement on a standardized test score: they must take multiple FULL practice tests, preferably at the same time of day they are planning to take the actual test--which is usually at 8 AM. I would suggest a minimum of 2 full practice tests, but could make a compelling argument that routine practice tests, perhaps every other week for the few months before the test; as a high school student, I took a full practice test every Saturday for the 6 months before the SAT, and I got an almost perfect score--1550, when 1600 was still the highest you could achieve. For students working with me and willing to take regular practice tests (full-length tests mimicking the conditions of the real tests, I have had success raising scores-- between 200-400 points on the the 1600-point scale (highest combined score) of the SAT and 5-7 points on the 36-point scale (hghest composite score) of the ACT. I can be especially helpful with students grappling with the essay sections of both of these tests, which are both optional section--and meaningfully more challenging (both to prepare for and to do well) than their previous versions.
While the changes to the SAT are much more obvous, the ACT has also revamped its own exam in a variety of semi-subtle ways. The critical substantive and structural changes to these standardized tests require more preparation on my part and on the part of the student--this is reflected in the elevated price structure for this testp prep.
Tutoring in History
History
Having been a graduate student in American History, I can tutor in history at any level. I work with college students enrolled in specialized (chronologically or thematically) and focused courses in American History, and offer guidance in the more abstract/theoretical topics in history. At the middle school and high school levels, I train students to absorb material in ways that will facilitate academic achievement in more the more advanced history courses they will confront at the high school and college level.
I have also found that by emphasizing relationships between ideas, events, and individuals (as opposed to emphasizing chronology and location), I can make history stick with a student, make it relevant to them; this is one of the ways that private tutoring capitalizes on a student's strengths, by customizing the work just enough to make it matter to the student personally.
To be frank, I was not a stupendous history student in high school (I barely broke a C in the subject until I took the right course in college), so I can usually suss out the problem based on my own experience.
For students interested in less frequent sessions, I can also give instruction in how to review historical material for tests and how to assemble data and craft arguments for larger historical projects. (See STUDY SKILLS below)
I have also found that by emphasizing relationships between ideas, events, and individuals (as opposed to emphasizing chronology and location), I can make history stick with a student, make it relevant to them; this is one of the ways that private tutoring capitalizes on a student's strengths, by customizing the work just enough to make it matter to the student personally.
To be frank, I was not a stupendous history student in high school (I barely broke a C in the subject until I took the right course in college), so I can usually suss out the problem based on my own experience.
For students interested in less frequent sessions, I can also give instruction in how to review historical material for tests and how to assemble data and craft arguments for larger historical projects. (See STUDY SKILLS below)
Tutoring in English (Literature & Composition)
English
The distinction between "English" and "Literature" tends to be more of a high school vs. college distinction than a British vs. American one. I can help in any class that requires critical analysis of literature, written or translated into the English language. Even if I haven't read the text before you set up a appointment, I can guarantee that I will be an expert on it by the time I have my first session with the student.
In addition to coaching students in critical reading strategies, I can show them how to identify the most meaningful/relevant passages in a text, how to isolate quotations for use in written work, and also how to deploy those quotations to their best advantage. Perhaps most importantly, I can show students that there are many, many ways to read a text, and that almost any interpretation is acceptable, provided that it can be supported by evidence (i.e., quotations, reviews, etc.).
For high school students, I usually introduce the use of online databases, where they can locate reviews and criticism about pretty much everything that has ever been written. Showing students how to use these more sophisticated databases tends to lead them away from less useful (and way more common) methods of online research, which usually involve websites like SparkNotes and CliffsNotes, from which students can get enough information to write about a text that they really don't understand.
I have found that most students, given the chance and the proper prodding, are surprised by their capacity to read between the lines, and that once they start doing this, it's hard to get them to stop. Everyone, naturally, reads a bit of himself in any text, which makes each student that much prouder and more confident about offering up his/her own interpretation of the material.
In addition to coaching students in critical reading strategies, I can show them how to identify the most meaningful/relevant passages in a text, how to isolate quotations for use in written work, and also how to deploy those quotations to their best advantage. Perhaps most importantly, I can show students that there are many, many ways to read a text, and that almost any interpretation is acceptable, provided that it can be supported by evidence (i.e., quotations, reviews, etc.).
For high school students, I usually introduce the use of online databases, where they can locate reviews and criticism about pretty much everything that has ever been written. Showing students how to use these more sophisticated databases tends to lead them away from less useful (and way more common) methods of online research, which usually involve websites like SparkNotes and CliffsNotes, from which students can get enough information to write about a text that they really don't understand.
I have found that most students, given the chance and the proper prodding, are surprised by their capacity to read between the lines, and that once they start doing this, it's hard to get them to stop. Everyone, naturally, reads a bit of himself in any text, which makes each student that much prouder and more confident about offering up his/her own interpretation of the material.
Writing Support
Writing
Lest there be any confusion, I do not write essays for money. I have a strong sense of academic integrity that, at times, borders on rabid. So, please be aware of the rules regarding plagiarism laid out by your (or your child's) institution and trust that I will always do the same. I can walk students through the process of writing--a process that, for many, is agonizing--from finding a topic, through preliminary research, generating an outline, primary research, several drafts, and of course, the bibliography and footnotes.
I can also teach them how to make themselves better writers, by identifying individual strengths and weaknesses in their writing skills. One of the first things I do is introduce students to the thesaurus and its many splendid features; you would be surprised how enthusiastically some students take to the thesaurus--rightly so, I would argue--because it can not only provide students with words that mean precisely what you are trying to say, but it also tends to make students more sensitive to subtle distinctions among words. Being alert to linguistic subtleties is the first step to becoming a skilled writer.
I can also teach them how to make themselves better writers, by identifying individual strengths and weaknesses in their writing skills. One of the first things I do is introduce students to the thesaurus and its many splendid features; you would be surprised how enthusiastically some students take to the thesaurus--rightly so, I would argue--because it can not only provide students with words that mean precisely what you are trying to say, but it also tends to make students more sensitive to subtle distinctions among words. Being alert to linguistic subtleties is the first step to becoming a skilled writer.
Reading Development
Reading
This kind of instruction operates as a sort of private reading seminar, with assignments customized to suit the student's needs. For school-age students, whose parents have hired me to help their kids see the wonders of reading, I try to find books (or any texts) commensurate with the reading level that will plug into the particular interests of each student. I try to give a sense of the breadth of what's out there for potential readers. I often spend the first session giving plot teasers for different stories; depending on the age, I might have a student read a clever short story out loud (Roald Dahl is my favorite for this purpose), or listen to me read it.
I emphasize the value of reading anything, anywhere (from graphic novels to Shakespeare).
To the extent that I do this with my adult clients, it is usually in the context of aiming at general improvement in one's written communication and geared more toward critical analysis than reading appreciation. On the whole, however, I try to use these sessions not only to improve a student's reading skills, but also to help them integrate pleasure reading into their lives. The trick here, I find, is to identify personal interests and ambitions.
For those of you wondering how pleasure reading can be valuable, beyond the basic pleasure it provides, take a moment to check out some of the research on the subject. The best resource on the topic would probably be the report published recently by the National Endowment for the Arts, called "To Read or Not to Read: A Question of National Consequence." If you are interested, take a look at Chapter 7, which identifies--on the basis on statistical evidence-- a strong correlation between academic achievement and reading for pleasure. This link will take you directly to the NEA report.
I emphasize the value of reading anything, anywhere (from graphic novels to Shakespeare).
To the extent that I do this with my adult clients, it is usually in the context of aiming at general improvement in one's written communication and geared more toward critical analysis than reading appreciation. On the whole, however, I try to use these sessions not only to improve a student's reading skills, but also to help them integrate pleasure reading into their lives. The trick here, I find, is to identify personal interests and ambitions.
For those of you wondering how pleasure reading can be valuable, beyond the basic pleasure it provides, take a moment to check out some of the research on the subject. The best resource on the topic would probably be the report published recently by the National Endowment for the Arts, called "To Read or Not to Read: A Question of National Consequence." If you are interested, take a look at Chapter 7, which identifies--on the basis on statistical evidence-- a strong correlation between academic achievement and reading for pleasure. This link will take you directly to the NEA report.
College Counseling & Application/Essay Coach
College Counseling
The process of applying to colleges can be a grueling and painful one for students, not to mention their parents. In my experience, there is an optimal way to go about this process, and I have had a great deal of success walking students through this ordeal. For a detailed description of the ways that I can make the college application process a relatively painless process, please click on this link to see a full page devoted to this topic.
The process of applying to colleges can be a grueling and painful one for students, not to mention their parents. In my experience, there is an optimal way to go about this process, and I have had a great deal of success walking students through this ordeal. For a detailed description of the ways that I can make the college application process a relatively painless process, please click on this link to see a full page devoted to this topic.
Study Skills
Study Skills
Although students with special needs (especially those suffering from anxiety and/or ADD/ADHD) can generally benefit from one-on-on instruction in the kinds of work strategies that fall under the heading of "Study Skills" (i.e. time management, study habits, note-taking, test preparation), almost all students can improve in these areas, as well as in other, less obvious tools in the "Study Skills" arsenal. I include among these: reading comprehension (for standardized testing, but also for college and grad students who need to learn the difference between "reading fast" and "reading smart"), preparing for in-class essay writing, generating useful study guides/review sheets.
Perhaps most importantly, though, I emphasize that they should never be ashamed to ask for help when they need it--that, in fact, part of being a smart and effective student is knowing when you need help to be successful at something.
Perhaps most importantly, though, I emphasize that they should never be ashamed to ask for help when they need it--that, in fact, part of being a smart and effective student is knowing when you need help to be successful at something.
Parental/Family Consultations
Consultations (Parents/Family)
As you will note from the "About Merry" page, I do not have any professional degrees in education, nor am I a licensed therapist of any kind. That being said, I think tutors are in a unique position, with regard to parents and students. In a one-on-one relationship, I am able to observe students, as they struggle and succeed, which gives me a chance to see what kinds of assignments produce the most anxious or confident responses. I can also explain to you which strategies I used to teach and explain certain things, so that you are aware of what works and what doesn't.
Needless to say, if I have any concerns of my own, I will always approach you and keep you informed. I am always willing to sit down with you, in person or over the phone, to discuss your own concerns and anxieties about your child's work, mood, attitude, etc. I try to make myself as accessible to the parents as I am to the students.
Needless to say, if I have any concerns of my own, I will always approach you and keep you informed. I am always willing to sit down with you, in person or over the phone, to discuss your own concerns and anxieties about your child's work, mood, attitude, etc. I try to make myself as accessible to the parents as I am to the students.
Editing Services
Editing
Editorial/Deep Revision
I provide comprehensive editing services for undergraduate students, graduate students, professionals, and other adults with writing objectives and assignments. I am able to revise virtually any type of document: essays (academic/professional/personal); articles (academic & professional journals/online and print news/editorials); manuscripts (researh papers/theses, master's reports/dissertations, book-length work--fiction & non-fiction); proposals (e.g., grant-related/professional); cover letters (and, when requested résumés). The depth and extent of the revision hinges on the preference of the client, but, editing in this context, I aim to improve the overall content, style, and structure of the documents/manuscripts. The scope of suggestions for revisions is vast and covers a comprehensive set of issues: spelling, punctuation, grammar, usage, diction, style, format, organization, content, and attribution. On request, I will perform thorough fact-checking and citation review. My preferred tool for conveying suggested revisions (specific & general) is the Track Changes Feature in Microsoft Word, but I can easily make use of Google Docs for this type of revision as well.
Depending on the subject matter, and the length of the document to be edited, I either charge my usual hourly rate, or I assess the amount of work and time I will be putting in, and if the student prefers, I work out a fair per-page charge. For papers which require less intensive editing, and do not require any outside research on my part (i.e., for paper that I can edit without reference to the subject matter), I typically charge about $15-$25 per page); for much longer papers (e.g. theses, dissertations, master's reports, research papers), for which I need to familiarize myself with the content of the material in order to be an effective editor, I often charge my hourly rate; some papers require significant research and formatting (i.e., footnotes, other kinds of citations, housing and blocking off quotations properly, etc) that I end up charging between $20-$35 per page, depending on how concerned the client is with the overall quality of the paper. Some students send their drafts to me, hoping for a complete metamorphosis; for that kind of effort, clients may be charged the maximum amount per page, which is $50. If this ends up being obscene, due to the length of the document (I would hardly expect a college or grad student to be able to pay me $50 per page for anything over 10-15 pages,) I would be willing to negotiate a flat fee, based on the specific circumstances of the student.
Depending on the subject matter, and the length of the document to be edited, I either charge my usual hourly rate, or I assess the amount of work and time I will be putting in, and if the student prefers, I work out a fair per-page charge. For papers which require less intensive editing, and do not require any outside research on my part (i.e., for paper that I can edit without reference to the subject matter), I typically charge about $15-$25 per page); for much longer papers (e.g. theses, dissertations, master's reports, research papers), for which I need to familiarize myself with the content of the material in order to be an effective editor, I often charge my hourly rate; some papers require significant research and formatting (i.e., footnotes, other kinds of citations, housing and blocking off quotations properly, etc) that I end up charging between $20-$35 per page, depending on how concerned the client is with the overall quality of the paper. Some students send their drafts to me, hoping for a complete metamorphosis; for that kind of effort, clients may be charged the maximum amount per page, which is $50. If this ends up being obscene, due to the length of the document (I would hardly expect a college or grad student to be able to pay me $50 per page for anything over 10-15 pages,) I would be willing to negotiate a flat fee, based on the specific circumstances of the student.
Proofreading
This is a considerably less intensive version of the editorial services described above, which is why it is also offered to younger students (usually high school students, although the occasional ambitious middle schooler does request this type of guidance). As a tutor, I spend a great deal of time working with students on crafting written work, and in that context, I am comfortable offering students guidance on developing high-quality content, structure, and style (although students differ in terms of their own ambitions--aspiring to produce written work ranging from acceptable to exemplary. Proofreading a student's work generates a different professional dynamic, since it is more of a back-and-forth independent enterprise--not the collaborative learning experience I provide as a writing tutor. While I do offer this service to college and graduate students, as well as professionals, the reason that I am also willing to extend it to younger students is that it is a considerably more superficial form of review than the abovementioned editing and revision.
Probably the biggest difference between acting as a writing tutor and a proofreader is that, as a proofreader, I require-at least-a full rough (it can be very rough, but it must be written in actual full sentences and not just note form) draft to begin work for a client/student. As a proofreader, I am not a part of the process of generating the material (i.e., articulating the thesis, identifying supporting evidence, etc.); since I am usually not actually with the student when I am doing the proofreading, it is necessary to ensure that my suggestions never approach the line between good counsel and abetting academic dishonesty. As a service, proofreading (as I do it) consists largely of identifying objective inaccuracies (although it certainly goes beyond an automated spell- and grammar-check); such inaccuracies are almost always related to issues of usage, formatting, diction, grammar, and punctuation, although I am willing to evaluate the validity of substantive claims (i.e., identify errors in the content) upon request. As such, I am offering a proofreading service that serves as relatively superficial guidance--oversight might be a more accurate description: first, ensure the writing is acceptable, per academic conventions; second, make specific suggestions concerning revisions, including content-related ideas, where appropriate; and finally, generate a page-long (approximately) assessment of the overall quality of the draft, including additional substantive suggestions and possible source material for the student's own future reference.
As for proofreading rates, I typically charge half of my hourly rate (so about 25$ per hour), and this means that the cost depends entirely on the quality, completeness, and needs of the particular student or assignment/project.
Probably the biggest difference between acting as a writing tutor and a proofreader is that, as a proofreader, I require-at least-a full rough (it can be very rough, but it must be written in actual full sentences and not just note form) draft to begin work for a client/student. As a proofreader, I am not a part of the process of generating the material (i.e., articulating the thesis, identifying supporting evidence, etc.); since I am usually not actually with the student when I am doing the proofreading, it is necessary to ensure that my suggestions never approach the line between good counsel and abetting academic dishonesty. As a service, proofreading (as I do it) consists largely of identifying objective inaccuracies (although it certainly goes beyond an automated spell- and grammar-check); such inaccuracies are almost always related to issues of usage, formatting, diction, grammar, and punctuation, although I am willing to evaluate the validity of substantive claims (i.e., identify errors in the content) upon request. As such, I am offering a proofreading service that serves as relatively superficial guidance--oversight might be a more accurate description: first, ensure the writing is acceptable, per academic conventions; second, make specific suggestions concerning revisions, including content-related ideas, where appropriate; and finally, generate a page-long (approximately) assessment of the overall quality of the draft, including additional substantive suggestions and possible source material for the student's own future reference.
As for proofreading rates, I typically charge half of my hourly rate (so about 25$ per hour), and this means that the cost depends entirely on the quality, completeness, and needs of the particular student or assignment/project.
