Shauna-Kay
- Rate 153 GHS
- Response 1h
153 GHS/hr
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- English
- Reading
- Redaction
- English Literature
- Thesis
English major graduate with two year experience in Academic tutoring in Columbus, Ohio
- English
- Reading
- Redaction
- English Literature
- Thesis
Lesson location
About Shauna-Kay
My capacities to tutor college-level writing stems from my background as an English and Africana Studies major – both writing intensive disciplines. As an English and Africana Studies major, I am trained to pick up on and pick apart any arguments or contradictions, techniques, themes, and biases found in an author’s argument(s). Furthermore, my disciplines force me to be aware of any socio-historical contexts within texts and how this relates to the structure or organization of a student’s paper and their argument as a whole.
In addition to the skills I have gained from my majors, I have worked with my college’s Speaking, Arguing, and Writing Center for two years, serving in two similar, but slightly different capacities. One role entailed me working in the center itself. In this role, I worked with a variety of disciples, ranging from the humanities to the hard sciences. This has given me the ability to understand and clarify arguments even for those disciplines that I am not trained in. In my second role, I worked with mostly first-year students to help them transition from high school to college writing, and the kind of thinking that goes along with it.
I can also provide support for those doing undergraduate theses, as I have done one myself (receiving High Honors and three awards from my English department) and worked with other students in their process of thesis writing.
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About the lesson
- Primary school
- Junior high school
- SHS 1
- +9
levels :
Primary school
Junior high school
SHS 1
SHS 2
SHS 3
BTS
University education
Adult Education
Master's degree
Doctor of philosophy
MBA
Pre school
- English
All languages in which the lesson is available :
English
My method follows the one I learned from my college's Writing Center. This approach first and foremost takes into consideration the amount of time the student has: How much time does the student have to work on this project in the moment? How much time would they have to edit and possibly return for further edits? When is the project due? Knowing the amount of time available to the student allows me as the tutor to gage what can be accomplish in the allotted time frame while still gaining the best results possible.
I like to do editing in steps. For example, if a student is struggling with both organization/structure, in addition to their argument and grammar, I would first give attention to their argument. Solidifying the argument usually guides what the best way to structure a paper is. For instance, would you want your strongest point to be first or last? Is a point by point approach the best for getting your point across, or would a comparative approach work better?
In terms of grammar/syntax, my approach to this also depends on many factors, such as the conventions in a student's discipline, personal style, as well as professorial expectation. For example, in my writing, i would often construct sentences beginning like: "However, etc...." However (do you see what I mean?), I had a history professor who hated the sentence construction and preferred "however" to be used in this way: "The other group of students, however, etc...."
My style of tutoring and editing also depends heavily on understanding your argument as well as the standards of a given discipline, as this is often what makes or breaks a paper, and informs how we should go about improving the paper. I have plenty of experience in this area, working at my college's writing center and as someone with a dual degree; I am not only comfortable with, but trained to engage in different disciplines, their conventions, and the sort of thought process that goes along with them.
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Rates
Rate
- 153 GHS
Pack prices
- 5h: 118 GHS
- 10h: 94 GHS
online
- GHS153/h
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