Currently unavailable: for regular students
Degree: Combined Honours in Arts (Bachelors) - Durham University
I am currently studying English and Classics at Durham University, and have worked a lot with young people in the past, both in an academic context and in more leisurely circumstances. Having very much enjoyed mentoring pupils for English on a one-to-one basis, I feel confident both teaching and discussing academic issues with someone, so that they can learn to come to their own interpretations, and develop their own opinions. I have worked a lot with people who speak English as a foreign language (for example, when I taught at a school in Nepal), and also have experience of working with disabled students, or students with learning or behavioural difficulties.
Second Year, Durham University
Combined Honours in Arts (English Literature and Classics). Achieved the top mark for Combined Arts in my year in the First Year.
A levels (2013)
General Studies A*
Latin (self-taught) A*
Religious Studies A
Extended Project Qualification (2012)
Comparing two novels by Dickens and Steinbeck. A*
10.5 grade A* (including Maths and English), 2 grade A.
Previous Experience of Teaching and Working with Young People
The Challenge, 2015
Facilitating groups of ten to twelve young people (between the ages of fifteen and seventeen) on the National Citizens Service programme to design and implement their own community campaigns.
Reading Club, 2015
Reading with children at a primary school.
Au Pairing, 2014
Child-care in Switzerland, with two children (aged eight and ten).
Nepali school, 2014
Helping to teach English to children of all ages in Sarbodaya, a remote Nepali school.
Campus Children’s Holidays, 2014
Helping to give holidays for children in Liverpool, who have been highlighted by Social Services as needing respite from their home lives. Taking them out for activities such as swimming and visiting a farm.
Working as an Activity Instructor/Group Leader at a children’s adventure holiday site. I gained internal qualifications in Archery, Problem Solving, Orienteering, Survival and Aeroball, and external in Fencing, First Aid at Work and Working with Children and Vulnerable Adults.
English Mentoring, 2012-2013
Reading and discussing a variety of topics with a younger pupil whose first language is Chinese Mandarin. Also, helping another girl with spelling.
Helping with activities for children each week.
|English||A Level||£20 /hr|
|Extended Project Qualification||A Level||£20 /hr|
|Extended Project Qualification||GCSE||£18 /hr|
|English||13 Plus||£18 /hr|
|English||11 Plus||£18 /hr|
|-Personal Statements-||Mentoring||£20 /hr|
|Extended Project Qualification||A-Level||A*|
|Before 12pm||12pm - 5pm||After 5pm|
Please get in touch for more detailed availability
A metaphor is the literary technique used to compare one thing with another by saying that it is that thing. For example, Alfred Noyes's poem, 'The Highway Man', begins with three metaphors:
'The wind was a torrent of darkness among the gusty trees.
The moon was a ghostly galleon tossed upon cloudy seas.
The road was a ribbon of moonlight over the purple moor,'.
In this extract, metaphors are used to compare the wind to moving water, the moon to a ship at sea, and the road to a ribbon.
The most important question to ask when you see a metaphor is, 'Why is it being used?' Often, you will be able to think of many answers to this question, and all of them could be correct. In the example above, the wind could be compared to a 'torrent' because it is fast and strong (fast-flowing water would push with more force than fast-flowing air, so Noyes could be suggesting that the wind is so strong that it feels as though it is water moving, rather than air). A torrent also pushes in only one direction (as in a river), so there could be the suggestion of inevitability. Just as the flow of water is unstoppable, so the tragic ending of the poem is unavoidable.
On a more complex level, a metaphor can be used to highlight the difference between the two things it compares. For example, a road and a ribbon (compared by a metaphor in the quotation above) have few similarities. Though a reader might understand, from this extract, that the road is beautiful and shining, like a ribbon, the differences between a ribbon and a road could also aid their understanding of the poem. Though the road is substantial and often used by men (for trade, or crime), the ribbon is small, able to be ruined, and associated with women. The image of the ribbon, then, is seen in the wrong place, where the reader could imagine its being trampled on and ruined by the vehicles that travel on the highway. In the same way, the heroine of this poem will be killed because her beautiful, fragile presence is placed in a man's world. The difference between the two things compared by the metaphor, therefore, reflects a theme of the poem that could make the reader doubt that the beauty of the setting is safe, and possibly lead to a sense of foreboding.
If you want to mention the use of a metaphor in an essay, it is important not only to identify the metaphor, and the things it compares, but why it is comparing these things, and what effect it will have on the reader.see more