I am a Law student studying at the University of Bristol. With over three years of tutoring experience in English/Literature and History at various levels, I endeavour to offer the most valuable service possible!
In my sessions, I intend to instill the following in students:
- Confidence and flair in essay writing
- Superior essay structuring abilities
- An innate knowledge of exams and exam preparation
- A better understanding of the course and content
I have tutored students ranging from age 12-18 in these elements, and have been able to see significant improvements in a short period of time.
If you have any inquires as to my qualifications, please do not hesitate to contact me via 'Webmail' or book a 'Meet the Tutor Session.'
I look forward to meeting you!
|English and World Literature||IB||£20 /hr|
|.LNAT.||Uni Admissions Test||£25 /hr|
|Spanish Ab Initio||Baccalaureate||6|
|Theory of Knowledge (Philosophy)||Baccalaureate||A|
|Business Law||Bachelors Degree||High Distinction|
|Italian 1 & 2||Bachelors Degree||High Distinction|
|Marketing and Management||Bachelors Degree||Distinction|
|Politics and International Relations||Bachelors Degree||Distinction|
|Before 12pm||12pm - 5pm||After 5pm|
Please get in touch for more detailed availability
An unseen poem in exam conditions can be the source of much stress for students. It is crucial that when the time comes, you remain calm and collected, even if at first the poem appears difficult.
Read the poem at least twice before commencing any analysis. Reading the poem aloud in your mind will also allow you to discover rhytmic elements that may contribute meaning.
Approach the poem chronologically, and use highlighters as you go to bookmark important literary devices. Remember that these devices don't function alone; they serve to generate meaning in the text. A strong understanding of these devices will send you on your way to understanding the key themes contained in the text, the cornerstone of a good mark.see more
Facts and quotes play a crucial role in substantiating your arguments in an essay, but remembering them all often proves difficult.
The most problematic way in which students attempt to do this is by reciting the facts in a 'rote learning' fashion. The issue with this is that the connection between fact and argument is lost.
A strong student will link their facts to relevant arguments. For example, a 20% rise in industrial growth between 1928-1940 in Soviet Russia (untrue) can be linked with the assertion that economic policy failed on its targets. Rather than just remembering the numbers, this student will make their assertion and will be able to recall this fact as they had linked them together in their preparation.see more