Zara Z.

Zara Z.

£30 - £32 /hr

Master of Arts with Honours English Literature (Masters) - Edinburgh University

5.0
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24 reviews

This tutor is also part of our Schools Programme. They are trusted by teachers to deliver high-quality 1:1 tuition that complements the school curriculum.

85 completed lessons

About me

Hi, I’m Zara! I study English Literature, French & Arabic at the University of Edinburgh. Whether you're struggling with your personal statement or perfecting coursework, I would love to help! I am highly experienced at tutoring GCSE & A-Level, specifically in English, French & Economics.

UCAS applications are my forte; I specialise in helping students craft their personal statements. I boast a high success rate; my students receiving offers from top UK institutions & often gaining a new perspective on their subject. As one of the most daunting applications a student will ever write, it is often a struggle to write a creative, but professional personal statement. I help with formulating initial ideas & provide guidance throughout the process, ensuring a unique approach that will have an admissions officer hooked.

I have also coached debating & public speaking. Having delivered a TEDx talk and competed across the globe I have the experience to develop students’ critical thinking skills & boost their confidence in expressing & presenting ideas confidently.

Hi, I’m Zara! I study English Literature, French & Arabic at the University of Edinburgh. Whether you're struggling with your personal statement or perfecting coursework, I would love to help! I am highly experienced at tutoring GCSE & A-Level, specifically in English, French & Economics.

UCAS applications are my forte; I specialise in helping students craft their personal statements. I boast a high success rate; my students receiving offers from top UK institutions & often gaining a new perspective on their subject. As one of the most daunting applications a student will ever write, it is often a struggle to write a creative, but professional personal statement. I help with formulating initial ideas & provide guidance throughout the process, ensuring a unique approach that will have an admissions officer hooked.

I have also coached debating & public speaking. Having delivered a TEDx talk and competed across the globe I have the experience to develop students’ critical thinking skills & boost their confidence in expressing & presenting ideas confidently.

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About my sessions

To me, a key aspect of learning is engagement. Enjoying a topic makes it a lot easier to understand & recall. After having an excellent teacher at GCSE, I first began to really enjoy & succeed in English. This is precisely what I aim to replicate with my students.

I am friendly, patient and have a lot of experience with various learning styles. Therefore, my sessions will be tailored to your individual needs. Every student learns in a different way, so I adapt my teaching style to what suits them. I can help with anything from exam technique, to drafting coursework, to going over a tricky concept. When it comes to difficult topics, I tend to talk students through the topic and then have them explain it back to me in their own words. I find that this is one of the most effective ways to see where exactly within a subject a student is lacking understanding, which allows us to focus our revision more effectively. I can mark practice essays, provide resources and set tasks that help learning, but again, it depends on the individual students’ preferences.

Please let me know beforehand what you are looking to cover in the session. It helps me to prepare for it, so that we can really make the most of the time.  If you have any questions, please don't hesitate to contact me. I look forward to hearing from you!

To me, a key aspect of learning is engagement. Enjoying a topic makes it a lot easier to understand & recall. After having an excellent teacher at GCSE, I first began to really enjoy & succeed in English. This is precisely what I aim to replicate with my students.

I am friendly, patient and have a lot of experience with various learning styles. Therefore, my sessions will be tailored to your individual needs. Every student learns in a different way, so I adapt my teaching style to what suits them. I can help with anything from exam technique, to drafting coursework, to going over a tricky concept. When it comes to difficult topics, I tend to talk students through the topic and then have them explain it back to me in their own words. I find that this is one of the most effective ways to see where exactly within a subject a student is lacking understanding, which allows us to focus our revision more effectively. I can mark practice essays, provide resources and set tasks that help learning, but again, it depends on the individual students’ preferences.

Please let me know beforehand what you are looking to cover in the session. It helps me to prepare for it, so that we can really make the most of the time.  If you have any questions, please don't hesitate to contact me. I look forward to hearing from you!

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Personally interviewed by MyTutor

We only take tutor applications from candidates who are studying at the UK’s leading universities. Candidates who fulfil our grade criteria then pass to the interview stage, where a member of the MyTutor team will personally assess them for subject knowledge, communication skills and general tutoring approach. About 1 in 7 becomes a tutor on our site.

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Ratings & Reviews

5
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24 customer reviews
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Aniqa Parent from Loughton Lesson review 14 Oct '18, 18:00

14 Oct, 2018

Zara is a really good teacher who provides very detailed feedback for all my essays and this has helped me to improve a lot. Thank you Zara!

LM
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Liza Student Lesson review 14 Jan '18, 20:00

18 Jan, 2018

Zara helped me shape my UCAS Personal Statement in a way, which would be the most beneficial for my application. She has dedicated a lot of time and quality to the written sessions. It was easy to reach her and she was motivated to make connections to my personality. Thank you so much, you are a very responsible tutor.

AN
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Angharad Student Lesson review 8 Jan '18, 18:00

8 Jan, 2018

Zara has been a brilliant tutor helping me redraft my personal statement. She was very responsive to messages and managed to make a huge difference to my work in just two sessions. Her feedback was very useful as it put me at ease that I was on the right track. I would definitely recommend.

TT
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Teeva Parent from Växjö Lesson review 5 Jan '18, 14:00

6 Jan, 2018

Zara accurately pinpoints her students needs and provides clear and constructive feedback. She has helped me write a personal statement that will no doubt impress admissions tutors. I am sure she brings the same enthusiasm and skill to all her tutorials and sessions! I highly reccomend this tutor.

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Qualifications

SubjectQualificationGrade
EconomicsA-level (A2)A*
English LiteratureA-level (A2)A*
FrenchA-level (A2)A

General Availability

MonTueWedThuFriSatSun
Pre 12pm
12 - 5pm
After 5pm

Pre 12pm

12 - 5pm

After 5pm
Mon
Tue
Wed
Thu
Fri
Sat
Sun

Subjects offered

SubjectQualificationPrices
EnglishA Level£30 /hr
English LiteratureA Level£30 /hr
EconomicsGCSE£30 /hr
EnglishGCSE£30 /hr
English LiteratureGCSE£30 /hr
FrenchGCSE£30 /hr
Personal StatementsMentoring£30 /hr
EnglishUniversity£32 /hr

Questions Zara has answered

Compare the way in which love is presented in Shakespeare's Sonnet 23 and Othello.

Sonnet 23 depicts a love that paralyses. The lover is compared to an actor who forgot his lines due to his fear and nervousness and loses his mastery of his role, also known as his ‘part’, implying that the influence of love over the speaker is too much for him to bear. Similarly, Othello denotes passionate love as he “falls into a trance” with the growing belief that Desdemona is unfaithful. Shakespeare implies a paralyzing effect by using the word ‘trance’. A clear parallel is the passion with which the characters love. Sonnet 23 uses words such as, ‘fierce’ and ‘rage’ to demonstrate the power of the emotion. It brings out anger and frustration which can lead to cracks in the outwardly perfect appearance of a loving relationship. Likewise in Othello, Othello is blinded by rage and “scorn”. The language used by Othello is significantly more crude and aggressive “I will chop her into messes”, compared to the language used in the sonnet ‘thing replete with too much rage‘ and the imagery in Othello used highlights the change brought about in his character. In the sonnet, love is portrayed to be powerful and fearful, it plays with it’s ‘victim’ and their emotions causing them frustration or rendering them unable to speak, whereas in Othello it is portrayed to be easily manipulated thus destructive. Love causes Othello to turn into an animalistic and jealous man with no concern for his wife. It blinds him, as he is ultimately unable to see his wife’s innocence. In both texts, Shakespeare presents the role of love to be essential to the problems between the respective lovers, indicating that a powerful and passionate love is truly all consuming and often paralyzing.Sonnet 23 depicts a love that paralyses. The lover is compared to an actor who forgot his lines due to his fear and nervousness and loses his mastery of his role, also known as his ‘part’, implying that the influence of love over the speaker is too much for him to bear. Similarly, Othello denotes passionate love as he “falls into a trance” with the growing belief that Desdemona is unfaithful. Shakespeare implies a paralyzing effect by using the word ‘trance’. A clear parallel is the passion with which the characters love. Sonnet 23 uses words such as, ‘fierce’ and ‘rage’ to demonstrate the power of the emotion. It brings out anger and frustration which can lead to cracks in the outwardly perfect appearance of a loving relationship. Likewise in Othello, Othello is blinded by rage and “scorn”. The language used by Othello is significantly more crude and aggressive “I will chop her into messes”, compared to the language used in the sonnet ‘thing replete with too much rage‘ and the imagery in Othello used highlights the change brought about in his character. In the sonnet, love is portrayed to be powerful and fearful, it plays with it’s ‘victim’ and their emotions causing them frustration or rendering them unable to speak, whereas in Othello it is portrayed to be easily manipulated thus destructive. Love causes Othello to turn into an animalistic and jealous man with no concern for his wife. It blinds him, as he is ultimately unable to see his wife’s innocence. In both texts, Shakespeare presents the role of love to be essential to the problems between the respective lovers, indicating that a powerful and passionate love is truly all consuming and often paralyzing.

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1 year ago

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How do I do a close reading of a poem?

Relevant for both GCSE and A Level: Every student will have a different way of doing a close reading of a poem. What is important is that a student finds a style with which they are comfortable and confident with and can replicate under exam conditions. The aim of a close reading is to present a deeper analysis of the poem, so there are some key steps, whatever your style is, that a student must follow in order to write a clear, cogent and close analysis of a poem. Firstly, it is essential to read the poem carefully. Then read it again. Read it whilst keeping in mind key terms such as ‘voice’, ‘form’, ‘register’, ‘rhetoric’, ‘genre’ etc and make a note of or highlight what stands out to you. Knowing your key literary terms is essential for a good close analysis. Especially in poetry, word placement (syntax) is often used to emphasise a word or phrase, so consider what message the poet is trying to relay. Gaining an understanding of the general message of a poem can help before delving into close analysis. Remember that no close analysis will aim to cover everything; that’s neither possible nor desirable! Choose a few key points and really focus on them. Although close analysis can be tricky, a little bit of practice with breaking down poems line by line can help to make it an easier process.Relevant for both GCSE and A Level: Every student will have a different way of doing a close reading of a poem. What is important is that a student finds a style with which they are comfortable and confident with and can replicate under exam conditions. The aim of a close reading is to present a deeper analysis of the poem, so there are some key steps, whatever your style is, that a student must follow in order to write a clear, cogent and close analysis of a poem. Firstly, it is essential to read the poem carefully. Then read it again. Read it whilst keeping in mind key terms such as ‘voice’, ‘form’, ‘register’, ‘rhetoric’, ‘genre’ etc and make a note of or highlight what stands out to you. Knowing your key literary terms is essential for a good close analysis. Especially in poetry, word placement (syntax) is often used to emphasise a word or phrase, so consider what message the poet is trying to relay. Gaining an understanding of the general message of a poem can help before delving into close analysis. Remember that no close analysis will aim to cover everything; that’s neither possible nor desirable! Choose a few key points and really focus on them. Although close analysis can be tricky, a little bit of practice with breaking down poems line by line can help to make it an easier process.

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1 year ago

222 views

Othello is responsible for his own descent into jealousy. Discuss.

It could be argued that Iago’s schemes succeed, not because Othello is weak, but because they take such cruel advantage of a noble, easily manipulated man. It is not fair to blame Othello for his own descent into jealousy, for his nature was one of absolute trust. Desdemona says of Iago, "O, that's an honest fellow". This shows that it is not only Othello who falls for Iago’s act of innocence; all characters in the play including Desdemona and Emilia believe that Iago is ‘honest’ and sincere. Othello puts his entire confidence in the honesty of Iago, his companion in arms and his confidante. This audience knows that this confidence is misplaced, as they have exposure to Iago’s private actions, but Othello does not. Thus it would have been quite unnatural for Othello to be unmoved by the warnings of such an honest a friend, warnings offered with extreme reluctance (although the audience knows it to be feigned) and manifestly from a sense of a friend's duty. Indeed, Iago takes advantage of Othello’s ‘honest’ reputation and uses it to craft Othello’s descent into jealousy through carefully planted implications and crafty allusions mainly focused in Act 3, Scene 3. For example, ‘beware, my lord, of jealousy,’ plants the thought in Othello’s head that there is in fact a matter to be jealous about. One of the most powerful tools Iago uses to trigger Othello’s descent into jealousy is playing on Othello’s deepest insecurities, such as those relating to his Moorish descent, ‘Not to affect many proposed matches Of her own clime, complexion, and degree,’ suggesting Desdemona would be better suited to a man of her own race. Othello’s response in asking Iago to elucidates his effort to resist Iago’s manipulation. Despite ultimately falling prey to it, it cannot be ignored that Othello was indeed reluctant to believe Iago’s lies and thus cannot be held fully responsible for his descent into jealousy. ​​​​​It could be argued that Iago’s schemes succeed, not because Othello is weak, but because they take such cruel advantage of a noble, easily manipulated man. It is not fair to blame Othello for his own descent into jealousy, for his nature was one of absolute trust. Desdemona says of Iago, "O, that's an honest fellow". This shows that it is not only Othello who falls for Iago’s act of innocence; all characters in the play including Desdemona and Emilia believe that Iago is ‘honest’ and sincere. Othello puts his entire confidence in the honesty of Iago, his companion in arms and his confidante. This audience knows that this confidence is misplaced, as they have exposure to Iago’s private actions, but Othello does not. Thus it would have been quite unnatural for Othello to be unmoved by the warnings of such an honest a friend, warnings offered with extreme reluctance (although the audience knows it to be feigned) and manifestly from a sense of a friend's duty. Indeed, Iago takes advantage of Othello’s ‘honest’ reputation and uses it to craft Othello’s descent into jealousy through carefully planted implications and crafty allusions mainly focused in Act 3, Scene 3. For example, ‘beware, my lord, of jealousy,’ plants the thought in Othello’s head that there is in fact a matter to be jealous about. One of the most powerful tools Iago uses to trigger Othello’s descent into jealousy is playing on Othello’s deepest insecurities, such as those relating to his Moorish descent, ‘Not to affect many proposed matches Of her own clime, complexion, and degree,’ suggesting Desdemona would be better suited to a man of her own race. Othello’s response in asking Iago to elucidates his effort to resist Iago’s manipulation. Despite ultimately falling prey to it, it cannot be ignored that Othello was indeed reluctant to believe Iago’s lies and thus cannot be held fully responsible for his descent into jealousy. ​​​​​

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1 year ago

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