I recently graduated from New Mexico State University with a master's degree in literature. Prior to that, I was working in Houston after receiving my bachelor's degree in English from UT. I moved back to Texas in order to find a position in the educational publishing field or as a teacher. I am currently completing my Texas Teachers certification and tutoring to learn about school curriculum. While I was at NMSU, I taught a college freshman-level rhetoric and composition college course. I also tutored college level students by collaboratively critiquing their work and strengthening their writing. I worked with students of all levels in academic and professional areas whose writing projects ranged from short persuasive essays to PhD dissertations, resume and cover letters to research funding requests. My niche, obviously, is with older students and assisting in composition, rhetoric, and literary studies, but I am also interested and familiar with tutoring younger students (middle and elementary school). Though I have not formally tutored younger students, I have younger cousins (ages 10-16) who I have helped in various subjects. As a tutor, my central goal is to keep students' confidence intact and cultivate an interest in learning. My approach varies from student to student as each individual has a different learning style. My tutoring approach does rely upon building a rapport with students. I'll generally ask non-homework related questions, allowing a dialogue to emerge that lends itself to learning and completing of assignments. Sometimes even the thought of working on an assignment will lead to a student becoming defensive or disinterested in the task. I have found listening is vital in creating the strategy for the tutoring session. Next, I generally ask some questions about the assignments and find what the student's understanding of the assignment are. I like asking simple questions that first to build confidence which allow them to trust themselves. Asking questions and reading the assignment sheet also ensures the instructor, the student and I are on the same page. If work has already begun, I'll review the work, giving positive feedback on particular areas but also asking questions about pieces that are incorrect or confusing. Often, the student will self-correct or validate why they've made that choice. In both cases, the student is learning, either to simply double-check or think analytically. If the student sees the problem but cannot resolve it, I will either ask questions or give detailed feedback, verbal and/or written, to assist the student in understanding. If the issue persists and a pattern emerges with the student, I will note it and reteach the concept in a different way (youtube explanation, ask student to do his/her own research and explain to me) during the same session or a later one. If work has not begun, I'll work with the student to brainstorm, research, or read for comprehension.Fun Facts: Writing culinary criticism is probably one of my greater passions. Whether I'm trying a new restaurant or inviting friends over to try a recipe, I love documenting the experience -- frequently friends add their own additions (pictures, jokes, stories) to the journal. It is probably the sense of community I feel when sharing food experiences with others that I REALLY enjoy because I receive a similar satisfaction while planning and executing a hiking or camping trip. As with the food, I like documenting the experience with a journal involving pictures and anecdotes from friends.