Progressive Academics

Progressive Academics

5.0 (1)
19 years in business

About this tutor

As an English and writing instructor for the past 18 years, I have helped a number of minor and adult clients produce final drafts of documents for submission to teachers, professors and corporate supervisors.

During 3 years of that period, I have been a professional news correspondent for a local tabloid, covering grass roots-based news events on a monthly basis. My work has produced approximately 40 articles in the areas of business innovation, politics, and education.

I have also specialized in teaching all stages of the college level research writing process, including topic selection, thesis-writing, information and data-gathering and sequencing (including information relevancy discernment), outline construction, rough drafting, final drafting, proofing and editing, and finally, submission. 

More than anything else, I enjoy the testimonies of positive feedback my clients get from those to whom they submit their written work. Despite how much they want to credit me with their growth as writers, I am able to show them where their own dedicated efforts and focus on core principles have bourn fruit in their writing products. 

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Credentials

WARRENSVL HTS, OH 44128
Email verified
Phone verified

1 Review

5.0

  • Gala Copez

    Mr Dixon is very engaging and wants to make sure that all parties are a part of the growth and learning process. He goes out of his way to engage with the student's full time teacher(s), the parent(s) and the student to make sure everyone is on the same page. He is also willing to course correct when necessary to make sure the student stays on track and is getting the help that they need. He makes himself available outside of his regular tutoring times and wants the student to feel comfortable. I would recommend him to anyone.



FAQs


What is your typical process for working with a new student?

When considering a prospective working relationship with a student, I arrange an initial face-2-face meeting with the student in a public location (library or coffee shop). If the student is a minor, I arrange to meet with the legal guardian and the student.  At this meeting, we begin to clarify exactly what type of writing services are needed, and if I am the best option to help him/her achieve them.

Next, a separate meeting is scheduled (usually within one week) called an "I.A." or Initial Assessment.  This consists of usually no more that one hour where the first half hour is spent sharing personal values, history of and experience with writing and or document preparation, and the student's perpective in working with a privately-prescribed writing instructor/tutor. The second half of the assessment involves the student's current state of actual writing proficiency. This is demonstrated via a series of short writing exercises that reveal grammar, clarity, sentence structure and paragraph structure competencies.

Lastly, once an agreement has been formed on what goals will be achieved during the series of writing instruction sessions, a mutually-beneficial schedule of work meetings are scheduled, a per-session production evaluation metric is established, and a payment plan is made.  The last item is the construction of a simple written agreement that outlines the rights and responsibilities of both parties in the working relationship. 


What education and/or training do you have that relates to your work?

I have been a Language Arts instructor at the high school and college levels since May, 2010. I have taught the research and writing process to teens, young adults, and adult professionals.

I have been a news correspondent with The Real Deal Press newspaper in Cleveland, Ohio since April, 2014, covering a variety of political and educational news events and professional innovators.


Do you have a standard pricing system for your lessons? If so, please share the details here.

My standard pricing system is $30/hour of instruction and/or document preparation (research and writing services). Discounts are available for a set period of time that includes a certain number of sessions, or a certain level of production.


How did you get started teaching?

My teaching career began in conjunction with my library career shortly after finishing graduate school. I registered with the Cleveland Municipal School District as a substitute teacher to teach English Language Arts classes on a temporary basis when not working in libraries.  From there, I slowly gained a reputation as a writing tutor for middle school and high school students who would visit both the public libraries after school and school media centers.

Eventually I began marketing my document preparation (composition) services on a regular part-time basis.


Services offered

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