I am a joyful writer, college professor, and highly effective writing tutor. Younger students struggling with any facet of academic English can thrive under my instruction because I help them discover the joy of effective articulation.
High school, college, and graduate students desiring to excel in their academic writing pursuits will find my approach to research writing methodical, practical, and efficient. I am fluent in all major research writing styles, and I've become an avid editing partner for many who recognize the high value of relevancy, clarity, and concision.
Additionally, I have developed unique and effective strategies for helping ESL students reach important milestones in English learning over far shorter than average periods of time.
Having graduated at the top of my class (4.0 GPA), I have also received several academic awards. I earned my master's degree with high honors in 2017, and I am currently writing my doctoral dissertation.
I truly enjoy continually finding new ways of helping students become masterful writers and speakers.
Writing, reading, and speaking go hand in hand. I believe anyone who genuinely wants to learn can become an effective communicator in a relatively short period of time. I combine traditional, face-to-face teaching techniques with real-time coaching via email and text to help student achieve and swift and solid fluency in English grammar.
Matt is perfect for our son. Dominic is at ease with Matt; which in turn, makes it enjoyable for him to read, express challenges and looks forward to their sessions together. Thank you Matt!
Matt is a great tutor who truly cares about his work and especially his students.
I can work with students one-on-one, in groups, face-to-face, or online. I work at the student's pace, and I quickly adapt to each level of understanding.
See education details under the main "About" section.
I charge $45-$65 per hour depending on a number of factors including on-line (Zoom) versus in-person tutoring, traveling distance, and subject.
My passion for teaching began a few years ago when I experienced some teachers and professors are far more joyful and passionate about the teaching and learning process than others.
Since most students only take a given course one time, both student and teacher should desire to make the most of each unique opportunity to learn and grow.
The bulk of my students are 18 or older (college, graduate, and post-graduate students as well as working professionals), but I also accept high-school and junior-high students (grades 6-12).
Additionally, I have extensive experience working with students with learning disabilities including executive functioning, dyslexia, ADD, ADHD, dysgraphia, dyscalculia, and others.
After completing the editing process with a student on their school paper, I noticed the student remembered the applied rules of grammer and sentence structure. My theory for the sudden improvement of memory was ownership; students learn faster and easier when they have a stake in a final product, and the editing process provides an opportunity to refine that final product resulting in a greater sense of pride of ownership.
Also, very recently, an adult student was shy to admit his writing skills needed work, but my 'no-judgement,' approach made him feel encouraged and eager to learn even more than he initially anticipated. Within three sessions, the student learned a simple set of grammar and structure rules that gave him the confidence to write research papers alongside his doctoral peers with clarity and purpose.
Tutors and teachers must be patient and compassionate at all levels of learning. They must incorporate both holistic and systematic approaches to helping students break through barriers and make lasting strides in their writing.
Students know when they are struggling with their writing, and these struggles are usually mastifested in four categories: purpose, structure, style (for research), and grammar. Give some thought to each of these four categories to help communicate your greatest need (even if all four).
Also, if a student needs help on a particular assignment, it is important to bring the assignment instructions to the session so the tutor can discern what specific emphasis to apply.
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