1st lesson free
James
- Rate US$125
- Response 1h
-
Students4
Number of students James has accompanied since arriving at Superprof
Number of students James has accompanied since arriving at Superprof
US$125/hr
Contact
1st lesson free
- Literacy
- Creative Writing
- Redaction
- Literature
Experienced tutor in English in Providence, James offers private lessons tailored to your needs.
- Literacy
- Creative Writing
- Redaction
- Literature
Lesson location
About James
I published THE AMERICAN TEEN WRITER SERIES, eleven books of model student writing with lesson plans. It was used by English teachers in thousands of classrooms both in the U.S. and abroad. The New York Public Library selected three books in the series as BOOKS FOR THE TEEN AGE.
I also served on the committee asked to improve the national writing exam given to students in the U.S. every four years. It's called the National Assessment of Educational Progress (NAEP), popularly known as THE NATION'S REPORT CARD. Our committee of seven experts was hired to critique and revise the writing prompts used in the National Writing Assessment.
My enthusiasm to mentor student writers began at the University of Chicago, where I earned an MAT under George Hillocks, Jr., the renown (and beloved) expert in writing instruction. I did my student teaching at the U.C. Lab School before teaching middle- and high-school English for several years in independent schools in Maryland and Europe.
I discovered that the best writing by students, published with instructional support for teachers, could elevate English and literature instruction. So I left my position at the American International School in Vienna to launch a classroom magazine of student writing. I called it Merlyn's Pen, after King Arthur's boyhood tutor. I published it for sixteen years. This classroom innovation led to a two-hour interview by TIME magazine and a feature story in the Christian Science Monitor. But even more satisfying: Teacher's College at Columbia drew inspiration from Merlyn's Pen when it launched its Student Press Initiative (SPI), which thrives today. It trains new teachers in how to publish and use student writing in the service of teaching writing and literature.
So I mentored, encouraged, edited, and published over 1000 exceptional student writers in my career at Merlyn's Pen. And, with my editorial team, I personally responded with encouraging letters to another 100,000 students whose works were not selected for publication.
What did I learn? Snagging the right word---sometimes diving for it, sometimes waiting for it---can take more time, and more observation of one's subject, than most English teachers and tutors realize. So, working with student writers, I favor fun activities and discussion that focus my students on the smallest details of their topic. I teach my students how to look at things closely before writing. Hillocks' research taught us the wisdom of this approach. My publishing experience over 20 years bore it out. Close observing of one's subject before writing (the "pre-writing"), and during the writing and revisions, leads to a more compelling, successful result. And the journey for students can be fun.
Like my students, I also know the challenges of writing. Performing as MONOCULAR MAN, I've brought my hard-won words --- with humor --- to many theater festivals and to television's Stories from the Stage (a co-production of WGBH and World Channel). Nervous and afraid, I've performed monologues before gigantic audiences (1400 souls under a tent at the National Storytelling Festival) and microscopic audiences (six souls at a matinee performance in the New York International Fringe Festival). One audience proved just the right size --- 400 at the First-Person Festival of Memoir and Documentary Art. You can hear me performing that monologue here: (concealed information) . It will give you, and your child, a feel for my personality, too. (Click next to the old-fashioned microphone, not on the movie screen above it.)
My favorite moment as an academic mentor, editor, and publisher (see the photos of Merlyn's Pen magazine and the American Teen Writer Series, below) is when a student writer, with clarity and a little bravery, finally uncovers his or her voice. It's inevitably a surprising voice unique to him or her that has escaped the conforming influence of peers, television, social media, and sometimes even the most well-meaning of writing teachers!
When this voice is met --- whether shaped into a fine expository essay, poem, or short story --- the words of that young writer can spark as much discussion, and will cause as much excitement among readers, as the words of much older writers in the English classroom canon.
A famous educator and historian was very close to my family. A few discussions with him during my senior year at Georgetown convinced me that grad school in education would be a good next step. I entered Stanford's program, didn't take to the Palo Alto lifestyle, transferred to the University of Chicago, and fell in love with teaching at its Laboratory School. It was founded by one of my inspirations in experiential learning, John Dewey.
Georgetown: BA (English and Philosophy) 1979
Stanford: One semester in the Masters in Education program) 1979
University of Chicago: MAT (English, writing emphasis) 1982
Even though I've been teaching writing and developing materials for teachers for 35 years, other writing professionals continue to mentor me. As I prepare my own stories for the stage and write short plays for submission, I work with other writing teachers from Brown and Trinity Rep theatre.
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About the lesson
- Compulsory School
- Secondary School
- Higher Education
- +5
levels :
Compulsory School
Secondary School
Higher Education
Adult Education
Master
Doctorate
MBA
Pre-School
- English
All languages in which the lesson is available :
English
Balancing a student's motivation for tutoring with the parent's is the interesting tightrope. I listen patiently to get a good understanding of both. After that, we come to a happy consensus of our common goals and expectations. Whatever direction we choose together, my challenge is to make the experience fun and stimulating but also effective. I'll want to see writing improvement come as quickly as you do.
Lessons and activities may look different student to student, depending on your child's age, skill level, enthusiasm, the English teacher's expectations at school, and the trust that develops between us. The duration of your tutoring commitment matters, too. A shorter commitment will lead to tactical help with specific assignments. A longer commitment encourages more strategic, and more interesting, tutoring assignments and activities that lead to better writing, and possibly better thinking, across all subject areas.
I attended Northfield Mt. Hermon School, a boarding school in Massachusetts, and later taught at independent schools, where teachers typically have a good deal of academic independence. Publishing the classroom writing magazine Merlyn's Pen for nearly two decades, I read and personally responded to tens of thousands of middle- and high-school students, weak and strong writers both. But the students we published in the magazine tended to be exceptional, gifted writers from high-achieving and magnate public high schools and independent schools.
Those who teach English but are not writers themselves can be extraordinary writing tutors. Those who write but have never taught a writing class can also be very effective, inspiring tutors. My bias, though, favors the tutor who has great experience at both. Each experience deepens the tutor's tool kit, giving him or her more approaches and more ways to reach a learner.
I played varsity soccer in high school and Georgetown and later formed teams during and after grad school. So I love soccer. The recent World Club kept me glued to the TV for nearly a month!
A few things worth thinking about before reaching out
I think that conversations between the student and the parent about tutoring needs, goals, and expectations should take place before the tutor is approached. Parent and student, ideally, should share their hopes and concerns with one another and define them. It's quite OK if the parent and child don't exactly agree on the hopes and tutoring goals (indeed it's normal), and communicating both sets of thinking to the tutor will lead to a richer and more relaxed experience for everyone!
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Rates
Rate
- US$125
Pack prices
- 5h: US$625
- 10h: US$1250
free lessons
The first free lesson with James will allow you to get to know each other and clearly specify your needs for your next lessons.
- 1hr
online
- US$125/h
Details
My rate is $125/hour.
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