Imogen

Tutoring Experience

I have tutored International Baccalaureate History, English Literature, and Theory of Knowledge for 2 years in over 150 hours of classes. I have taught students content and texts, improved their essay writing ability, supported their coursework, and ultimately improved their grades. I receive excellent feedback and build good rapport with both students and parents.

I co-founded an organisation supporting IB students who lack resources with tutoring, mentoring, and events. I have mentored and given personal statement and interview support to a wide network of students, many of whom have been successful in gaining entry to their first-choice universities, including Oxford and top US colleges.

I have previously taught English at summer camps in China, hold a Teaching English as a Foreign Language (TEFL) certificate, tutored English as an au pair in Germany, and supported 4-12 year olds with English and Maths.

Tutoring Approach

History: We identify the topics, papers, or coursework that students need support with, and the extent of their current knowledge.

For exams, I ensure the student understands the events and approach tuition using past paper questions. We structure their notes as essay plans to improve their analytical skills and give them practical resources to use in exam season. I then give feedback on essays or essay plans they do independently, tracking their progress and giving them thoughtful, detailed advice on how to improve.

For IAs, I give feedback on the draft they have already written or brainstorm new ideas if necessary. This involves ideas about restructuring, detailed feedback on academic writing, and a thoughtful approach to assessing their argument.

English Literature: We identify the texts, papers, or coursework that students need support with, and the extent of their current knowledge.

For Paper 1, we use unseen text extracts to practice the process of analysing a new prose passage or poem. This involves revising key concepts, working quickly, making essay plans, and practicing how to write good introductions and conclusions. I then give feedback on independent work to track their progress and give them practical tips for the exam.

For Paper 2, we make essay plans based on the key themes of the students’ texts. This involves stimulating discussions about analytical points, practicing writing introductions, conclusions, and concise arguments, and ensuring the student has a good grasp of the texts individually, with key quotes memorised.

History university application: We work together to identify the universities the student is interested in.

Personal statement: We go over the reading and research that the student has done independently and any drafts they have already done. We draw out key themes and connections that demonstrate analytical thinking and genuine interest, then ensure it is structured as an effective, personal essay. I give practical tips on how to make every sentence count.

History Aptitude Test or History Admissions Assessment: We use past papers to practice analysing an unseen text under timed conditions, make essay plans quickly, identify key themes, and structure an essay effectively.

Interview: We practice key talking points based on the student’s personal statement and submitted essays, building their confidence and working on their knowledge base. We also practice responding to sources in an interview situation.