Aleksandra

I am a PhD candidate in English at the University of Cambridge, where I have for the past almost four years also provided instruction and dissertation supervision to undergraduate students, as well as assessed applicant entrance examinations. Privately, I offer individually tailored tuition, as well as aid with critical, analytical, and writing skills.

As my work is cross-disciplinary and cross-cultural, I can offer individually tailored lessons within a number of subjects in the arts and humanities (up to MA level within my areas of specialism, which include English literature, language and culture, and up to BA level otherwise), along with aid with critical reading, analysis, and writing skills (up to MA level). Prior to my PhD, I completed an MPhil in English also at Cambridge and a BA Hons in comparative European literatures, languages and linguistics at Utrecht University. Ever since, in addition to literary and linguistic studies, I have regularly also crossed into art, philosophy, history, politics, and related areas, including as part of editorial roles at The Cambridge Journal of Law, Politics, and Art, Edinburgh University Press and Amsterdam University Press.

Apart from subject- and skills-based instruction, I can also offer help with applications (including to university, school and scholarship programmes) and examination and interview preparation (including for Oxbridge, RG, Ivy League, LERU, and other competitive institutions), having had experience not only participating in the assessment of entrance examinations and interviews, but having had the entirety of my own studies fully funded through a number of academic awards (including studentships awarded by the Cambridge Trust, Le Bas Fund, and numerous others).

Tutoring Experience

I have extensive experience tutoring students both through university and earlier school stages (at levels including MA, BA, A-Level, IB, GCSE, and more). At the University of Cambridge, I have over the course of the past four years provided instruction and dissertation supervision to a number of (first- through to final-year) undergraduate students in English and Comparative Studies (specialising in critical skills as well as in texts and contexts of the period 1830–present) as well as offered assessment and moderation of applicant entrance examinations and interviews (including as part of the CELAT/ELAT and CMLAT/MLAT). Outside of Cambridge, I have at the same time provided tuition to a number of independent adult learners, postgraduate, undergraduate, secondary and middle school students through a selection of Continued Education Courses, Summer Schools, Access and Support Initiatives, and privately (across a range of modules within the literatures, linguistics, languages, philosophy, history, and more).

I tutor especially frequently within literary and linguistic studies (up to MA level within my areas of specialism), but due to both my own broader background and the broad applicability of skills across the arts and humanities, I regularly also offer aid with adjacent areas (which I have been educated or employed within) such as political and social studies, philosophy, and history (up to BA level within my areas of academic and professional competence).

I have especial experience imparting and improving students' critical, analytical, reading and writing skills, all of which can be transferred across subjects and be of aid with extended pieces of coursework, assignments and examinations alike. I assist very regularly (at and outside of Cambridge) with a wide variety of academic, critical or creative pieces of coursework and research (including MA and BA dissertations, papers and assignments, EPQs, EEs, and more).

Tutoring Approach

I am aware of students' different personal and educational backgrounds and learning profiles, and ultimately aim to structure my lessons around each individual. Therefore, if a student is able to provide previous or current syllabi, express particular interests, or articulate particular difficulties (whether due to a lack of experience, confidence, or a learning profile that has traditionally been marginalised by schools and universities), this can be especially useful for me to know. From there, I aim to structure my lessons so that they are not only individually tailored, but also especially interactive (drawing much from the Cambridge supervision system I am used to working within) so as to allow the student to very actively develop knowledge, understanding, and not only theoretical but practical skills.

I am especially capable of improving students' critical and analytical capabilities, and ensuring they can effectively read, analyse, research and write about texts in the arts and humanities, from literature and language to political and social studies. I would suggest that this is easiest accomplished, in most cases, through carefully guided practice — by, on the one hand, leading the student through how to approach texts and, on the other hand, regularly providing them with detailed annotations on their independent pieces of writing, which can then also be discussed further, explained and calibrated in person.

I am available for appointments online and in person in Cambridge. I can work very flexible hours around my schedule (from early mornings until late evenings on a number of days throughout the weekdays and weekends), and am also open to inquiries from those who require a more unconventional approach (whether last-minute appointments, late-night availabilities, or other unconventional circumstances often arising from abrupt and imminent deadlines). I accept bookings upon confirmation of payment (which ought to be made within no more than 24 hours after a time and place have been agreed upon in order for the reservation to be held, and, in the case of last-minute appointments, before the appointment). I can accommodate cancellations with up to a full refund of payment (with a full refund when these are made no later than 48 hours in advance of a lesson, and with a halved refund when these are made no later than 24 hours in advance of a lesson).