Will

Rate $30
Response 1h
Students
Number of students Will has taught since their arrival at Superprof
5
Number of students Will has taught since their arrival at Superprof

$30/h

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English
Literacy
Essay writing
Dissertation
Text commentary
Invention writing

Writing - Developmental Editing, Copyediting - Proofreading, Dissertation Writing, Academic Writing, Business Writing, etc

English
Literacy
Essay writing
Dissertation
Text commentary
Invention writing

Lesson location

- At Will's house: Bethpage
- online
- at your home or a public place : will travel up to 200 mi. from Bethpage

About Will

Writing I have had clients prepare for the writing sections of standardized tests. Usually we met once per week and during this time the client would write an essay from an actual test. I would time the client and, when he or she finished, I would evaluate the essay. I have done this for the GRE, Regents, SAT, and other tests. I have also tutored clients in business writing and every day writing.

Proofreading: I proofread papers based on form and content with the following criteria in mind. For content, I look at the macro issues at work: validity, cogency, avoidance of fallacious reasoning, and soundness. (Some style manuals (e.g., The Chicago Manual of Style 15th ed) refer to this as 'developmental editing'.) I try to return papers with expansive explanations of argument quality in terms of formal and informal inferential structures and lack thereof. I may, for example, point out a false dilemma, an affirmation of the consequent, a straw man, etc and suggest an alternative (e.g., modus ponens in the case of an affirmation of the consequent, a qualified dilemma in place of a false one). Returned papers reflect how soundness and cogency unfold only after claims fall into an intelligible form organized “so as to be a composition neither headless nor footless, bearing both middle and extremities proper to each other and to the whole” (Pl. Phaedrus 264C3-5). Besides proofreading based on content, I also copyedit. Proofread documents demonstrate attention to every word contained. This includes the body of the paper, tables (e.g., tables of contents, figures, authorities), illustrations, citations, statistics, cross references, quotations, section and page numbers, and general consistency. I edit spelling (plurals, compounds, possessives, a/an, italics), punctuation (apostrophes, capitalization, colons, commas, question marks, semicolons), pronoun use, diction (use of idioms, cliches, connotations, denotations, slang, offensive language, sexist language; though see below), verbage (voice), repetition and redundancy, sentence structure (fragments, dangling modifiers, parallelism), et al. Here is what I do not do, unless otherwise requested. First, I do not perform substantive edits. Operatively put, I do not return papers with comments on whether, say, paragraphs or sentences are distributed throughout in varied lengths. Second, I tend not to comment on terminology unless there is a glaring error. rdized tests. Usually we met once per week and during this time the client would write an essay from an actual test. I would time the client and, when he or she finished, I would evaluate the essay. I have done this for the GRE, Regents, SAT, and other tests. I have also tutored clients in business writing and every day writing.I proofread papers based on form and content with the following criteria in mind. For content, I look at the macro issues at work: validity, cogency, avoidance of fallacious reasoning, and soundness. (Some style manuals (e.g., The Chicago Manual of Style 15th ed) refer to this as 'developmental editing'.) I try to return papers with expansive explanations of argument quality in terms of formal and informal inferential structures and lack thereof. I may, for example, point out a false dilemma, an affirmation of the consequent, a straw man, etc and suggest an alternative (e.g., modus ponens in the case of an affirmation of the consequent, a qualified dilemma in place of a false one). Returned papers reflect how soundness and cogency unfold only after claims fall into an intelligible form organized “so as to be a composition neither headless nor footless, bearing both middle and extremities proper to each other and to the whole” (Pl. Phaedrus 264C3-5). Besides proofreading based on content, I also copyedit. Proofread documents demonstrate attention to every word contained. This includes the body of the paper, tables (e.g., tables of contents, figures, authorities), illustrations, citations, statistics, cross references, quotations, section and page numbers, and general consistency. I edit spelling (plurals, compounds, possessives, a/an, italics), punctuation (apostrophes, capitalization, colons, commas, question marks, semicolons), pronoun use, diction (use of idioms, cliches, connotations, denotations, slang, offensive language, sexist language; though see below), verbage (voice), repetition and redundancy, sentence structure (fragments, dangling modifiers, parallelism), et al. Here is what I do not do, unless otherwise requested. First, I do not perform substantive edits. Operatively put, I do not return papers with comments on whether, say, paragraphs or sentences are distributed throughout in varied lengths. Second, I tend not to comment on terminology unless there is a glaring error. For example, if your paper is on Aristotle's Parva Naturalia and you use the term 'realism' when 'naturalism' is what you need, then I will comment with suggestions on how you might want to explain the big word used. I go through papers at least three times. The first read is for copyedits, the second for revising and clarifying those edits, and the third is for content. Samples of proofread papers are available upon request. Critical writing requires critical distance that allows you to ask yourself whether the steps in your paper add up to a coherent spelled out sum, whether the conclusions in your paper - whether these be intermediate conclusions supporting your major conclusion or not - have premises entailed in them in a coherent, cogent, spelled out way, whether the big words you use in your paper (e.g., moral realism) are defined adequately and not taken for granted, whether you have evidence that justifies your claims in a way that reflects a reasonable perspective, whether you have followed all of your instructor's guidelines throughout your paper, whether your thesis is clear and consistently carried out, and whether the supporting paragraphs aim at proving the point of your paper.

About the lesson

I do not have lessons prepared in grammar though I can certainly prepare them. I usually help students with proofreading. I proofread papers based on form and content with the following criteria in mind. For content, I look at the macro issues at work: validity, cogency, avoidance of fallacious reasoning, and soundness. (Some style manuals (e.g., The Chicago Manual of Style 15th ed) refer to this as 'developmental editing'.) I try to return papers with expansive explanations of argument quality in terms of formal and informal inferential structures and lack thereof. I may, for example, point out a false dilemma, an affirmation of the consequent, a straw man, etc and suggest an alternative (e.g., modus ponens in the case of an affirmation of the consequent, a qualified dilemma in place of a false one). Returned papers reflect how soundness and cogency unfold only after claims fall into an intelligible form organized “so as to be a composition neither headless nor footless, bearing both middle and extremities proper to each other and to the whole” (Pl. Phaedrus 264C3-5). Besides proofreading based on content, I also copyedit. Proofread documents demonstrate attention to every word contained. This includes the body of the paper, tables (e.g., tables of contents, figures, authorities), illustrations, citations, statistics, cross references, quotations, section and page numbers, and general consistency. I edit spelling (plurals, compounds, possessives, a/an, italics), punctuation (apostrophes, capitalization, colons, commas, question marks, semicolons), pronoun use, diction (use of idioms, cliches, connotations, denotations, slang, offensive language, sexist language; though see below), verbage (voice), repetition and redundancy, sentence structure (fragments, dangling modifiers, parallelism), et al. Here is what I do not do, unless otherwise requested. First, I do not perform substantive edits. Operatively put, I do not return papers with comments on whether, say, paragraphs or sentences are distributed throughout in varied lengths. Second, I tend not to comment on terminology unless there is a glaring error. For example, if your paper is on Aristotle's Parva Naturalia and you use the term 'realism' when 'naturalism' is what you need, then I will comment with suggestions on how you might want to explain the big word used. I go through papers at least three times. The first read is for copyedits, the second for revising and clarifying those edits, and the third is for content. Samples of proofread papers are available upon request. Besides editing, I also can offer structured grammar lessons.

Writing - Developmental Editing, Copyediting - Proofreading, Dissertation Writing, Academic Writing, Business Writing, etc

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About Will

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online

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Writing - Developmental Editing, Copyediting - Proofreading, Dissertation Writing, Academic Writing, Business Writing, etc

Lesson location

About Will

About the lesson

Rates

Rate

Pack rates

online

Travel

Other tutors in English

Lindsey

Maham

Marisa

Emily

Isabel

Andrea

Joanna

Miriam

Melissa

Brianna

Victoria

Christine

Stewart

Calogero

Jenn

Vijay

Joie

Jennifer

Judy

Heather

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