Sammy Parker - Writing
 
Areas of Assistance
•	composition—for (1) specific assignments, themes, essays, and reports, and (2) improvement of overall personal understanding and performance in all aspects of writing (includes ongoing analysis of student’s writing, coupled with analyses of various professional writers’ high-quality, timely essays)  
•	topics related to literature, literary analysis, and writing about literature
•	SAT, ACT, GRE, and undergraduate-/graduate school-application essays
•	essays for scholarship and internship applications
Writing 
Both research and anecdotal evidence show that even some of the highest achieving students have increasing difficulty in writing formally.  The reasons are myriad, including a diminished emphasis in schools, especially in disciplines outside of English or language arts; the increased focus on the visual over the written in this age of computers, Photoshop, and gaming; and the pervasive, truncated, and trendy language that accrues around popular technology (e.g., Twitter, IM, and Facebook).  Regardless of the reasons for the first or the inevitability of the last two, these factors have a profound impact on how kids view, assimilate, understand, and use language.
At the same time, students still are held accountable—especially later in high school and during all of college—for how they translate ideas into formal writing.  Also, they are faced in high school with writing requirements that can influence both promotion and, ultimately, graduation, as well as future college acceptance.  Then, if interested in pursuing postsecondary education, students are faced with critically important application essays for admission into undergraduate and graduate schools and for the financial assistance and prestige that can accompany being awarded internships and scholarships.  All other factors being reasonably equal, writing well is one of the key attributes that determine whether a student is promoted, graduates, is accepted into a college, or receives a scholarship or internship.
To help students with their writing, I offer assistance in the basics of composition—grammar, punctuation, and mechanics—and the development of rhetorical quality: refinement of thesis, word choice, logic, coherence, clarity, transitions, and completeness.  Aligned with Tiffany’s tutoring philosophy, I work diligently to understand each student’s linguistic and writing strengths and weaknesses, building on the former and helping to overcome or diminish the latter.

Background Highlights
•	undergraduate and master’s degrees in education, concentration in English
•	doctoral-level work in English, University of Tennessee, Knoxville
•	freshman-composition teacher for 9 years, 5 at Western Carolina University and 4 at the University of Tennessee, Knoxville
•	technical-publications analyst for 4 years, Oak Ridge National Laboratory
•	coauthor of a book and multiple journal articles
  proofreader and editor of school-improvement plans for schools in DeKalb County School System, 2002-2007