My teaching method is largely flexible, tailored to the very nature of English but also the personality, academic level and end goals of my students. I feel it is important first to recognise success in the current ability of a student, before working on areas considered more challenging. In teaching English Literature there are straightforward exam objectives that must be met in order to credit marks, however these can be displayed in a wide variety of ways. To first assess the writing style and ability to meet such criteria, it is important that I first read through previous essays or answers to questions that a student may have excelled in, as well as the ones they found more difficult. This enables me to assess the different ways in which they address literary or linguistic ideas, in order to suggest ways they could use their writing to establish a similar level of academic discussion for a question they are struggling with - after a range of wider/further reading is made available for them. I encourage students to ask questions when set tasks they are unsure of, or to start discussions if they need to bounce ideas off of someone get the initial ball rolling. English is such a personal, expressive subject founded on the ability to interpret creatively. To me, English is not about knowing the answers - it's about building the fundamental skill to sufficiently express.
I am a recently enrolled English student at the University of Leeds. Having studied both English Literature and English Language alongside Psychology at Alevel, I feel passionately about the study of English as a broad academic area of interest, but also about working amongst other students to discuss and inspire new collections of literary and linguistic concepts/ideas. My aim is to help as many students thrive in English - the subject most fundamental to primary, secondary and higher education.
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