Experienced and Enthusiastic English and Academic Writing Tutor with a PhD in Comparative Literature

Learn more about Amanda

• When did you develop an interest in your chosen field and in private tutoring?

  I have always loved reading. As a child I would devour books one after the other – my favourites ranged from Little House on the Prairie to The Famous Five and The Lord of the Rings. In other words, I was an all-eater from an early age. There is something about literature that is unlike any other subject: the absolute, wonderful power of words to give the mind space to explore the multilayered and complex, while also capturing what is strikingly, powerfully simple. My interest in teaching grew quite naturally out of this passion, and at some point, it became a need to share what truly excites me.
  I also love problem-solving, and teaching constantly asks you to think on your feet – finding new ways to explain something depending on who is in front of you. That is also why private tutoring appeals to me so much; with one student at a time, I can genuinely tailor my approach to the individual. For that reason, I enjoy getting to know my students, because the better I understand who you are and how you think, the more effectively I can support you in your studies.

• 2) Tell us more about the subject you teach, the topics you like to discuss with students (and possibly those you like a little less).

  I often find that students struggle with English not because of a lack of ability, but because of a lack of confidence. A great deal of my teaching is simply about being a steady, positive presence – affirming interpretations of poetry or prose that are often insightful but delivered with hesitation.
  I especially love teaching poetry for this reason. Poetry has, in many ways, fallen out of the public zeitgeist, which gives it this added power of surprise. It demonstrates the sheer potentiality of language: how meaning is constructed collaboratively between poet and reader. Helping students realise that they are active agents in interpreting a text can be transformative!
  I also teach and tutor university-level students, and I absolutely love helping them engage critically with literature, particularly from theoretical perspectives. Having taught courses such as “Introduction to Literary Criticism and Theory,” I can draw on a rich background to guide students towards relevant secondary literature and help them situate their arguments within larger conversations. Discussing theory, in other words, is something I genuinely enjoy.
  Finally, one of the most important skills a student can develop is the ability to produce a clear, cogent essay. It’s a deeply transferrable skill – useful in every subject and at every stage of education, and even far beyond academia. Although I enjoy this topic slightly less because of its repetitive nature, I know first-hand how essential it is, and I make sure to cover it with all my students.

• 3) Did you have any role models; a teacher that inspired you?

  My main role models have been authors and thinkers – Milan Kundera, Cees Nooteboom, Ursula Le Guin, Judith Butler, Hélène Cixous – writers who have challenged me to think and write in ways that are thought-provoking. It is a skill I admire and aspire to both hone as a writer, and transfer in my teaching.
  I have also been fortunate to have exceptional PhD supervisors who not only taught me how to write well, but also inspired me to become a teacher myself. Their constant support and intellectual generosity shaped my own approach to mentoring students.

• 4) What do you think are the qualities required to be a good tutor?

  I think you need to be a good listener. If you can truly listen – to a student’s questions, hesitations, interests, and even what they’re not saying – you can adapt your teaching to meet them where they are. Patience, clarity, and a genuine love of the subject all matter, but good listening is the foundation that allows everything else to work.
  I also think you need to be a people person: someone who can make studying feel enjoyable, not burdensome. Teaching is, at its core, a conversation, and the more approachable, relaxed, and fun that conversation is, the more willing a student is to take risks and learn.
  Lastly, a broad and flexible knowledge base is important. You need to be able to draw on the right materials or perspectives depending on the student and the project at hand. It’s not about knowing everything, but about having enough intellectual range to guide students confidently from wherever they are.

• 5) Provide a valuable anecdote related to your subject or your days at school.

  I used to be very quiet in class, always fearful of speaking up. During my undergraduate studies, I remember a seminar where I felt particularly intimidated by the subject matter – and everyone else in the room seemed just as quiet. Strangely, that silence pushed me to contribute more, even though at the time I still felt I wasn’t doing nearly enough.
  Years later, during my PhD, I had a conversation with my supervisor – who had taught that very same course – where he told me how much he had appreciated my contributions in those seminars. I was genuinely surprised.
  I think students rarely see their own strengths clearly. What feels small, hesitant, or insufficient to us can be genuinely valuable from the outside. It’s a reminder I carry with me in my teaching: to help students recognise the insight and ability they already possess, even when they struggle to see it themselves.

• 6) What were the difficulties or challenges you faced or still facing in your subject?

  Despite holding a PhD in Comparative Literature and having taught English for around four years, I still experience pangs of insecurity – about my writing, about my ability to teach well. I think this is simply human nature, and perhaps even a sign that we care about what we do. The key is recognising these concerns without allowing them to hinder us. Just keep reading and writing!

• 7) Do you have a particular passion? Is it teaching in general or an element of the subject or something completely different?

  Besides literature, I have many passions. I grew up in the countryside of Sweden, competing and working with horses – a passion that has never left my heart (even if it has, unfortunately, left my daily schedule for now).
  I’m also a practising musician, I love gardening and DIY projects, and I regularly try to learn new artistic skills – the current obsession is stained-glass making.
  In many ways, I am a multitasker with a wide range of passions that feed into one another. I genuinely believe this breadth is a source of strength. I always want to learn and evolve, and I constantly aim to share this enthusiasm.

• 8) What makes you a Superprof (besides answering these interview questions :-P) ?

  Intentionally resisting the branded nature of the question, I would say that flexibility is what defines this platform – and it’s also what my students have most appreciated in me. I’m able to adapt my approach to each student: their needs, their pace, their confidence levels, and their goals. I don’t believe in a one-size-fits-all method. Instead, I work collaboratively, adjusting as we go, and creating a space where students feel supported, challenged, and genuinely heard.
  If anything makes me a “Superprof,” it’s that I take the time to understand who you are as a learner – and I shape the lessons around that.