Bryony F.

I am a third-year undergraduate at Oxford, studying English and Spanish. I have always loved literature and the way it combines strands of thought, from philosophy to science. My set texts at GCSE and A Level ranged from Othello to The Color Purple (full list below), my personal reading ranges from medieval mysticism to the Romantic poets, and my particular interests at university include the rich poetry and classical themes of the Renaissance, as well as environmental literature. 

In English Literature I have a Grade 9 GCSE, an A* A Level, and I am targeting a First at Oxford. Last year I won the Many Prize at The Queen's College, awarded for the best tutorial essay; I currently hold a Michel Exhibition for a distinction in my Preliminary exams.

I have been teaching and tutoring since 2022. Last year I taught English to a range of foreign students, from 10 year olds to adults, and became adept at adapting lessons and 1:1 conversations to the individual learners' interests, something that makes a huge difference to their engagement. I have also taught classes of 30 students aged 11 to 18 with the Queen's College Translation Exchange (QTE), encouraging students to see languages in a more creative and experimental way.

More recently I have been tutoring for Oxford admissions and Spanish GCSE.

I have teaching experience in Spain and Germany, where I worked as an English teacher in 2023. The range of students, from 10 year olds to Spanish adults in 1:1 conversation lessons, meant I was able to adapt lesson plans and personalise sessions to the individual learners' interests, something I believe to be central to 1:1 tutoring. I have also taught classes of 30 students from ages 11 to 18 with the Queen's College Translation Exchange (QTE), encouraging students to see languages in a more creative and experimental way through translation activities. 

I have a solid and up to date understanding of what the main exam boards are looking for at A Level and GCSE. I also recognise that a student who aims high needs to balance exam technique and individual thought. Finding this balance would be something I will bring out as a tutor, in sessions that will be appropriately challenging and fulfilling.

Similarly, when tutoring for Oxbridge admissions, I try to help each applicant draw out and articulate their unique interests, in preparation for the personal statement and interview. 

In each tutoring session, I am receptive to what engages each student. I may provide the overall focus for the lesson, but I try to let the student's interest lead the discussion. It is far easier for a student to write high-quality exam essays when they are driven by their own passion. Memorised set-piece essays will not score so highly. 

My students also learn to pay attention to literary context. Although the primary focus may be on one or two texts per essay, a strong English essay will show awareness of the literary and historical background, even at GCSE. 

This awareness of context is also a great help in tackling unseen poems and prose, which are at the heart of A Level and GCSEs. Unseen texts can be particularly daunting, and I would do plenty of practice with each student, helping them to recognise patterns and develop a strategy so they are not surprised in the exam itself.

My aim is that my students should enjoy their sessions and their study material, and grow confident in their own interests and opinions. Combined with a strong understanding of mark schemes and exam technique, this should give them every chance of high grades.

The texts I tutor include:

Macbeth, Romeo and Juliet, The Tempest, Othello, Hamlet, King Lear, The Merchant of Venice, The Taming of the Shrew, The Winter’s Tale, Much Ado About Nothing, Julius Caesar, Measure for Measure

An Inspector Calls, Of Mice and Men, Animal Farm, Atonement 

The Great Gatsby, The Color Purple, Our Country’s Good, Feminine Gospels

Dr Jekyll and Mr Hyde, Frankenstein, Pride and Prejudice, Jane Eyre, Wuthering Heights

Set poetry anthologies, particularly love through the ages