Louis N - Tutors - Keystone Tutors

English Literature and Language:

• Years 5-9 - Reading, comprehension, written work, creative writing
• Years 10-11 - English Literature and Language GCSE and IGCSE curricula (AQA, OCR, Pearson Edexcel, CAIE), incl. Fiction, Non-Fiction, Drama, Poetry, Creative Writing, Shakespearean Drama
• A-Level - (AQA, OCR, Pearson Edexcel) Coursework, exam practice, Shakespearean drama
• Undergraduate - English Literature, coursework and essay technique

Religious Studies

• Y9, 10, 11 - Abrahamic Religions (Christianity, Islam, Judaism)
• Undergraduate - Abrahamic Religions, Buddhism, Indigenous Religions including Hinduism, Native American traditions, and Igbo

Philosophy

• A-level - Religious Philosophy, Ontology, Epistemology, Metaphysics, Ethics and Moral Philosophy (Virtue Ethics, Utilitarianism, Consequentialism, Absolutism, Religious moral philosophy), Meta-ethics (including all major exam boards)

During my A-levels, I was a reading-buddy and mentor to younger students, helping them to feel more confident reading and participating in class, but I formally started tutoring during the second year of my post-graduate degree, teaching Creative Writing to students in care for an Oxford-based arts charity. Our focus was on encouraging our students to enjoy writing as a means of self-expression, escapism, and creativity.

Following this, I worked as a tutor, teacher, and librarian for a school in Dorset, working with ages 10-18, focusing mainly on the length and breadth of the GCSE curriculum, A-level coursework, as well as reading, comprehension, and writing. As a librarian, I encouraged students to find books that would suit their interests and keep them reading.

Since then, I have worked with GCSE students in the UK and internationally, working on exam practice and technique. With my younger international students, I help them to get to grips with writing and reading in English, often asking them to choose a book that they find interesting, so we can read through it together, stopping regularly to assess new vocab and discuss their understanding. Alongside this, I have worked with both undergraduate and graduate students, helping them to hone their essays in terms of both written expression and structure.

I am a tutor and writer living in West London with over five years' of experience teaching English literature, language, creative writing, religious studies, and philosophy. As a child, my parents helped me to develop a love of reading and storytelling by making sure I always had access to books and by gently encouraging me to engage with writing as much as I wanted to.

This meant that as a student who struggled in other areas, I leant into my love of English and worked to make sure I was well set up to study Literature and other Humanities at A-Level and beyond.

During my A-Levels, I discovered that I had a love for Philosophy, as part of the Religious Studies curriculum, and went on to study English Literature & Philosophy at The University of Edinburgh, finishing with a First. One of the joys of studying at Edinburgh was being able to do additional courses, and I focused on global and indigenous religions, studying Islam, Judaism, Christianity, Buddhism, and the indigenous religions of India, Sub-Saharan Africa, and North America. During that time, I was part of the Writer-in-Residence's Creative Writing cohort, two years running.

Since then, I started a Creative Writing MSt. at The University of Oxford, and after suspending studies during the second year to focus on family commitments, I worked for an arts charity as a Creative Writing tutor, and as a tutor, teacher, and librarian for a school in Dorset. I have been with Keystone since early 2024, and have worked with tens of students in that time, ranging from year five to year thirteen.

I have continued to develop my private practice as a tutor, working with University students and overseas students studying for international exams, whilst focusing on my writing.

Patience, enthusiasm, and encouragement are key. My own academic struggles have informed my approach to tutoring more than almost anything else. I know what it's like to bang my head against the wall of a subject that doesn't seem to become clearer or more accessible, and I know how it can drain a student's confidence and desire to even walk into the classroom.

These experiences, and my experience of overcoming that struggle to acquire top grades in the subjects that I loved, have helped me to develop an approach to teaching that is inclusive of all abilities and learning preferences. I tutor from the perspective of what will most engage my students, and encourage them to bring their interests and strengths into sessions.

As a tutor, no question or idea is shot down, and there is no time-limit on when the subject has to click into place for a student. In my experience, incremental improvement is the sign of a strong foundation being built, and a student who leaves sessions with a greater willingness to bring their own perspective and ideas to the subject is a student who will get more out of it.

In this vein, each session can be adapted to suit where a student is at, both academically and mentally, so that the subject never feels like more of a chore and the sessions are never something to be endured.

When not tutoring, I am most likely reading or writing, working towards a childhood dream of becoming a published novelist. Inspired by nature and nature-writing, I try to broaden my interest and knowledge in this area so that I can continue to work it into my fiction.

When not teaching, reading, or writing, I am likely out and about in nature, swimming, or putting together a small vegetable garden.