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Veritas Tutor's ACT tutoring services are structured to address the unique needs of each student.  We begin all tutoring relationships with a diagnostic test and qualitative assessment by an expert instructor todetermine the student’s particular strengths and weaknesses.  This diagnostic forms the foundation of the plan that we then create.  While we cover all subjects, we will first spend the most time addressing areas where the student has the most potential to improve.

All of our tutoring is based upon these three major facets:

1) Content Review: students will learn and review concepts and processes that are required for success on the ACT. The tutor tailors the exact content review to the student’s needs based on the diagnostic process and ongoing assessments.  Concept review includes such topics as basic algebra, geometry, and problem solving in math, vocabulary, efficient reading, and question-type analysis in reading comprehension, and essay construction, subject-verb-agreement, and dangling modifier identification in writing/grammar (and a lot more!).  The purpose of this phase is to ensure that students have the building blocks required to solve the problems posed to them on the tests.

2) Getting Used to Content in Test Format: Problems on the ACT are rarely addressed in a modular and linear fashion.  Thus, students must learn to integrate the different content and processes they learn, as well as develop an understanding of the common problem types emphasized on the exam.  The purpose of this phase is to familiarize students with the actual problems and the multiple concepts and processes they will have to use together to solve those problems.

3) Practice and Review: Finally, when students are comfortable with the component concepts and skills required for the ACT and how they are meant to deploy those skills for individual problem types, students will learn to address the test holistically.  This section will emphasize timing and how to judiciously create an individualized strategy for guessing and leaving questions blank if necessary.  Students will also be exposed, in this phase, to the rigors of the   full test and pitfalls that they may encounter.  This phase also serves as theee final review for phases 1 and 2.

The key to the Veritas method is the emphasis on building a student’s confidence by breaking the test down to component skills and methods and giving students an intimate understanding of how to approach problem types that they understand, as well as problem types that they have never seen before.

This linear, logical, and graduated method addresses the needs of students on all levels.  The overlapping nature of the phases allows students to smoothly transition through the different topics in tutoring while retaining the comfort of a graduated curriculum.  The result is that the student feels more comfortable with the test, gains confidence to approach novel problems, and develops important problem solving skills that they can use beyond the course.

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Tutors Available for ACT Prep:

Benjamin B.

Ben recently graduated from Vanderbilt University with a B.A. in both psychology and Spanish, and a minor in biology. He's strongly interested in several academic domains, particularly biological and social sciences. While pursuing his studies at Vanderbilt, Ben volunteered as a Spanish translator at local public schools, working with immigrant families and elementary, middle, and high school teachers. Ben attended a competitive high school in the Boston area, graduating in the top 10% of his class; he received a 2250 on the SAT, a 33 on the ACT, and high 700s on all three SAT II tests that he took while in high school. Ben earned the AP Scholar with Distinction Award in recognition of exemplary achievement on multiple AP examinations, including Biology, Calculus BC, U.S. History, and Psychology.

  • Vanderbilt B.A. in Psychology and Spanish
  • Elite standardized test scores
  • Fluent in Spanish

Joy W.

Joy is a freshman in the Harvard College Class of 2016 and intends to pursue a concentration in Physics. She graduated from Council Rock High School South in Bucks County, PA and interned for two summers at the Perelman School of Medicine at the University of Pennsylvania. Joy has tutored both as a volunteer and for pay for the past three years, and managed two large (50+ tutors) volunteer tutoring programs over the past academic year through her high school's Math and National Honor Societies. Her strength as a tutor comes from her ability to anticipate a student's conceptual misunderstandings and explain complex concepts using practical analogies.

  • Plays with the Harvard-Radcliffe Orchestra
  • Writes for the Harvard Political Review
  • Enjoys knitting in her spare time
  • Sings in the University Choir

Jedd C.

Jedd has worked throughout the education sector, as a policy researcher, community organizer, and teacher. He graduated from Swarthmore College in 2005, where he was awarded the Lang Scholarship for Social Justice. He worked at the Center for Law and Social Policy in Washington, DC before completing his Ed.M. at the Harvard Graduate School of Education in 2010. Most recently, he worked at the OneVille Project, a local Ford Foundation-funded initiative in the Somerville Schools. He has taught and tutored many students in academics and test preparation for a variety of agencies and brings a focus on the individual student’s needs and interests.

  • B.A. from Swarthmore College (2005). Major: Philosophy. Minors: Education, Interpretation Theory
  • Ed.M. from Harvard University (2010)
  • GRE Verbal: 99th percentile. Earned a 5 on AP exams in: American History, Macroeconomics, English Language, Calculus AB
  • Enjoys Boston weather in all seasons as a year-round commuter biker.