AP English Language focuses on rhetoric, argument, and analyzing non-fiction, while AP English Literature emphasizes close reading and analysis of fiction/drama/poetry. A simple way to choose: if you like speeches, debates, and real-world arguments, lean Lang; if you like novels/poems and literary interpretation, lean Lit.

The free-response portion includes three essay types: synthesis, rhetorical analysis, and argument. Many students improve fastest by drilling timed planning + thesis clarity + evidence selection under pressure.

The multiple-choice section includes passages of poetry and prose fiction (and may include drama), and the free-response section asks students to write analytical essays. Prep usually comes down to close reading habits + making defensible claims quickly.

IB Literature is centered on literary works and interpretation across contexts, while Language & Literature blends literary analysis with the study of non-literary texts and how meaning changes across contexts.

AP English is exam-driven (one AP exam with multiple-choice + free-response). IB English combines externally assessed written exams (Papers) with the required Individual Oral (IO). The written exams carry the majority of the final grade, while the IO is the internal assessment (moderated by IB)—30% at SL and 20% at HL for Language A: Literature. At HL, students also complete an additional externally assessed component (HL Essay).

The IO is a recorded oral where students analyze how a global issue is presented through an extract from a studied work and an extract from a non-literary text (for Lang & Lit), followed by teacher questions. We typically prep by locking the global issue, tightening the line of argument, and rehearsing to hit timing cleanly.

HL students complete an additional written coursework task: a 1,200–1,500 word essay based on works/bodies of work studied in the course. The big unlock is turning a vague topic into a sharp line of inquiry with evidence you can actually prove.

Yes—Paper 1 is about rapid, evidence-based analysis of an unseen text, while Paper 2 is a comparative essay built on works studied in class. Students usually need a repeatable planning template and a “claim → evidence → technique → meaning” rhythm.

Yes—EE support is usually: refining the research question, building a workable outline, strengthening analysis (not plot summary), and improving academic style. The EE is separate from regular essays, so students often need structure and pacing support.

Yes—TOK writing succeeds when claims are precise, real-world examples are relevant, and counter-perspectives are handled cleanly. We focus on clarity, argument structure, and avoiding vague “knowledge-y” fluff.

Usually yes—because the ceiling is exam technique: faster reading, sharper thesis statements, better evidence selection, and cleaner paragraph logic. Strong students often gain the most from timed writing feedback and rubric-aligned revisions (instead of more reading).

It depends on the goal and the timeline. Many students do best with a short diagnostic phase (1–2 sessions), then a targeted block focused on the specific assessment (AP FRQs, IB IO, or HLE), then spaced timed practice.

Yes—we tutor IB English at the PYP, MYP, and DP levels, and the support looks different at each stage. PYP (ages ~3–12): We focus on the foundations that make later IB English feel “easy”: confident reading, clear writing, vocabulary growth, and strong speaking/listening—built through inquiry-based learning habits typical of PYP classrooms. MYP (ages ~11–16): We work directly on the core MYP Language & Literature skill areas—listening, speaking, reading, writing, viewing, and presenting—with a big emphasis on structured responses, textual evidence, and moving from “summary” to “analysis.” DP (Grades 11–12): This is where we get highly assessment-specific (for IB English A: Literature and IB English A: Language & Literature): planning and writing under time constraints, building thesis-driven analysis, and targeted preparation for major DP components like the Individual Oral (IO) and exam-style writing.

Yes—online is often ideal because sessions can be document-based (live annotation, shared outlines, tracked edits) and rehearsals for IO can be recorded for feedback. The key is structured homework between sessions.

We match students using a simple, structured process designed to get the right fit fast—academically and personally. First, we confirm the exact target: AP English Language vs AP English Literature, or IB English Literature vs IB Language & Literature, and what’s coming next (timed essays, rubric-based writing, IB IO, HL Essay, etc.). Next, we do a quick diagnostic: recent grades/teacher feedback, a past essay (or one timed paragraph), and the student’s biggest pain points (thesis, evidence, commentary depth, organization, speed, confidence). Then we match based on (1) course-specific expertise, (2) teaching style and pacing, (3) personality/communication fit, and (4) scheduling reliability—because strong tutoring outcomes depend on consistent sessions and a solid tutor-student working relationship. Finally, we pressure-test the match early: after the first sessions, we review progress and adjust the plan—or rematch quickly if needed.

We are a no-commitment company, so clients can leave at any time for any reason. We do not have any packages. We do have a service agreement, but it simply outlines our cancellation and rescheduling policies, non-solicitation clauses, and payment terms (since clients pay at the end). This ensures fairness for everyone but does not lock you in—you are free to stop sessions whenever you wish.