David Maloof's approach to teaching and tutoring writing emerged from his graduate studies in writing and teaching, and his own experiences as a teacher, writer and editor.
And so he helps students and others improve their writing by paying attention to their writing process, and the product it creates.
David helps writers through any stage of the process, from getting started to organizing to rewriting (and then rewriting some more).
He teaches grammar and punctuation in the context of the person's writing, not through external drills and exercises.
He has taught essay forms, research writing, critical essays, personal narrative, developmental writing, journalism, script writing, and business writing.
David has tutored students ages 7 through 60s in writing, both privately and through university programs.
He is available to tutor
in-person (in parts of Massachusetts, Connecticut, Vermont) (near the Five College region of Western Massachusetts)
via email (asynchronously) from anywhere
synchronously, through Google Drive + phone from anywhere
College Application Essays. David has helped students gain admission to their top college choice by guiding them in crafting essays that present themselves not just positively, but truthfully.
His experience publishing dozens of personal essays, reading and evaluating over 1,000 student personal essays, and working in colleges and universities for 30 years has made him an expert in this crucial aspect of this significant part of a person's life.
in DFM's words
"As a teacher, I have learned that the most natural writers are people who always have been readers, subconsciously taking in the language and structure of writing.
"I'm one of them, too; as a kid, I read all of the biographies on the shelf at my local library, as well as books on other subjects, and newspapers and magazines. I liked words, although I wouldn't have recognized it then.
"Being a good (or, better yet, great) teacher requires much more than knowing the content being taught. A good (great) teacher understands the position the student is in, and uses that empathy – combined with the subject knowledge – to help that person not only improve during that teaching-learning experience, but when the student has gone on to new writing experiences.
"I continued to improve as a teacher the way I improved my drafts as a writer: evaluating what had and had not worked, trying new ways as needed, and then adding that new understanding and strategies to my repertoire. And so I believe, and know, that each of us - students, teachers, and all others - is a 'draft' that can be revised."