Students meet with Kristina once or twice per month for 60-minute mentorship sessions. Each session typically includes a brief check-in, focused work on a specific piece of writing or reflection exercise, and clear next steps. Rather than rushing to produce polished essays, students build skills gradually—learning how to reflect, revise, and grow as writers over time.

Between sessions, students may receive light email or video support for planning and check-ins.

Traditional tutoring is usually assignment-driven and deadline-focused. The Storytellers Program is a mentorship designed to be proactive rather than reactive. Instead of fixing essays at the last minute, students learn to generate ideas, develop voice, and revise with intention.

While school assignments may occasionally be used as learning tools, this program is not homework help or an editing service. The focus is on original writing, reflection, and long-term growth.

The program works best for students who are curious, thoughtful, and open to growth—not necessarily students who already see themselves as “strong writers.” Many participants are academically successful but struggle to sound like themselves on the page, while others have meaningful stories but lack confidence or structure.

A willingness to experiment, reflect, and engage in the process matters far more than polish.

College essays require deep reflection and personal voice—skills students are often asked to demonstrate before they’ve had time to practice them. The Storytellers Program builds those skills early through journaling, narrative banks, and short creative and reflective pieces.

As a result, students approach future application essays with clarity, confidence, and a strong foundation of ideas (and possible drafts) rather than starting from scratch under pressure.

Yes, students may bring in school assignments—particularly AP, IB, or advanced coursework—to help frame our discussions. These pieces are used strategically to identify patterns, skill gaps, and transferable writing strategies.

However, the program does not function as ongoing homework editing or tutoring. School assignments support the learning process but do not drive it.

Nope! Students are welcome to stop after sophomore year if they no longer need assistance, or can join in unior year.