3 syllables: Tu, tor, ing. Stress on Tu.
TOO-tur-ing
/ˈtutɚɪŋ/
Tutoring is pronounced TOO-tur-ing (/ˈtutɚɪŋ/). It has three syllables (Tu-tor-ing), with the stress on "Tu". Tutoring (noun) refers to the act or occupation of giving private instruction or coaching, typically one-on-one or in small groups. It covers the preparation, delivery, and assessment of personalized lessons to help a learner improve specific skills or understand material more deeply. The term emphasizes targeted guidance outside a formal classroom setting and may involve ongoing mentorship.
nounTutoring (noun) refers to the act or occupation of giving private instruction or coaching, typically one-on-one or in small groups. It covers the preparation, delivery, and assessment of personalized lessons to help a learner improve specific skills or understand material more deeply. The term emphasizes targeted guidance outside a formal classroom setting and may involve ongoing mentorship.
- You’ll often race the first syllable and blur the /ˈtuː/; slow it down slightly, then land the /tɔː/ cleanly before the /ɹ/; - Don’t reduce the final /ɪŋ/ too much; keep it nasal but light; - Be aware of American speakers sometimes merging /ɔː/ with /ɑː/; practice a stable /ɔː/ before /r/.
How to Pronounce Tutoring
"She began tutoring high school students after school to help with math and science."
"The tutoring center offers personalized plans for exam preparation."
"Online tutoring has become popular for flexible scheduling and individualized feedback."
Pronunciation: /ˈtuː.tɔː.rɪŋ/ (US) or /ˈtjuː.tə.rɪŋ/ (UK). Primary stress on the first syllable. Begin with a long 'oo' as in 'too' for US, or a 'tyu' blend in UK; the second syllable has a clear ‘taw’ or schwa-less /ɔː/ before the final /rɪŋ/. Mouth: lip rounded for /tuː/, tongue high and back for /ɔː/; the middle /t/ is a quick stop; final /ɪŋ/ is light, with relaxed tongue and velar nasal. Audio reference: imagine saying “too-tor-ing” with crisp first syllable emphasis.”,
Common mistakes: (1) Dropping the second syllable or making /ˈtuː.tɔːr/ two-tune vowels; keep /-tɔː.rɪŋ/ with clear /ɔː/ before /r/. (2) Flattening the /ɔː/ into /ɑː/ or /ɔ/; aim for a pure back open-mid vowel. (3) Misplacing stress, sometimes mistaken as /tuˈtɔː.rɪŋ/; ensure primary stress is on the first syllable. Corrections: exaggerate the first syllable slightly, practice the /ɔː/ with a longer vowel, and keep the final /ɪŋ/ light and nasal.”,
US: /ˈtuː.tɔː.rɪŋ/, rhotacized /ɹ/ in final, clearer /ɔː/. UK: /ˈtjuː.tə.rɪŋ/, shorter /ə/ in the second syllable, less rhotic in some regions. AU: /ˈtjuː.tɔː.rɪŋ/ or /ˈtuː.tɔː.rɪŋ/, tends toward non-rhotic tendencies and similar long /uː/ or /juː/ in the first syllable. Focus on initial clustering: the US often favors a longer /ɔː/ before /r/ in some speakers; UK/AU may reduce the second syllable vowel to /ə/. IPA references help map these subtle shifts.”,
Two primary challenges: 1) The long/tense vowel in the first syllable /uː/ must be held without sliding into /u/; 2) The second syllable /tɔː/ requires a clear, open back vowel before /r/; many speakers insert a schwa instead. Also, the rapid transition from /t/ to /ɔː/ to /r/ to /ɪŋ/ taxes timing. Practice by isolating the three vowel targets and chaining them with controlled tempo.
Is there a syllable boundary effect in 'Tutoring' given the /t/ + /ɔː/ + /r/ sequence? Answer: Yes. The 'tor' syllable contains a coda /t/ preceding the rhotic /ɔː/ plus /r/. Emphasize a brief release between /t/ and /ɔː/, then maintain a smooth /ɔː/ into /r/ and finish with /ɪŋ/. The boundary helps provide crisp syllable delineation and prevents vowel diphthongization.
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US: pronounce with the stressed /tuː/ and rhotic /ɹ/ at the end; UK: use /tjuː/ initial and a more centralized /ə/ in the second syllable; AU: similar to UK but with slightly broader vowels and less rhoticity; IPA references: /ˈtuː.tɔː.ɹɪŋ/ (US) vs /ˈtjuː.tə.ɹɪŋ/ (UK) vs /ˈtjuː.tɔː.ɹɪŋ/ (AU). Vowels must track back position with lip rounding and jaw openness consistent with each accent.
Tutoring derives from tutor, from the Old French tutor (to guard, to guard a youth) and Latin tutor (guardian, protector). In English, tutor appeared in the 16th century as a person who provides instruction or guardianship for a student. The noun form tutoring emerged later to describe the activity or process of giving specialized instruction, especially private lessons. Over time, tutoring broadened from a formal patronage to include a range of individualized educational services, including tutoring centers, online platforms, and one-on-one coaching. The root concept remains consistent: guiding and supporting a learner’s mastery in a focused domain. The evolution reflects shifts in pedagogy toward personalized learning, the rise of standardized testing, and the growth of supplemental education markets. First known uses appear in English writings of the 1500s describing private instruction, with modern sense solidifying in the 19th and 20th centuries as after-school and home tutoring became commonplace. In contemporary usage, tutoring often implies targeted skill enhancement, test preparation, or subject-specific support rather than broad classroom instruction. The word’s impact in education remains strongly associated with individual attention, feedback loops, and customized practice.
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Words that rhyme with "Tutoring"
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