For Faculty, I coordinate your feedback and expectations to their drafting.

Coaching great minds.

  • Experience

    My experience and expertise lie in conceptual editing and guiding students through the composition process. Teaching and tutoring came naturally during my undergraduate degree as I helped students in beginning composition classes. Since then, the past 20 years have led me to specialized work with graduate students in a wide range of disciplines. Recently, my work has led me to work with Master’s and Doctoral students in Artificial Intelligence design. But I don’t limit myself to that specialization

  • Interdisciplinary

    I believe the true depth of knowledge is built only through blending disciplines. With that in mind, I designed my Ph.D. around the idea that I could more fully understand a single topic — the humanoid robot through multidisciplinary education. In my case, I chose English, American Studies, and Philosophy, but I know that is only part of the picture. So I continue to expand my horizons into other disciplines and interests.

    The same applies to any great idea – I want to bring my interdisciplinary approach to your work.

  • Collaboration

    Any coaching relationship is built upon the understanding that shared interest and communication bring out the best. My goal is to help you and your students share knowledge, not make knowledge. I always assume that the writer “knows their subject best” – the writer’s education and experience are central to any academic document.

Every faculty member has at least one student who is adept at their research and skilled in their field – BUT they just can’t seem to finish their thesis. Often, this block is because the student struggles with English composition, simply isn’t writing, or some combination of the two.

That’s where I come in.

  • By encouraging the student, I help them find the motivation to finish their writing.

  • I enforce regular meetings and expect drafts, regardless of state or quality.

  • While coordinating with you, I help students “decode” your expectations and strategize ways to meet them.  

  • Helping students develop a timeline and organize their thoughts to keep them on track.

How it works

  • Students and (potentially) faculty meet with me once a week or every other week to help establish writing habits and make real progress on their project(s).

    • Some faculty like to stay “hands-off” by passing me off to a student they feel needs some extra help. In that case, the faculty and I communicate when concerns arise.

    • Some faculty benefit from regular email check-ins regarding student progress. In that case, I write a weekly or bi-weekly report on the status of each student(s) progress, challenges, and goals.

  • I use an online meeting platform for “face-to-face” sessions to discuss the revision process and strategize ways to overcome roadblocks.

  • Over the course of each week, students are tasked with accomplishing some sort of text — be it an outline, a drafting, or going through revision.

  • Using PDFs and Google Drive, students and I exchange notes on drafts to encourage quality revision.  

  • Though some clients pay out of their own pocket, many draw on their research funds or grants to subsidize the cost of coaching.