Articles and Papers

Even professionals benefit from another pair of eyes on their work. I’ve edited numerous articles and papers helping authors and academics craft prose that conveys their meaning precisely. Whether it’s proofreading for grammar, revising for stylistic consistency, or reducing the length of a manuscript, I offer judicious suggestions that improve the clarity, organization and expression of your ideas on the page.

sample article BEFORE EDITING

A great deal of the research on first generation college students centers at the undergraduate level, and while strides have been made over the past ten years to increase support of this population, much work is left to be done, particularly as first generation students’ progress in their higher education pursuits. The U.S. Census Bureau (2013) reported doctoral and professional degree earners are among a select group in the United States with barely 3.2% of the country holding this distinction; however, little research – and even less programmatic support – exists for first generation doctoral students, who make up 30% (National Science Foundation [NSF], 2015; 2017) of this distinguished group. As we look to the literature, there is a gap in capturing the lived experiences of FG doctoral students (Adams, 2011; Gardner & Holley, 2011), perhaps assuming and/or implying that critical elements of need end after receiving their bachelor degree, which couldn’t be farther from the truth as FG doctoral students continue to face challenges similar and other exemplified to those experienced during their time as undergraduates along with new challenges in light of their educational pursuits (Cunningham & Brown, 2014; Gardner, 2013).

sample article AFTER EDITING

Reviewing the research on retention with regard to first generation college students reveals that the vast majority of it centers on the undergraduate experience. While strides have been made over the past ten years to increase support for this population, there’s still much work left to be done—particularly as first-generation students continue their education by pursuing graduate degrees. While the U.S. Census Bureau (2013) reported doctoral and professional degree earners are among a select group in the United States (with barely 3.2% of the country holding this distinction), it might be surprising to learn that 30% of all doctoral students are first generation (National Science Foundation [NSF], 2015; 2017).

As we look more closely at the literature about this population, we can see that there is a gap in capturing the lived experiences of FG doctoral students (Adams, 2011; Gardner & Holley, 2011). This omission is concerning, perhaps driven by the (erroneous) assumption that after receiving their bachelor degree the need for support ends. In fact FG doctoral students continue to face similar trials to those experienced during their time as undergraduates—along with new challenges in light of their pursuit of an advanced degree (Cunningham & Brown, 2014; Gardner, 2013).

sample Book Introduction

The advent of the Common Core State Standards has generated an enormous amount of discussion in educational circles, and we have been lucky to be part of those conversations.  One of the most interesting threads has been working with educators to get to the bottom of the anchor reading standards—exploring their implications and uncovering their explanatory power.  To that end we are offering a series of essays on each of the anchor reading standards that reflect those conversations and the current state of thinking about the reading standards.

The single most important voice in the development of the standards was teachers, and one of their most valued contributions was the idea of developing college and career ready anchor standards.  The essays that follow invite educators to dive into the reading standards and explore their potential for teaching and learning.  Each of the essays looks closely at the language of the standards and considers the implications for instruction and curriculum.  Educators might use these commentaries for professional development, curriculum developers as a guide to their craft, parents and the public to take a deeper look inside the standards and their expectations.  These essays are designed most of all to help teachers explore the implications of the standards for their daily work and the work of students in their care…

sample White Paper Before editing

The promise of the research practices discussed above has begun to be realized in six high schools in the northeastern region of the United States that now claim higher-than-average EL high school graduation and postsecondary entry rates (National Academies of Sciences, Engineering, and Medicine 2017). While the six vary in terms of the size of their EL populations, all are small schools with high percentages of their students (80 to 100 percent) qualifying for free or reduced-price lunch a commonly used metric of school socioeconomic status. Students in all six schools (five from New York and one from Massachusetts) had to pass a demanding set of tests to graduate from high school. A 2015 study found while the schools didn’t have a common curriculum, they did share several emphases (National Academies of Sciences, Engineering, and Medicine 2017)…

sample white paper After editing

The promise of best practices for EL instruction reviewed above is not just theoretical.  Six high schools in the northeast United States have implemented the “language as action” approach to EL instruction with promising results (National Academies of Sciences, Engineering, and Medicine 2017). While the six schools (five from New York and one from Massachusetts) vary in terms of the size of their EL populations, all have over 80 percent of their students qualifying for free or reduced-price lunch (a commonly used metric of socioeconomic status). To graduate, each school requires students (including ELs) to pass a demanding set of tests, yet these schools have higher-than-average EL high school graduation and post-secondary entry rates.

What was their secret? While the schools did not have a common curriculum, they did share several emphases that reflect both the policies and instructional methodologies advocated above for EL instruction (National Academies of Sciences, Engineering, and Medicine 2017):