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WRC Consultants, 2016-2017

Writing Center consultants are composed of Writing Faculty from the English Department and SAGES Program, students in the English Graduate Program, and undergraduate Peer Writing Fellows.  

ENGLISH/SAGES Program Faculty

Sarah Bania-Dobyns (PhD Univ of Denver)
English/SAGES Writing Faculty
My work in writing centers and as a writing tutor has played a formational role in my teaching for many years. I have always found the one-on-one tutoring relationship to be one of the most rewarding teaching experiences, as it allows writers to work through their ideas in focused conversations with each other. The questions I hear in my meetings with students in the Writing Center also inform how I develop writing assignments and writing instruction in my own classes. I began working as a writing tutor when I was an undergraduate at Oberlin College; I worked at the University of Denver’s Writing and Research Center while I completed my Ph.D. in International Studies; and more recently I co-owned a private tutoring company in which I worked with students between the ages of 9 and 55. I enjoy working with student writers across the disciplines so that they learn more about how become stronger writers in their chosen fields. I also appreciate the opportunity to work with students on professional writing they do beyond the classroom, such as grant writing, job applications and graduate school applications.

Matthew Burkhart (Ph.D Univ of Arizona)
English/SAGES Writing Faculty

 

 

 

 

 

 

 

 

 

Cara Byrne (PhD Case Western Reserve Univ)
English/SAGES Writing Faculty
I really appreciate working with CWRU students, faculty, and staff on all kinds of writing projects at every stage of the writing process. Reviewing graduate, medical, and dental school personal statements, grant proposals, and SAGES essays is my specialty, but I am also familiar with accounting, MSASS, and literature assignments. I enjoy helping writers see their strengths and set goals to improve their writing. I’m also known to give enthusiastic pep talks.

  

Eric Chilton (PhD Univ of Arizona)
English/SAGES Writing Faculty

 

 

 

 

 

 

 

 

 

Scott Dill (PhD Univ of North Carolina at Chapel Hill)
English/SAGES Writing Faculty

 

Susan Dominguez (PhD Michigan State University)
English/SAGES Writing Faculty
The diversity of writing at Case Western Reserve University contributes significantly to my enthusiasm for tutoring writing. I enjoy working with writers at all levels, from first-year to professional students, on various stages of writing projects. My interdisciplinary background in American Studies and Women’s Studies crosses both Humanities and Social Science, and over the past few years, I have developed expertise in online consultations. I take pride in contributing to student empowerment, from sharing self-editing skills to instilling writing confidence.

 

 

 

 

 

Joe DeLong (PhD Univ of Cincinnati)
English/SAGES Writing Faculty
What I enjoy about working at the Writing Resource Center is the opportunity to help writers develop their ideas at any point in the process, from brainstorming all the way to revision. This emphasis on development reflects my philosophy that effective writing instruction is ultimately about critical thinking. Of course, as a poet I understand that style matters too, so I am also interested in working with writers who wish to sound more natural and polished. 

John Higgins (PhD Univ of California, San Diego)
English/SAGES Writing Faculty

 

 

 

 

 

 

 

 

 

 

Denna Iammarino (PhD Marquette Univ)
English/SAGES Writing Faculty
In my years of writing center experience I have come to greatly appreciate the rich exchange of ideas and skills that occur in the collaborative space of one-on-one consulting. I value sharing expertise and knowledge with students at any stage of the writing process. I’m invested in helping writers cultivate arguments and clarify expression as they grow into their academic and personal voices and find their own enduring connections to topics.

 

Caitlyn Kelly (PhD Univ of Missouri
English/SAGES Writing Faculty
Whether in the writing center or in the classroom, I strive to help writers leave a bit more confident and a bit more in control of their writing than they were when they arrived. I’ve worked with undergraduates, graduate students, and faculty, and it’s striking how we all struggle with confidence and we all feel out of control at some point as we write. I really enjoy working alongside writers to get through those moments together, talking through ideas and developing plans for moving forward.

 

 

 

 

 


Kristine Kelly
(PhD Case Western Reserve Univ)
English/SAGES Writing Faculty

 

 

 

 

 

 

 

 

 

Suhaan Mehta (PhD The Ohio State Univ)
English/SAGES Writing Faculty

 

 

James “Jimmy” Newlin (PhD Univ of Florida)
English/SAGES Writing Faculty
My research engages Shakespeare’s reception across a broad collection of fields and media: poetry, philosophy, psychoanalysis, and film. I am interested in considering the ways that different disciplines view the world, and one of the things I love best about working with students in the CWRU Writing Center is having the opportunity to work with scholars from fields different from my own. I especially enjoy developing paper topics and ideas through brainstorming and conversation.

 

 

 

 

 

Steve Pinkerton (PhD Cornell Univ) 
English/SAGES Writing Faculty

 

 

 

 

 

 

 

 

 

Luke Reader (PhD Univ of California, Irvine)
English/SAGES Writing Faculty

 

 

 

 

 

 

 

 

 

Arthur Russell (PhD Arizona State Univ)
English/SAGES Writing Faculty 

James Stephens (MA, MPhil, Columbia University)
English/SAGES Writing Faculty
I have been an instructor of English for over forty years.  I have a great deal of experience in teaching a variety of writing styles and tasks to a variety of students.  Even after forty years I still enjoy the challenge of helping students to craft clear and effective sentences, paragraphs, and essays.

John Wiehl (PhD Univ of Florida)
English/SAGES Writing Faculty
Thinking of academic work as a conversation excites me. My favorite part of working with students and faculty members in CWRU’s Writing Resource Center is focusing on how what each of us has to say will engage other academics. Our ideas can shape the world. We just have to figure out how to make them reach the right audience in the right kind of way.

Graduate Students in English

Maya Cope-Crisford (English, PhD Student)
Graduate Student
I have worked as a Composition instructor for three years, and have nearly a decade of experience working with students in 1-1 tutoring sessions. Writing is a process; I’m here to help work through some stages of that process with you! My goal at the WRC is to encourage student engagement with writing as a form of idea expression, questioning and exploration, and articulation of meaning across various fields and contexts. My strengths include critical analysis and creative interpretation, literature analysis, the research process, and collaborative inquiry. 

Sarah Forner (English, MA Student)
Graduate Student
Communication is a process – one that I will continue exploring with zeal as I begin my first year both in the MA and the Writing Resource Center. Working in the WRC is a unique teaching experience, and a wonderful chance to meet people from every disciplinary area, at every stage in their studies, and from all parts of the world; it’s a chance to learn about cultures, adventures, and areas of study about which I might never otherwise hear! The tremendous amount of diversity of cultures and academic disciplines in the Writing Center is invigorating and inspires my own work. Revising is one of my favorite parts of my own writing process and I enjoy working through that process with students, helping them figure out how they can better structure and organize their work. Most of all, I am invested in encouraging writers to dwell in the messiness of thinking and to develop a personalized toolkit of writing strategies for the future.

Blaire Grassel (English, MA Student)
Graduate Student
I find working one-on-one with student writers to be consistently rewarding. Working with so many intelligent, diverse, and motivated students inspires me to be more dedicated to my own studies, and working with other writers helps me become stronger myself! I especially enjoy working with writers on literary analysis and creative papers.

 

 

 

 

 

 

Kimberly Grogan (English, MA Student)
Graduate Student

Joseph Rooney (English, MA Student)
Graduate Student
My task as a WRC consultant is to work with the student in a collaborative relationship. Such relationships, needless to say, demand constant communication and a give-and-take approach. Importantly, I will always let the student have the last word, whether that means inviting him or her to ask any lingering questions or allowing that student to voice his or her opinions of my suggestions and critiques. Ultimately, the students are the composers of their own papers, and I am simply a partner to whom they may choose to turn in a moment of need. I am, perhaps, for a short while, at least, a companion in writing, in reading, in communicating, and in understanding. As I continue to develop my abilities as a consultant, I also want my clients to continue to develop confidence in their own written work and in themselves as readers and as writers. 

 

 


Melissa Pompili
(English, PhD Candidate)
Graduate Student

 

 

 

 

 

 

 

 

 

Sabrina Skelly (English, MA Student)
Graduate Student

Brita Theilen (English, PhD Student)
Graduate Student
While my focus is literature, I love working with writers and have taken several writing pedagogy classes as a graduate student. I believe writing is one of the ways individuals can affect change, and I help the writers I work with effectively convey their ideas to their audiences—whether that involves honing a thesis, refining the organization of ideas, or documenting sources. My favorite aspect of one-with-one tutoring is learning what matters to each writer and helping him/her reach those communication goals. I especially like helping writers with proposals, literary analyses, research papers, and application materials like personal statements and resumes/CVs.

Peer Writing Fellows

Patricia Cheng (Civil Engineering)
Undergraduate Student
I’ve enjoyed writing all my life; I love working with people on their writing and helping them express their thoughts as accurately and concisely as possible. Working with other writers in a one-on-one setting is especially rewarding for me because I can devote all my attention to the writing in front of me. The interpersonal connections I develop with writers who come in to see me are very special to me.

Connor Collins (Political Science & Sociology)
Undergraduate Student
My favorite aspect of one-on-one instruction is the collaborative dynamic that comes from working with another person on their writing process. Collaboration combines the strengths of the writer and the tutor without elevating one over the other. My goal as a tutor is to help CWRU writers develop their writing processes to express their ideas with clarity and purpose. In particular, I enjoy collaborating with writers during the brainstorming phase because the beginning often can be the most daunting part. I have experience working with persuasive essays, personal statements, and topics related to my majors. 

 

 

 

 

Santosh Coorg (Cognitive Science)
Undergraduate Student
Having been a lifelong bookworm, I am continually impressed by the power of the written word. They can fly you to magical places far away, or prompt you to take a journey deep into your own thoughts. Yet, it is sharing this love that inspires me to be a tutor. What I love most about tutoring is seeing that “eureka” moment in my students, and their resulting smiles. The WRC is unique in that it fosters this learning environment for both the student and the consultant, allowing me to teach and learn simultaneously! 

Alexandra Faidiga (Anthropology)
Undergraduate Student

Caroline Gray (Biology)
Undergraduate Student
For most people, writing is a method of communicating a thought that has already been formed. However, in typical biology major fashion, my answer is often found at the end of the experiment. Writing is often the method through which I unscramble my ideas. As a consultant, I most enjoy helping others decode their own racing thoughts into tangible theses. If you have written yourself into a corner, or you don’t know where to begin, I would love to help you create a writing road map. I love learning about new topics, and I am open to any and all types of writing.

Anmol Gupta (Biochemistry & Medical Anthropology)
Undergraduate Student
I am currently a second-year at Case from the Lone Star State of Texas. Pursuing a dual degree in biochemistry and medical anthropology, I am an aspiring pediatric physician passionate in oncology and immunotherapy research. When I am not busy studying in Nord, I love to play my violin, try new foods, and read beyond the latest political headlines. In my first year with the WRC team, I love meeting with students for repeat sessions and seeing the positive progression of their writing pieces!

Megan Sheehan (Engineering)
Undergraduate Student

Matthew Stablein (Engineering)
Undergraduate Student

 

 

 

 

 

 

 

 

 

Grace Xu (major)
Undergraduate Student
I have two years of experience helping undergraduate students in writing. I love all types of writing and have even taken a creative writing class. I specifically have knowledge writing papers for business courses and SAGES classes but welcome all academic writing challenges. The brainstorming and outlining stage is the stage of writing I love most, and my favorite aspect of being a writing consultant is being able to read a diverse array of writing on different topics. I feel that I learn a lot as well as I help others with their writing.

 

 

 

 

 

 

 

 

 


 

Page last modified: March 10, 2017