When What You Write Matters Most
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An Expert in the Field
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Ph.D., Education Specialties/Literacy
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St. John's University
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M.A. English Literature
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Hofstra University
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B.A., English and Journalism
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N.Y.U
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Dedicated College Composition teacher for 20 years
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Deep, practical experience navigating the college application process
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Academic researcher - Adolescent Literacy Engagement
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Certified in Online Instruction
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College Writing Professor since 2007
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Language Learner and Neurodivergent Learner expertise
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Blessed with the patience and understanding that comes
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from being a Mom of four and navigating the education system
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from Pre-K - Graduate School
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Technical expertise in Blackboard, Google Classroom, MS Word,
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Presentation software (PowerPoint and Prezi),
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OneNote, Notability and other digital platforms
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Bl
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14 years in a report-focused corporate environment
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requiring clear and evidence-based argument
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College-level instructor in business writing and editing
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What Statistics Show...
73% of employers want candidates with strong writing skills, the #3 most desired skill just behind leadership and working well will others. Additionally, "75% of employers noted that they wanted a stronger focus on written communication skills at the college level."
A 2016 study showed in a survey of 500 teachers that less than a 1/3 had taken a class specifically focused on teaching children to write. And close to fifty percent admitted to not enjoying teaching student writing.
Troia and Graham (2016)
Almost 40% of students who took the ACT writing exam in 2016 were found to be lacking the required skills to pass a college-level English composition class.
Data from the College Board
"Only 15 percent of eighth-graders and 13 percent of twelfth-graders said they do argumentative writing every week, even though this is a skill that educators have found critical for success in college and career."
https://thejournal.com/articles/2020/08/25/students-need-to-spend-more-time-writing.aspx
In a George Washington University study... "first-year undergraduates reported that the most frequently assigned high school writing tasks required them to offer and support opinions, with a secondary emphasis on summarizing and synthesizing information. Students were rarely required to criticize an argument, define a problem and propose a solution, shape their writing to meet their readers’ needs, or revise based on feedback."
-Carnegie Mellon University
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/writing/poorlyprepared.html