(rhymes with gazelle)
Rest assured, students do the work.
This is not editing or ghostwriting.
I guide students through a rigorous writing process that preserves authorship, prioritizes structure, strengthens clarity of thought, and amplifies voice. I do not write essays, rewrite drafts, or polish language for effect.
Families who seek this work value integrity, authorship, and originality. The result is writing a student can stand behind—now and years later.
Who this is for / not for.
My students are typically applying to Ivy and Ivy-plus institutions. They are strong writers or thinkers, and share a willingness to engage seriously with revision and restraint.
This work is not a fit for applicants seeking formulaic essays, heavy coaching, histrionic narratives, or exploited traumas.
My Process
I get you know you.
Writing is personal. And doing the work to excavate what you really mean and think is hard. So my process begins with an extended conversation, followed by a structured drafting and revision sequence.
Students complete writing independently between sessions; our time together is devoted to refining thinking, structure, and voice.
I prioritize clarity over speed, and originality of thought over subject matter. How you tell a story will always matter more than the story itself.
We revise, revise, revise.
Strong college essays are rarely loud. They are lean, thoughtful, and more about perspective and interpretation than lived experience.
Once drafting is underway, I focus on helping students identify what they really want to say and why, determine what's relevant, and develop a voice that is authentic, not performative.
Finally, we turn to judicious revision: what to deepen, what to remove, and when to stop.
About Me
I am an award-winning writer and editor. I am a Guggenheim Fellow and recipient of the Bard Prize for Fiction, the author of three published novels, and a regular contributor to The New York Times. I have worked for many years as a book editor, shaping long-form narrative at the highest level, and taught creative writing to graduate and undergraduate student at elite institutions nationwide. My work centers on voice, structure, and authenticity—particularly in high-stakes contexts.
FAQs
Do you write or edit the essays?
No. I do not write essays or perform line-by-line editing. My role is to coach students through a disciplined writing process so the final work remains fully their own—both in content and in voice.
How is this different from traditional college essay editing?
Traditional college essay tutors focuse on polish. I focus on thinking. I spend time identifying what matters, what belongs in an essay, and how to articulate it with clarity, color, and restraint. The result is writing that feels natural, not coached.
Will the essays sound “too coached”?
No. In fact, the process is designed to avoid that. Over-coached essays tend to sound performative or generic. My goal is for the writing to sound thoughtful, specific, and unforced—without obvious fingerprints.
Do you guarantee admission to any school?
No. College admissions decisions depend on many factors beyond essays. I make no guarantees and would be skeptical of anyone who does.
What kinds of students benefit most from this work?
Students who are reflective, curious, and willing to engage seriously with the writing process tend to get the most out of it. They do not need to be polished writers, but they do need to be open to revision.
Do you work with students who have sensitive or complex personal histories?
Yes, when appropriate. However, I do not encourage exaggerated or performative vulnerability. We focus on honesty, proportion, and judgment—deciding not only what to share, but whether it belongs in an application.
How involved are parents in the process?
Parents are welcome to join the initial conversation if helpful. After that, the work is primarily between the student and me. Maintaining the student’s independence and voice is essential. I do share google docs, however, so parents can stay in the loop.
How many students do you work with each year?
I work with a very limited number of students per application cycle to ensure depth and attention. Capacity is often filled well in advance.
When should we reach out?
Ideally in late spring or early summer before senior year. That said, I occasionally accept students later in the cycle if space allows.
Is this appropriate for international or boarding school students?
Yes. I work with students from a range of educational backgrounds, provided they are applying to highly selective U.S. institutions and are fluent enough to engage meaningfully in the writing process.
To get started, please share with me as much information as you can.
Please note: I work with only a handful of students a year. I select students based less on their GPA (though this is helpful information to have) and more on their willingness to engage in a process that is hard but rewarding.