I base both my teaching and tutoring methodologies on inquiry-based, student-centered learning techniques. I primarily work with college level writers or professional writers, but I have experience tutoring at the high school level as well as tutoring basic writers. My teaching and tutoring methods utilize a synchronous, real-time environment where I can consult with my client live (typically using audio) while sharing any writing documents that the client provides for review and revision through a file sharing program. My priorities with any client begin with higher order concerns such as comprehension, effective argumentation, organization, thesis development, appropriate use of evidence/source material, documentation, and rhetorical/audience awareness. Lower order concerns such as grammar issues, syntax, tone, punctuation, and formatting are also important concerns, and I address these issues once the higher order concerns have been discussed and resolved. My goal when teaching and when tutoring is to create stronger writers, not just stronger writing. While any session focused on a specific writing task will aid in improving the writing at hand, ultimately my instruction is designed to strengthen the writer's skill sets and rhetorical awareness so that in time they can create, revise, and edit their own writing with confidence and accuracy.
I am a lecturer of Rhetoric and Composition and a Professional Writing Consultant for Appalachian State University in Boone, NC. I have over thirteen years experience teaching first and second year undergraduates academic writing through our Rhet/Comp program, as well as having over a decade of experience as a writing consultant serving the university's students and faculty.
I have copious experience tutoring writers online and using both synchronous and asynchronous platforms. I am proficient in MLA, APA, Chicago, Turabian, AP, and CME documentation styles, and well versed in the writing conventions required by wide variety of disciplines including Chemistry, History, Psychology, English, Exercise Science, Education, Business, and the Fine Arts.
CATHERINE ELAINE TALLEY
1414 Laurel Fork Road, Vilas, NC 28692
704/473-0568 ∙ (concealed information)
August 2006 Appalachian State University, Boone N.C.
M.A. in English
“Compromised Identity and the African American Male: A Study of Fragmented Heritage, Symbolic Castration, and Gender Relations in Toni Morrison’s The Bluest Eye, Sula, and Song of Solomon”
May 2003 Appalachian State University, Boone N.C.
B.A. in English
August 2005 – Present Appalachian State University, Boone, N.C.
Full Time Lecturer of English
• English 2001, Writing Across the Curriculum.
Second course in the vertical writing model geared towards introducing sophomores to both reading and writing across multiple academic disciplines. This course uses online technology, process writing, and a portfolio system.
In the last year I have piloted three 2001 sections using a new course technical platform - Google classroom as I investigate alternatives to aPortfolio and AsuLearn. My pilot run and subsequent second run of this platform has produced impressive improvements in my feedback cycles, grading consistency, and has proven to be an accessible and functional vessel for final portfolio submissions that allow for genuine multi-modal submission.
• English 1000, Expository Writing.
Freshman writing course focused on process writing and portfolio development. This course uses online technology, and is often taught in conjunction with the University Learning Community program, linking this course with a UCO 1200 course.
• UCO 1200, First Year Seminar: Exploring Marginalized Culture.
Freshman general education course focused on introducing students to campus resources, community resources, and college instruction in research methods.
• English 1100, Introduction to Literature.
Second course in freshman writing sequence under the core curriculum model for general education. Survey course focused on analyzing and interpreting texts through process writing and portfolio development.
• English 0900, Basic Writing.
Developmental writing course designed to assist basic writers establish a foundation in reading, writing, and information literacy skills necessary for the successful completion of future writing courses in the vertical writing model.
• Technical Writing, Summer Ventures.
Writing Course for honors high school students geared towards writing in the applied sciences, specifically research methods and lab writing techniques and conventions.
August 2007 – December 2012 Caldwell Community College, Boone, N.C.
Instructor of English
• English 111, Expository Writing.
First year writing course designed to introduce students to multiple modes of writing and critical thinking. In addition to teaching seated sections, I have developed and executed 3 hybrid sections and 3 online sections of this course for CCC&TI’s distance learning program using Blackboard technology, and I have taught the course as a highway course, teaching students in a seated classroom while simultaneously teaching students on CCC&TI’s main campus via a virtual classroom.
• English 113, Literature-Based Research.
Literature survey course with a focus on analytical writing, argumentative writing, information literacy skills, and secondary research. I incorporated Blackboard technology in the form of an online discussion forum and peer workshop forum for this course.
August 2006 – May 2008 Lees McRae College, Banner Elk, N.C.
Instructor of Humanities
• Rhetoric I.
First course in freshman humanities sequence designed to introduce and develop skills in college writing, public speaking, critical thinking, and rhetorical awareness.
• Rhetoric II.
Second course in freshman humanities sequence designed to instruct students in advanced research, disciplinary academic writing, public speaking, and information literacy skills.
WRITING CENTER EXPERIENCE
August 2007 - Present Appalachian State University, Boone N.C.
University Writing Center Consultant
• Conduct in-person and online consultations with Appalachian students, faculty, and community members seeking assistance with a wide variety of writing projects.
• Develop training materials such as handouts and study materials.
• Participate in training and developments sessions to improve tutoring practices and techniques.
• Keep abreast of developments i the field by reading current literature and participating in professional conferences.
• Search for and write grant proposals to procure external research funding.
• Develop promotional material to advertise writing center services across the university and the community.
January 2008 – 2011 Caldwell Community College, Boone N.C.
College Writing Center Consultant
• Responsibilities included one-on-one consultations with CCC&TI students, providing a critical and instructive audience for students working in multiple disciplines.
NOMINATIONS AND AWARDS
2013 Nominee, Board of Governors Excellence in Teaching Award
2012 Nominee, Faculty Award for Excellence in General Education Teaching
2012 Winner, Celebration of Student Writing Best Booth Award
2011 Selected Applicant, ASU Scholarly Teaching Academy Cohort
2011 Nominee, Wayne D. Duncan Faculty Enrichment and Teaching Fellowship
2011 Nominee, Harvey Durham Outstanding Freshman Advocate Award
2010 Nominee, Arts and Sciences Part Time Teacher Award
2009 Nominee, Arts and Sciences Part Time Teacher Award
Spring 2018 Event Committee Leader, UWC & Humane Society Collaborative
Sept. 2017 Member & Speaker, NC Tutoring Collaborative Day Committee
2017-2018 Member, NTT Interests Committee
2015-2017 Member, University Scholarship Selection Committee
2015-2017 Celebration of Student Writing Committee Member
2013-2014 Chair, Peer Mentoring Group for Composition Teachers
2012-2014 Member, Directed Self Placement Team
2010-2013 Member, Rhetoric and Composition Committee
2012-2013 Member, English Department Special Advisory Committee
2010-2015 Mentor, Composition Collaborative Initiative
2009-2013 Member, Non-Tenure Track Search Committee
2011-2012 Member, University Writing Center Grant Team
2011-2012 Chair, Non-Tenure Track Interests Committee
2011-2012 Chair, University Writing Center Publicity Committee
2011-2012 Member, WAC Information Literacy Pilot Team
2009-2011 Editor, The ReVisioner, University Writing Center Publication
2007-2008 Member, Non-Tenure Track Task Force
CONFERENCES AND INVITED PRESENTATIONS
2014, February Panel Presenter: UWC Physical and Virtual Space, SWCA.
2010 - 2015 University Writing Center Staff Training Workshops
2009 - 2013 Graduate TA Training Workshops on WAC Course
2009-2013 Graduate TA Training Workshops on Expository Writing
June 2009 Summer WAC Institute presentation for new WAC teachers.
Feb. 2018 Participant, Rhet. and Composition Institute, ASU, Boone NC
• The R_C instutue in the spring featured Drs. Kathleen Yancey, David Jolliffe, and Doug Downs and featured interactive workshops on topics that included responding rhetorically to portfolios in a meaningful pedagogical manner, instituting electronic portfolios into the classroom creatively and effectively and ensuring that rhetoric exists with the teaching of rhetoric. There were also breakout sessions that workshopped formative feedback within course design and understanding and incorporating a pragmatic awareness of genre within the composition classroom and curriculum.
2011-2013 Member, Scholarly Teaching Academy, Hubbard Center for Faculty Development
• The Scholarly Teaching Academy is a new initiative of the Hubbard Center for Faculty Development, designed to encourage and foster excellence in teaching and learning. This is the first cohort of the academy. Membership is determined based on a competitive application process. Each member of the academy develops an individual plan of action that proposes specific research on an issue pertinent to his/her development as a teacher. Each member then collaborates with the academy to achieve the goals outlined in her plan of action. The cohort concludes after 3 years of collaboration.
2012-2014 Chair, Peer Mentor Groups for Non-Tenure Track Faculty.
• Involvement in these groups consists of meetings with two other non-tenure
track faculty members to compare and discuss course goals, syllabi and specific lesson plans. Members of each group also visit and critique one another’s courses and write an evaluation for the member and department head.
2011- 2016 Participant, Celebration of Student Writing
• Participation in the celebration involved coordinating my three ENG 2001 courses in developing a digital display that showcased their group ethnography projects. I also assisted with the University Writing Center’s booth at the celebration.
2010 – 2013 Participant, University Writing Center Retreats
• Participation in these retreats include workshops to help develop writing
consultant techniques and pedagogical approaches that will further assist
writers in their own intellectual development. It was also intended to
strengthen the community of employees working in the University Writing
Fall 2009 Participant, First Year Seminar Course Development Institute
• Participation in this institute included several workshops on Appalachian First Year Seminar course. Workshops included syllabi development, course assignment development and a workshop on understanding the needs and expectations of first year freshmen students.
2008 Participant, Summer and Winter WAC Institutes
• My participation in both of these three-day events was instrumental in
preparing me for teaching the new 2001 course in the fall of 2009. The
inaugural institute included syllabus workshops, a group project designed to
develop a draft process for the course, and a workshop designed to
troubleshoot problem areas of a new course. The following workshop served
as a rallying point for instructors who attended the summer institute and who
intended to apply the new WAC theories pilot courses.
2008 Participant, “Re-Seeing the Argument”, Workshop with Dr. Nancy Welch
2007 Participant, search for new Composition director candidates
2006 Participant, Editing in the Classroom Workshop, Dr. Andrea Lunsfurd
2006 Participant, Words and Images Workshop, Dr. Petrosky
2005 Participant, Revision Theory and Practice Workshop, Dr. Pat Belanoff
Dr. Carl Eby, Chair of the English Department, ASU, Boone, NC
Dr. Elizabeth Carroll, Director of University Writing Center, ASU, Boone, NC
Amy Hansen, Assistant Direct of University Writing Center, ASU, Boone, NC
Dr. Kim Gunter, Assistant Chair of English, Dir. of Composition,, ASU, NC
Dr. Jessie Blackburn, Assistant Chair of English, Dir. of Composition, ASU, NC
Dr. Bruce Dick, Professor of African American Studies, ASU, Boone, NC
Sarah Zurhellen, Lecturer of Rhet. & Composition, aPortfolio Liaison, ASU, NC
When I decided to expand my lawn care business and needed to apply for a loan, I was required to compose a business plan and provide it to the bank to begin the review and approval process. I had never written a business plan, and I had no idea what a business plan was supposed to look like, much less how to write one strong enough to secure the loan. I went to the University Writing Center, which I discovered was not just for students, but also served local community members. I requested a session, asking if there was anyone that had experience with business writing. I was assigned to Cat. From the onset of our tutoring relationship, Cat exhibited both knowledge about the specifics of a business plan and genuine motivation and investment in the two of us creating a plan that was rock solid. She was as invested in the plan being successful as I was, and she wasn’t satisfied until she was convinced our plan would secure my funding. We consulted over several sessions, meticulously composing and revising the plan until we both were convinced it was a shoe-in for approval. Our collaboration proved successful, and the plan secured my loan in a timely matter.. I honestly think that I never would have been able to write a successful plan without Cat’s input, expertise, and supportive attitude. And her quick wit and relaxed persona made the whole process relaxed and (dare I say), even fun. I would recommend Cat to anyone needing help with any writing task. Her knowledge and skill is profound, and she is a joy to work with.
When I decided to expand my own lawn care business and needed to apply for a loan, I was required to compose a business plan and provide it to the bank to begin the review and approval process. I had never written a business plan, and I had no idea what a business plan was supposed to look like, much less how to write one strong enough to secure the loan. I went to the University Writing Center, which I discovered was not just for students, but also served local community members. I requested a session, asking if there was anyone that had experience with business writing. I was assigned to Cat. From the onset of our tutoring relationship, Cat exhibited both knowledge about the specifics of a business plan and genuine motivation and investment in the two of us creating a plan that was rock solid. She was as invested in the plan being successful as I was, and she wasn’t satisfied until she was convinced our plan would secure my funding. We consulted over several sessions, meticulously composing and revising the plan until we both were convinced it was a shoe-in for approval. Our collaboration proved successful, and the plan secured my loan in a timely matter. I know that I never would have been able to write a successful plan without Cat’s input, expertise, and supportive attitude. And her quick wit and relaxed persona made the whole process relaxed and (dare I say), even fun. I would recommend Cat to anyone needing help with any writing task. Her knowledge and skill is profound, and she is a joy to work with."
Catherine’s ability to engage and focus herself around issues of importance is intoxicating. The desire to teach students to become more competent thinkers and writers is the drive propels her to teach and extend herself to tutor them beyond the classroom settings.
Catherine was an excellent student in my high school Advanced Placement English class. She took her love for literature and writing into her college years and obtained a Master’s in English.
I highly recommend Catherine to anyone who wants the one-to-one attention to advance themselves in the skills of writing and analytical thinking.
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