Academic editing for those whose first language is NOT English (or, for that matter, for anyone else)

Dear International Students, Faculty, and Scholars:

I edit documents for students, faculty, and scholars whose first language is not English. My goal is to make your document read like it was written by a native English speaker. Most of my clients have been from China, Taiwan, Korea, India, and Latin America, but I will work on documents for clients of any nationality. I edit statements you write to apply for grad school and for faculty positions, papers you intend to submit for publication to an English journal, business reports, letters, white papers, dissertation chapters, job applications, statements of purpose, and research proposals. 

I edit documents in all fields. I have edited papers in engineering, nanofabrication, statistics, plant pathology, city and regional planning, food science, history, plant genetics, biotechnology, plant breeding, wildlife biology, biomedicine, near eastern studies, theatre arts, psychology, and more. Clients simply send me their document (tag1@cornell.edu) as an email attachment, I edit it in MS Word using Track Changes, and I return the document, usually within 48 hours.

Most documents take less than three hours of editing to complete, unless they are unusually long. My clients pay me by sending me a check or depositing money in my PayPal account, which is very simple to do. Also, if you want to send me your document, I can provide an estimate of how much it will cost and how long it should take me to complete the job. As I edit, I also suggest ways to improve your writing in English generally. If desired, I can provide references from recent clients.

I am currently Professor Emeritus from Cornell University.  I have published dozens of papers in refereed journals over the past 40 years, and I served as Associate Editor for the journal Ecological Applications for three years. I taught university courses for 30 years, and I conducted ecological research throughout the U.S. and in Costa Rica. I lived in Korea and Costa Rica for one year each and, recently, I have been visiting Taiwan to teach short courses on conservation biology at National Taiwan University.

All correspondence between the author and me, including the contents of any document, is kept strictly confidential. So if you think this is valuable, please pass the word along.

My charges for this service: individuals-$50 per hour; institutions-$75 per hour.  When I return your document, I inform you how much the bill is and I can provide an invoice if desirable.  I also have an express service.  For $75 per hour, I will guarantee that I return your document within 24 hours of receiving it.

The stress that university students endure

(University students are under stress that is more or less constant, but so much of it is self-imposed.)

The pattern was the same nearly every year that I taught.  Classes started in late August, students were full of vim and vigor, and mostly tan.  The honeymoon lasted about two weeks, and then the work load began to take its toll.  My field biology course was not difficult, but it included a hell of a lot of material, weekend field trips, tons of memorization, an outside research project, and keeping a field notebook of every walk in the outdoor environment the student took.   By late September, students were noticeably fatigued, as they stayed up later and later to do the work from all their courses.  Less sleep, colder and rainier weather, more stress from getting behind, even less sleep to try to catch up, and then the viruses.  By mid-October, my class looked and sounded like a tuberculosis ward of the 1920s---sneezing, coughing, hacking, tissues everywhere.  I could almost see the germs in the air.  Most years, at least one student contracted mononucleosis at this time, missed two weeks of class, and found themselves in one heck of a hole.  Some missed so much school that they had to drop out and lose the entire semester.

This process is probably repeated across the country at universities and colleges everywhere.  Generally, students inherently want to do well, and there is often tremendous social pressure, real or imagined, on them to succeed.  Their families are paying a huge sum of money to send them to the school and they have worked hard to get there.  Students believe that their entire future depends on their academic accomplishments; in short, they believe that life will be miserable if success is not attained in the hallowed classrooms of America's institutions of higher learning.

The following paragraph is an email message, reproduced here verbatim, sent to one of my Teaching Assistants near the end of the fall semester a few years ago.   The student was taking my field biology course, and the Monday deadline was due for handing in their field notebook, which was worth 15% of their entire grade for the course.  To get the full effect and tone of the message, you have to read it as though you were this student: female, slight Puerto Rican accent, high-pitched voice, and read extremely rapidly:

"Hi Viviana,
I recently emailed Emily and Florian about this but didn't get a reply.  I'm really freaking out right now because I woke up at 10pm tonight....I got back to Ithaca around 4am Monday and started doing work the minute I got back because I have a lot due this week, and then I decided to take a quick nap before field bio.  I don't know how I did this but I must have been so tired that I turned the alarm off in my sleep and just woke up at 10pm Monday night.  Needless to say, I am freaking out about the field notebook.  I've been trying to get in touch with a TA to see if I can hand it to one of you tomorrow morning/tomorrow sometime.  I will seriously walk over to your place tomorrow anytime or whatever it takes even if you live in the boonies---I'm just freaking out and Gavin's going to kill me.   And I worked so hard on this thing--it took so long to put together.  I don't have the species accounts from the project since those were collected with out project but I think you graded my project, so perhaps you have them already.  I understand if I lose points on the journal because it's technically late by several hours, but I don't want to lose 150 points!  Omg, let me know what I should do...Thanks so much."

Although this is a somewhat humorous message, you can hear the panic in this student's voice.  She must have been exhausted, because the "quick nap" turned out to be 10-12 hours long.  Needless to say, I was reasonably lenient on her missed deadline, and this student is now in vet school at Cornell.

I have told the following anecdote many times before, but it is worth repeating, in brief, because it is relevant to this blog  I was an undergrad at Ohio State University in the 1960s during the Vietnam War.  If you were not in college, you were almost certainly drafted into the military by Uncle Sam, barring some kind of serious physical affliction.  In those years, the probability was very high that you would be sent to Vietnam, where there was risk of death or serious injury.  Also, state universities like OSU actually flunked out students who did not maintain the published minimum GPA.  I believe that nearly 1/3 of all freshmen left the university due to poor grades in those days.  I can distinctly remember going into a final exam with males whose GPA was on the borderline.  If they got a D on the final exam of that particular course, their GPA would fall below the minimum needed to stay in school, they would be drafted into the Army, sent to the war, and possibly killed.  In other words, for some students, their performance on a test was literally a matter of life or death.  Can you even imagine that kind of pressure?

I used to repeat this story to my field bio class every year, about the time I thought the stress was getting thick.  I asked them what is the worst thing that could happen to you IF you were not successful at this place?  You would be embarrassed?  Your parents would be disappointed? You would be physically separated from your boy friend or girl friend?  You would no longer get to play on the basketball team?  Or, you would never get a good-paying job and, therefore, not live happily ever after?  All of those things may be true, but compare that to having your arm or leg blown off, or being a parapalegic, or having mental trauma that lasts the rest of your life. I'm not a psychologist or a guidance counselor, although I often played one at the university.  But it is apparent that each of us tends to let our current fears and concerns become as large as all outdoors.  They can consume us as though we were the only human on earth who was feeling stressed.  But it is all relative, and a modicum of stress is probably adaptive.  Stress keeps us somewhat sharp, alert, and ready.  It is just a matter of balance, I suppose.

So, if you are a university student reading this, and you tend to let the work and the expectations get you down, ask yourself this question.  What is the worst that could happen?  An even more interesting question is this.  What is the best that could happen, even if I left school?  Remember that Steve Jobs dropped out of college during his freshman year, and he seems to know a thing or two about success.

The symbolic chairs of Cornell and Costa Rica

(A Costa Rican rocker on the left and a Cornell chair on the right.  Which one holds the better memories?)

I returned home from Costa Rica this time with a rocking chair in a box.  If you have ever visited that incredible country, you have seen them in all the tourist shops for about $200.  It is a wooden chair frame of guapinol (Hymenaea courbaril), with seat and back made of leather tooled with Costa Rican scenes.  I always thought it was a handsome chair, and functional, but dreaded getting one back to the states.  But this time I bit the bullet and brought it home as checked luggage.  I love those chairs, and I look forward to using it in my home.

On the other hand, there is the wooden chair I could have gotten for free when I retired from Cornell University a couple of years ago.  This is the customary "going-away" gift for retired profs.  Some companies give their retirees a watch; Cornell gives you a chair.  Both gifts seem, well, stupid to me.  Does a retired 65-year old need a timepiece to know when to get up in the morning, when to eat dinner, or when the next meeting will begin?  And the Cornell chair seems to say, "go home, sit down, and read a magazine".  I just don't like either image.  So I refused the Cornell chair and asked for a small flat-panel tv instead, to which my department chair agreed after consultation with the administrative HQ in the "colonel's" office.  (The command and control structure of most universities is directly analogous to that of the chain-of-command found in the U.S. military, which I had the pleasure of enduring for three years.)

So I thought about my refusal of the free Cornell chair and the purchase of the Costa Rican chair quite a bit over the past two weeks.  Why is one repulsive to me and the other appealing to me?  There is nothing physically unattractive about the beautifully polished and spindled Cornell chair; something else is at work here.  As is so often the case, I think it is all about memories.

I spent nearly 30 years at Cornell, but the bond never really took.  This is exceptionally weird for me, because I normally develop a deep attachment with every organism and every habitat and most places with which I have ever spent significant time.  The Cornell campus is beautiful, but the place is an institution, and it is like most institutions.  It is somewhat unyielding, and dogmatic, and all business; it just happens that education is the commodity being marketed.  It is about results, and budgets, and beating out the competition.  Its weapons are public relations, a corporation-oriented Board of Trustees, and lobbying at the state and federal level. It is shiny on the outside, but stiff on the inside--just like its chair.  No matter how long you sit in its chair, its shape never changes, and it becomes uncomfortable.  In time, the shine wears off.  Whenever I was away for months at a time doing research or on a sabbatic leave, I never missed the place at all, not once.  Old faculty at a university die at their desks, alone.

On the other hand, Costa Rica is the only place other than my own home for which I feel true homesickness when I am not there.  I love the people, the food, the music, the climate, the biological diversity, and the spirit that is Costa Rican.  The country is beautiful, and friendly, and mysterious.  It is stable, and practical, and inventive--just like its chair.  The leather becomes soft and pliable with time, and it molds to the shape of your body.  Old Costa Ricans die while dancing with friends and family. 

The stark memories of my place of employment transferred to their parting gift, so I refused it.  The fond memories of the other place transferred to the functional product made there, so I bought one.  And so it goes throughout life.  Associations and memories influence decisions and conclusions about the experiences we have had, and tend to guide us through whatever is next.