11 April 2013

Dear Application Committee:

Because helping student writers and promoting writing continues to be the most enriching aspects of
my professional career, I am thrilled to have the opportunity to be considered for the position of Director of
Academic Support for Writing and Speaking at Grinnell College.
Last years rewarding semester in the Grinnell College writing lab not only confirmed for me that I
am in my element when I am working with an eclectic population of bright students, assessing their
individual needs and helping them build upon their strengths. Yet, while I observed each of my writing lab
colleagues and engaged in useful discussions about their teaching strategies, I was also thrilled by the
opportunities I saw for my continued growth as a writing teachernot to mention ongoing opportunities
for outreach, such as my volunteering as an NCF writing tutor and developing a community writing
activity. Now, to consider the enviable role of promoting the writing lab and supporting its staff during this
exciting time of transitionin addition to coaching writersis especially thrilling.
When Grinnell College offered me a one-year contract for the 2012-2013 school year, and my
request for an extended leave was not granted by the Grinnell-Newburg School DistrictI was hopeful that
another opportunity would arise. In my time away from the lab, I have continued to experiment and
improve my teaching craft; I have also taken on additional leadership roles, including continuing to serve as
English department head, being an active member of my Professional Learning Community group, taking
advantage of the Authentic Intellectual Work process, representing Grinnell High School on the Teacher
Quality Committee, and serving as President of the Grinnell-Newburg Education Association. Yet, while I
have enjoyed all of these endeavors (and I was honored to have been selected a 2013 Teacher of the Year), I
have also become more convinced that the Grinnell College Writing Lab is where I am meant to be for the
rest of my career.
During my two decades of teaching writing to thousands of students, I have striven to develop
practical processes, testing and revamping strategies for teaching writing by working daily with a variety of
learners. This pragmatic approach, applied to increasingly authentic writing assignments, has evolved
toward emphasizing the individualized feedback that I am convinced is necessary to effectively mentor
those gifted college-level writers with whom I have worked. Following this practice, I have become
comfortable teaching writing in various ways, from directly modeling sound developmental strategies
within the writing process to assisting students one-on-one with unique writing challenges within their
various drafts. While teaching Writing 101 last year, as part of my writing lab duties, I incorporated some
of my own innovative approaches to make the experience as practical and useful as possible for my
Grinnell College students. Many of those students, as well as numerous other writing students, have told
me that they benefitted greatly from that practicality.

Perhaps those in the best position to provide an accurate assessment of my effectiveness as a writing
instructor are my former students. For this reason I would love to share some of the notes written by
students who have completed my college-level composition class. Without exception, after a year or two of
college experience, these former students tell me that I prepared them well for college-level writingsome
of them saying that they have found themselves serving as impromptu writing tutors for their college
classmates, re-teaching to their peers what I had taught them. While knowing that my past students are
helping others is gratifying, such testimonials also confirm my conviction that this opportunity to join the
team at the Grinnell College writing lab represents a natural step in my career as a writing coach.
While I have always appreciated hearing from my secondary writing students in the years following
my classes, during my semester in the Grinnell College Writing Lab, it was refreshing to regularly have the
gratitude of students and faculty expressed soon after my assistance. Here are a few examples. One student
with whom I had several writing lab appointments sent the following unsolicited note: I just wanted to
send you a thank-you for all of your help during the end of this very writing-intensive semester. I have
turned in a 20 pp., 13 pp., and will submit a 15 pp. soon. You really helped me hone my work and I am sure
that they all ended up being pretty strong papers. (Now if only you could help me on all the in-class essays
to come!) And from one of my Writing 101 students: I wanted to thank you for your help this semester.
Even as a second-semester senior, I found the class sessions and writing lab appointments very useful. My
writing has definitely improved andmore importantlymy organization/pre-planning has improved!
Also, I was gratified by the many positive responses by the teachers of my writing lab studentssome of
which represent the seeds of professional relationships that I look forward to nurturing as the primary
liaison for the GC Writing Lab.
I have appreciated the relationship between the college and the community since my family made
Grinnell our home almost twenty-five years ago. Given the opportunity to play a more direct role in
nurturing the strong Grinnell College writing tradition as it continues to evolve, I am poised to dedicate
myself whole-heartedlyas I have during my secondary teaching careerto support the world-class
liberal arts education that students receive at Grinnell.
Sincerely,

William Rudolph