Hi! I’m Colette Gunn-Graffy, but for over a decade my students have called me “GG.”
I’m a high school English teacher, academic tutor, mentor, poet, playwright, essayist, and “fun auntie.”
I’m also a Yale graduate, hold a Masters in Creative Writing, and have worked in education for over 15 years.
I love words and I “get” teenagers.
I also “get” that writing is hard. It’s both creative and technical and asks us to hold more in our working memory than many other academic skills, making it especially challenging for those who are neurodiverse, survivors of trauma, or English-language learners.
Meet GG
Why a writing coach and not a tutor?
As a writing coach, I don’t just correct grammar.
Yes, I help students to tackle specific academic assignments — but most importantly, I guide them towards developing the creative and technical writing skills they can rely on for higher education and the “real world”.
Many famous athletic coaches have been quoted as saying that their particular sport is 90% mental. I’d argue that the same is true of writing. The challenge of a blank page is always there; believing that you are capable of meeting the challenge is more than half the battle. Many of the things that make writing “hard” — procrastination, perfectionism, lack of focus, writer’s block — are related to fear of criticism and failure.
When I was a student, I struggled hugely with perfectionism. I’d often have my nose pressed up so closely to the details of what I was trying to say that I’d lose sight of the big picture. Initially, procrastination became a coping mechanism; writing under pressure was the only way I could push past the self-critic who wanted to rewrite every sentence. As I got older, however, and assignments became more complex, this coping mechanism turned into a liability, leading to a loss of confidence that took years to restore.
In my fifteen years in education, I’ve witnessed the impact that “being seen” can have on a student. Not only acknowledging what they struggle with, but also recognizing where they are gifted — even if those gifts come with a price. (Perfectionists make outstanding editors; it’s just that sometimes they’d like to be able to complete a draft, too.)
As a writing coach, I assess students where they’re at, helping them to recognize their gifts while also guiding them to improve their technical skills. Together, we identify the inner hurdles that they face, look for ways to cope with these challenges, and ultimately develop the resilience that is needed for the long haul: higher education and beyond.
The obstacles in the way of writing are largely mental.
As a writing coach I assess, guide, and equip students to tackle these challenges for the long haul.
