Resume and CV


Eric M. Goddard-Scovel  |

Summary of Qualifications

  • Excellent writing, proofreading, and editing skills with years of experience as a college writing instructor and freelance editor (mostly of academic dissertations in the humanities, sciences, and engineering).
  • Detail-oriented with an obsession for precision and accuracy, especially concerning document design, formatting, and adherence to style guidelines—including MLA, APA, and the Chicago Manual of Style.
  • Excellent verbal and online communication skills in academic, freelance, and office work environments.
  • Ten years of experience instructing students in effective communication, writing, research, editing, social media writing, document design, and multimedia writing for academic, business, and technical audiences.
  • Able to meet deadlines and juggle the needs of multiple simultaneous projects.
  • Advanced proficiency in Microsoft Word and Excel; intermediate proficiency in PowerPoint and Access.
  • Proficient with the NVDA and JAWS screen-reader applications for assessing application and web accessibility.
  • Advanced working knowledge of Adobe Acrobat Professional, Adobe Photoshop, and Adobe InDesign.
  • 10+ years creating and managing websites with Drupal, WordPress, Squarespace, and Blackboard CMSs.
  • Comfortable working in Windows, OS X, and Linux operating systems.



Master of Fine Arts – English (Creative Writing)
Purdue University
West Lafayette, IN
Completed: May 2009

Bachelor of Arts – Rhetoric
University of Illinois Urbana-Champaign
Urbana, IL
Completed: May 2004



Freelance Editor | Nov. 2012 – Present

  • Edit and proofread dissertations, theses, and other documents for clarity, grammar, punctuation, citation formatting (MLA, APA, and Chicago styles), and other issues.
  • Format dissertations/theses in compliance with graduate school and style guidelines of multiple universities.
  • Assist with formatting of charts, graphs, tables and other infographics.

Purdue University, Department of English, Lecturer | Aug. 2010 – May 2015; Jan. 2017 – Present

  • Teach multiple traditional classroom or online sections of English courses, including Introductory Composition, Accelerated Introductory Composition, Technical Writing, Business Writing, Introduction to Creative Writing, and Introduction to Poetry.
  • Collaborate with community partners and coordinate student teams in service learning projects (see below).
  • Create and manage content for Drupal, Blackboard Learn, and WordPress course websites.
  • Design syllabi, choose textbooks and readings, and create assignments for all courses.
  • Evaluate student work for writing and design quality (style, format, organization, accuracy, and effectiveness).
  • Teach design and composition skills for professional document production and publication in multiple media.

gh, LLC, Video Description Editor (freelance contractor) | Feb. 2016 – Present

  • Write transcripts for accessible media, including audio descriptions, closed captions, and text descriptions for
    use with screen readers. All transcripts adhere to Chicago Manual of Style and vendor guidelines.
  • Edit and proofread alt-descriptions for images in college-level textbooks.
  • Create ADA compliant captions for video and audio files with Camtasia Studio 8.
  • Assess Microsoft Office online educational content for screen-reader (NVDA and JAWS) accessibility issues.


Organizational Affiliations

Editorial Freelancers Association, Member | Jan. 2016 – Present


Volunteer and Service Learning Instructor Experience

Public Arts Team of West Lafayette | Oct. – Dec. 2012; Oct. – Dec. 2014

Lafayette Urban Ministries, After School Program | Oct. – Dec. 2012; Oct. – Dec. 2014

Curriculum Vitae

Eric M. Goddard-Scovel 





M.F.A. in English, Creative Writing (Poetry)

Purdue University, West Lafayette, IN

Completed: May 2009

Thesis: Five Chapbooks, a collection of five short chapbooks of poetry which demonstrates multiple compositional techniques and aesthetics. It includes lyrical, visual, conceptual and digital works.


B.A. in Rhetoric, Creative Writing (Poetry)

University of Illinois Urbana-Champaign, Urbana, IL

Completed: May 2004





  • Poems from same: a Stein wreader.Opon, Issue One., 2013. Online.
  • “Six Concrete Poems from Faces & Bodies.Newark Review 3.0, Online.
  • Selections of my work as eRoGK7. Gnoetry Daily Volume 1: A Collection of Poetry Written Interactively with Computers. Nov. 2011. Online.
  • “Five Poems from The Bleed 1:1, June 2011. Print and Online.
  • “F:L::@:@::R:T.” Far Out Further Out Out of Sight. Issue 1, June 2010. Online.
  • “Three Concrete Poems.” NOÖ Weekly. May 8, 2010. Edited by Joe Hall. Online.


  • New Directions in Digital Poetry by Christian Funkhouser. Jan. 24, 2013. Online.
  • Nick Demske by Nick Demske. Sycamore Review, 23.1 (2011). Print.
  • Virgil and the Mountain Cat by David Lau. Sycamore Review, 22.1 (2010). Print.
  • Colon Dash Parenthesis by Jeffrey Jullich. Nov. 24, 2010. Online.
  • The Alphabet by Ron Silliman. Sycamore Review, 21.2 (2009): 155-7. Print.


  • “’Insert the poetic where we’d least expect it’: An Interview with artist and poet Mary Flanagan.” Jan. 13, 2013. Online.



  • “How to Think Like a Digital Poet: Prospects for the Digital Creative Writing Classroom.” Louisville Conference on Literature & Culture. Louisville, KY. February 21, 2014.
  • “Opposite Day and Other Experiments: Avoiding Student Sentimentality Though ‘Acts’ and ‘Ideas of Writing.’” AWP Conference. Chicago, IL. March 1, 2012.



Blogs and Online Journals

  • Gnoetry Daily: Human-Computer Poetry Interaction. Username: eRoGK7. Site administrator, graphic designer and member. A group blog and forum for poets and programmers with a passion for text-generating programs and interactive poetry writing environments. Members post poems, links, program updates, and research relating to the site’s focus. Early drafts of my work with Gnoetry 0.2 and jGnoetry have been posted on this site. 2008-Present. <>.
  • What light already light. My primary personal blog. I post updates on my work, my interests, community engagement, and other topics. The About page contains a full list of links to my publications and other online writings. 2006-Present. <>.
  • Far Out Further Out Out of Sight (FOFOOS). Online and print zine. I was hired to create a simple online version of this new journal of downtown New York poetry and fiction in the summer of 2010. I also serve as its web editor.  July 2010-April 2012. <>.
  • Markovian Parallax Generate: On digital writing and poetics. Documents my use of the Markov Chain Obfuscation Engine (mchain), a text-cut up program developed for me by my brother in 2006. It also hosts installation guides for mchain and Gnoetry 0.2. 2006-Present. <>.

Public Workshops

  • “The Love Poem in the Internet Age.” Tippecanoe County Public Library, Lafayette, IN. Sycamore Review Looseleaf Workshop Series. Feb. 8, 2010.
  • “‘In a strange and foreign country’: composing poetry from existing texts.” West Lafayette Public Library, West Lafayette, IN. Sycamore Review Looseleaf Workshop Series. April 3, 2008.

Invited Talks and Blog Posts

  • “Confessions of a Cyborg Poet: Gnoetry, eRoGK7, and Human-Computer Poetry Generation.” Guest blog post. com. Nov. 25, 2012.
  • “Appropriation, Intertext and Authorship in 21st Century Poetry.” Guest Lecture. Purdue University. ENGL 409. Instructed by Dana Bisignani. Dec. 5, 2009.

Online Profiles with Creative Work

  • Github. Username: escovel. My creative coding works are hosted here for others to download, modify and run. Currently, it hosts LINEmaker, a concrete poetry program, and No Blame, a program which sorts a set of 256 lines into a book of new poems according to generated stanza patterns. No Blame is a collaboration with poet Tyler Carter. <>
  • Twitter. Username: @escovel. A record of several experimental poetry constraint-based series. Some are concrete and typographical. More recent poems experiment with the speech recognition and Swype features on my Android smartphone. These are improvisatory and take advantage of Google’s speech recognition and word-guessing algorithms. 2009-Present. <>.
  • SoundCloud. Username: eRoGK7. A place to share my digital music compositions and sound poems. 2013-Present. <>.
  • Redbubble. Username: eRoGK7. My visual digital artworks and concrete poems are available on this site for viewing and purchase as prints on various media and in a range of sizes. 2013-Present. <>.



Limited-Term Lecturer, Department of English, Purdue University (Fall 2010-Spring 2015, Spring 2016-Present)

ENGL 42100: Technical Writing (Fall 2012 , Fall 2013, Fall 2014, Spring 2015, Spring 2018, 8 sections total). This project-based course focuses on technical genres of writing, including memos, e-mail, technical descriptions, specifications, tutorials, instructions, and screencasts. Students work individually and in teams to create different documents throughout the semester and learn to write in plain style. Technology is heavily emphasized, as the course is built around a Drupal website that is used for every aspect of the class. Students also take and create tutorials on InDesign, Photoshop, Microsoft Word, Camtasia, Jing and Screenr.

ENGL 42000: Business Writing and ENGL 42000Y: Business Writing Online (Fall 2010-Summer 2012, Spring 2013-Spring 2015, Fall 2017, 24 sections total). This project-based course focuses on genres of writing in the business context. Students learn to craft memos, e-mail, resumes, cover letters, online job documents (LinkedIn, video resumes), backgrounder reports, and recommendation reports. Technology factors into many aspects of this course. In the first project, students add to their standard job documents with either a professionalizing website, video resume or LinkedIn profile. The two report projects also build upon the impact of new technologies on business. Students from Fall 2010 through Spring 2013 researched the impact of social media on businesses in different industries; since then, the focus has changed to the impact of disruptive technologies. Additionally, the course is built around a Drupal website that is used for every aspect of the class, creating consistency between on-campus and online sections. Students also take and create tutorials on InDesign, Photoshop, Microsoft Word and Camtasia, and they create infographics using Excel, and

ENGL 10600: Introductory Composition (Fall 2012, Fall 2013, Spring 2016, Spring 2017, 4 sections total). My sections of Introductory Composition have used the UR@ syllabus approach, which teaches students to write while situating them within current local and global issues. Student learned to write in various genres, including narrative essays, rhetorical analyses, literary analyses, evaluation papers and problem-solution proposal essays. Writing activities were used to improve the students’ grammar, style and organization skills. Students also learned how to conduct research, work collaboratively, provide constructive feedback, and use MLA style formatting. Conferences were held weekly with students in groups or one-on-one to work on their writing, and office hours were available to students in need of addition one-on-one time.

ENGL 10800: Advanced Introductory Composition (Service-Learning) (Fall 2012, Fall 2014, Fall 2016, 3 sections). When I was offered to teach this course, it had just transitioned into a service-learning course. The course began with a narrative assignment based on readings and discussion about global poverty and class identity. Students than worked on two projects with community partners. One partner was the Public Arts Team of West Lafayette, a civic organization charged with using public funds to commission public art projects in the West Lafayette area. In 2012, the students documented the installation of a large mural in a walkway just off of Purdue’s campus through the creation of two short videos. In 2014, my student group created a phone app treasure hunt to promote a multi-work installation of street art across the Greater Lafayette area. The second partner was the Lafayette Urban Ministries After School Program. In both 2012 and 2014, six students and myself volunteered several times during October and November to run short poetry writing sessions and art activities for K-5 children based on Kenneth Koch’s approach in Wishes, Lies, Dreams. We also worked with the children on their homework and reading. The last unit of the course charged student teams with proposing a concept for a “serious game” which would represent some real world problem. This final assignment was inspired by the work of artist and serious game designer Mary Flanagan.

ENGL 23700: Introduction to Poetry (Fall 2010, Fall 2011, 2 sections). This course covered concepts and terminology required for the critical understanding of poetry from a variety of cultures, aesthetics and time periods. I selected the textbook and readings, created exams, planned lectures, led discussions, and graded all student work. Students were assessed on their skills through several close reading papers, a presentation on a chosen poet, and two major exams. Additionally, regular short writing “experiments” from Charles Bernstein’s “Experiments” list were conducted to connect their acts of reading with acts of creation. During the Fall 2011 section, I was also able to host a week of readings and discussions about digital poetry that included writing haiku with Gnoetry 0.2.


Lecturer, Association of Builders and Contractors Associates Program, Vincennes University (Summer 2010)

ENGL 101: English Composition I (Summer 2010, 1 section): This course was offered by Vincennes University and sponsored by the Association of Builders and Contractors (ABC) at Dilling Mechanical in Logansport, IN, in the summer of 2010. This six week course developed students’ skills in the use of grammar and syntax, major essay genres, organization, MLA format, research and rhetoric. Students read and discussed a selection of short essays, worked on grammar exercises, wrote three essays, and completed a final project.


Graduate Teaching Assistant, Department of English, Purdue University (Fall 2006 – Spring 2009)

ENGL 205: Introduction to Creative Writing (2 sections). This course taught students the basics of craft and style in the traditional two genres of creative writing. I chose all readings, planned the course policies and schedule, led workshops and discussions, and evaluated and commented on all submitted work. The semester was divided into two parts, the first focusing on poetry and the second on fiction. In each part, students read and discussed examples of excellent literary writing for that genre while analyzing these works for essential concepts of creative literacy and craft. For poetry, these included concepts such as voice, rhythm, tone, metaphor, image, alliteration, the line, stanzas, and form. For fiction, we discussed character, plot, conflict, tension, dialogue, and the narrative arc. Each student also submitted and received feedback on two poems and one short story in workshops.

ENGL 106: Introductory Rhetoric and Composition (6 sections). As a teaching assistant, I was fully responsible for planning, teaching and grading six sections of Introductory Composition during my three year M.F.A. degree program at Purdue. I followed the UR@ syllabus approach, which teaches writing in various genres within the context of situating students within current local and global issues. The genres I have taught while a lecturer include narrative essays, rhetorical analyses, literary analyses, evaluation papers, argumentative research papers and problem-solution proposal essays. Writing activities were used to improve the students’ grammar, style and organization skills. It was also essential to teach students how to conduct research, work collaboratively, provide constructive feedback, and use MLA style formatting. Conferences were held weekly with students in groups or one-on-one to work on their writing, and office hours were available to students in need of addition one-on-one time.



  • Webmaster and Vice-President for the Graduate Employees’ Organization. Purdue University. Aug. 2008-May 2009.
  • Editorial Assistant for the Sycamore Review. Purdue University. Aug. 2006-May 2009.
  • Web Editor for the Sycamore Review. Purdue University. July 2007-May 2008. <>.
  • Webmaster and President, UR@ Syllabus Approach. Introductory Composition at Purdue (ICaP). Department of English. Purdue University. Jan. 2007-May 2008.


Digital Poetry, Arts and New Media Related Technical Skills

I am experienced with a wide range of software and Internet services related to work in the digital arts, new media and digital poetry. In order of experience level from highest to lowest, this includes:

  • Operating Systems: Linux (Ubuntu, Debian), Windows, and Mac OS X.
  • Web Content Management Systems: WordPress, Drupal, Squarespace and Blogger.
  • Web Programming: HTML, CSS, PHP and javascript, p5.js, node.js.
  • Computer Poetry Software: Gnoetry 0.2, mchain, eDiastic, and ePoGeeS.
  • Image, Design and video editing programs: GIMP, Adobe Photoshop, Adobe InDesign, Adobe Illustrator, Adobe Flash Professional, Camtasia, iMovie, and Windows MovieMaker.
  • Generative Art Software: Processing 3.0.
  • Digital music software: Ableton Live 8, Audacity, Adobe Audition, and ChucK.
  • Programming languages: Processing 3.0 (Java), javascript and Python.



Academy of American Poets Prize. Honorable Mention. Awarded in 2009.