The Editing Process: A Black Hole to Originality?

       Whenever a teacher, a tutor or a peer helps a writer strengthen their paper, is the act ever untainted by opinions from the editor? I believe that no matter what, if anyone looks at a paper and critiques it, the editor’s comments will never leave the mind of the writer, and thus ultimately effect the paper—but is there a way to allow the writer to originally fill in the gaps illuminated by the editor? Is the writer doomed with the task of writing a paper, giving it to the teacher, and changing the paper to accommodate the needs of the professor? I’d like the think that the writing center may avoid this: because the tutor is not the teacher, the consultation allows the writer to maintain most of his of her own independence in the paper.
       In Richard Straub’s article, “A Concept of Control in Teacher Response: Defining the Varieties of ‘Directive’ and ‘Facilitative’ Commentary’,” he speaks of the fine line that teachers face when editing papers. Straub suggests that teachers should edit the papers as if they were the “common reader” (Straub, 224). Also, each teacher must remind him or herself “not (to) take over” (Straub, 224). I see the validity in his statements; teachers should not overcome the reader’s opinions but rather help the student become a better reader. But I ask you: how far can we really believe this? Each teacher, just as each person, has his or her own opinion and bias; it is impossible not to pass these onto the paper when edited.
       No matter if the editor is “directive” (Straub, 234) or not, the writer will no doubt change a piece of their writing; the writing will no longer be simply the writer’s work, it will be tainted (not necessarily good or bad) by someone else’s pen. I agree that there are levels to the editor’s impression on the writer, as some may be specific changes and some broad general critiques. Once the red pen goes to paper, however, the piece is no longer the original writer’s piece and thus any form of editing serves a similar role. A teacher must decide how much they wish to change that original writer’s words, which is truly a hard decision to make.