Interested in working as part of the Writing Center?
The Writing Center is not only a place to grow as a writer, but also a place to learn about writing education. We are a community of over 40 undergraduate and graduate tutors who believe writing matters and who are always pushing ourselves to learn more about writing and writing education. As a center for writing on campus, we seek to advance our understanding of social theories of writing, writing processes, linguistic and cultural differences that inform the practice of writing, and more.
- Writing Tutor Intern (Undergraduate)
- Graduate Writing Tutor
- Assistant Director
- Assistant Director for Writing Across the Curriculum
To join us as a writing tutor intern, undergraduates need to apply for and complete a two-semester course sequence on writing pedagogy: ENGLISH 329H, Tutoring Writing: Theory & Practice, in the fall and ENGLISH 298H, Practicum: Tutoring in the Writing Center, in the spring. These courses are a rigorous introduction to social theories of writing and research on writing processes, disciplinary writing norms, and diverse cultural literacies. Mid-way through the fall, tutor interns work two hours per week in the Writing Center, and the spring practicum involves four hours of tutoring per week. Writing tutors are responsible for working with writers in 45-minute tutorial sessions, engaging in ongoing learning about writing and writing education, and assisting with campus outreach. Those who complete both courses with a grade of B or higher are then invited to continue on as paid writing tutors.
Both courses (6 credits) count toward the Study and Practice of Writing (SPOW) Specialization with the Department of English.
Enrollment in these courses is highly competitive. All majors are invited to apply to be tutors.
TO APPLY for a seat in English 329H, please send the following application materials to firstname.lastname@example.org:
- Letter of interest that discusses your interest in tutoring and your relevant experience;
- Writing sample that showcases your facility with academic essays (at least 5 double-spaced pages); and
- Name and email address of a college instructor familiar with your academic writing and peer review abilities.
The deadline for 2018-2019 deadlines is March 23rd, 2018.
- Tutor student writers in the Center (3-5 hours per week).
- Mentor undergraduate and graduate student tutors. Encourage conversations about tutorial sessions; assess tutors through regular observations; co-coordinate staff meetings in September, December, January, and May; organize 2-5 professional development workshops; circulate research on writing and tutoring writing; and participate in the annual New England Writing Centers Association conference. Note: In the first-year, the new assistant director assists in English 329H in the fall and teaches English 298H in the spring. In the second year, the veteran assistant director organizes the workshop series and tutors more hours.
- Coordinate the Center’s daily activities. Organize the tutors’ schedule and the WCOnline system; review tutors’ performance; manage day-to-day office duties; respond to university-wide inquiries about the Center; and write reports on the Center’s activities.
- Maintain the Center’s materials. Revise tutors’ handbook yearly. Update or design publicity posters, flyers, and bookmarks. Maintain Facebook page and website copy.
- Engage in Outreach activities. Generate ideas for promoting the Center in the university community; collaborate with the Learning Commons leadership; potentially lead summer writing retreats; and assist the Director with faculty and instructor workshops and consultation.
- experience with and interest in learning more about the scholarship of writing centers, WPA work, and academic writing in the disciplines;
- excellent teaching and tutoring skills, including the ability to model effective teaching strategies, facilitate discussions, and motivate other teachers;
- excellent interpersonal and public-speaking skills, including the ability to listen carefully and offer appropriate advice about teaching and tutoring writing, as well as communicate about writing with university stakeholders;
- the ability to collaborate effectively with the Writing Center director and assistant directors;
- evidence that he or she is someone who is able to take on substantial responsibility, work independently, offer and take constructive advice, and anticipate and meet all deadlines.
- Short and long-term consulting with teaching assistants, instructors, and faculty about designing writing assignments, responding to student writing, and developing in-class writing activities.
- Developing and leading workshops with campus partners including the Center for Teaching and Faculty Development, the Graduate School, and University Libraries.
- Outreach teaching including visiting classes to co-teach writing lessons or lead writing activities with instructors.
- Writing, revising, and producing pedagogical and informational resources such as the online Junior Year Writing Sourcebook and publicity materials.
- Assisting the Writing Center director with other administration and teaching.
- Experience with and interest in learning more about the scholarship of writing in the disciplines, WAC programs, and WPA work
- Varied experience teaching writing at the university level
- Excellent teaching skills, including the ability to model effective teaching strategies, facilitate discussions, and motivate other teachers across the disciplines
- Excellent interpersonal and public-speaking skills, including the ability to listen carefully and offer appropriate advice about teaching and writing, as well as communicate about writing with university stakeholders
- The ability to collaborate effectively with faculty and teaching assistants in diverse fields, as well as with the Writing Center director and assistant directors
- Evidence of ability to take on substantial responsibility, work independently, offer and take constructive advice, and anticipate and meet all deadlines
- A flexible schedule to accommodate teaching, consulting, and meeting schedules including some early mornings, late afternoons, and evenings