Not only does the Writing Center offer writing assistance for all CUA students, it also offers one of the university’s most unique leadership and learning opportunities: the Writing Center Undergraduate Tutor Program.

Writing Center Undergraduate Tutors expand their intellectual, professional, and interpersonal skills through their training and work in the Writing Center. Tutors assist fellow students with their writing and, in the process, strengthen their own abilities to write and communicate. In addition to engaging in one-on-one tutoring in the Writing Center, tutors also receive ongoing professional development training and are encouraged to develop and present original research at national conferences. Tutoring work in the Writing Center develops and highlights skills valuable to future employers and graduate schools.

Becoming a Writing Center Undergraduate Tutor is both an honor and a serious commitment. In order to apply to become a Writing Center Undergraduate Tutor, you must first be nominated by a professor who is familiar with your writing and interpersonal skills. If you are interested in becoming an Undergraduate Tutor, we encourage you to ask a professor to nominate you when we open the recruitment process in the spring semester. We will invite all nominated students who are in good standing with the university to submit an application to join the program in the fall of the following year. If you are nominated and are interested in becoming a tutor, we invite you to attend one of our information sessions, typically offered in the middle of the spring semester. We do not normally hire tutors to begin working during the spring semester.

Please click on the following link to fill out the nomination form: Writing Center Undergraduate Tutor Nomination Form


Undergraduate research in the Writing Center

The following tutors presented their research at the 2017 National Conference on Peer Tutoring in Writing (Hofstra University, NY, October 12-14): Emma Scandole (Mechanical Engineering '19), "Age Dynamics within the Writing Center;" Elena Perkins (English '18), "Positive Feedback in the Catholic University of America Writing Center;" Catherine Broshek (Psychology '18), "Fostering Motivation in the Writing Center."

Tutors Rebecca McCarron (History '17) and Rachel Moore (English '17) presented their research, "Narrowing the Focus for Greater Inclusivity?: Rewards and Challenges of Targeting Specific Student Populations" at the 2016 National Conference on Peer Tutoring in Writing (University of Puget Sound, WA, November 4-6).

The following tutors presented their research at the 2015 National Conference on Peer Tutoring in Writing (Salt Lake City, UT, November 5-8, 2015): Samantha Aurilia (Media Studies/History '16), "Talking Back: Gender and Participation in a Tutorial;" Michaela Shea (English '16), "A Toolbox for Better Brainstorming;" Katharine Werthwine (English '16), "Empathetic Tendencies: Cultivating Empathy in Writing Center Tutorials and Training;" Lucas Matheson (Art History/Philosophy '16), "Depositing the University: Words, Multi-Word Units, and Academic Language Acquisition in the Writing Center."

Audra Nakas (Psychology/Politics '15) presented "The Catholic Intellectual Tradition and the Writing Center: A Case Study" and Tyler Lomnitzer (English '15) presented "Religious Identity and Tutoring in a session entitled "Religious Mission in/and the Writing Center" and Alex Sniatkowski (English '15) presented in a session entitled "Thinking, Writing, and Tutoring Creatively: Applying Theory of Mind to Revision in the Writing Center" at the 2014 joint conference of the International Writing Center Association and National Conference on Peer Tutoring in Writing (Orlando, FL, October 30-November 1, 2014.)

Eva-Maria Ghelardi (History '14), Sullivan Maciag (History '13), and Alex Sniatkowski (English '15) presented their research on a panel entitled "Writing, Talking, Stating: Discourse as/in Action in Writing Centers" at the 25th annual Mid-Atlantic Writing Centers Association conference (Salisbury University, MD, April 4-5, 2014).

Application Process

All students who wish to apply for the WCUT Program must be nominated by a CUA professor who is familiar with their written work.

Students who are nominated will receive an email notification that explains the process for applying and hiring. An information form will be attached with this email; this form must be included in your application materials. All students who are nominated and who wish to apply must submit the following:

  1. The information form, which gives basic data concerning your academic and extracurricular commitments and interests.
  2. A one page cover letter that outlines your suitability for and interest in serving as an Undergraduate Writing Center Tutor.
  3. A 2-5 page writing sample of your academic prose, preferably argumentative in nature (as opposed to mere summary). The sample can be a complete paper or an excerpt.

All applications submitted prior to the deadline will be considered. From these, a small pool of applications will be selected to interview with the search committee. In-person interviews are an indispensable element of the hiring process. All applicants must be available during the interview period. Offers will be made at the end of the spring semester for position that will begin in the following fall.

Timeline for Spring 2019 Application Process

February 15: Tutor nominations due from faculty

February 20: Invitations and materials to apply will be sent out to nominees

February 27: Undergraduate Tutor Program info session at 7pm (Pryz 321).

February 28: Undergraduate Tutor Program info session at 4pm (Pryz 321).

March 11: Applications due

March 18-29: Interviews

April 5: Hiring offers made

Students who accept the position should be prepared to:

Enroll in a three-credit course in tutor training, ENG 328: Writing Center Theory and Practice, which requires research and writing on tutoring and composition. (If you are studying abroad in the fall, you will have to wait to apply at a time when you can take the fall course. We will consider students who can take the course in the fall but plan to study abroad the following spring.)

Participate in ongoing, full-staff training, typically four meetings per semester.

Work roughly 4–10 hours per week in 1–3 hour blocks.

Demonstrate engagement and growth in the position in order to maintain employment.

Please send application materials to Dr. Kevin Rulo (231 Marist Annex, English Department) by the spring deadline.