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.

Find out more about the application process

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).