writing services appointments

Make an Appointment - Use the location dropdown to specify where the appointment will take place. Selecting a different location will reload the appointment dates and times that are available to be booked. Select Location Select Location Frances Loeb Library GSD Mapping Assistance GSD Writing Services Tutoring Appointments

Welcome to writing services, for citation support and information about academic integrity, visit our write and cite guide .

The library provides free individualized support for writing at the GSD.

Peer writing tutors can help with many kinds of writing, including

• Papers for class
• Studio scripts
• Resumes and cover letters
• Applications for funding and internships
• Thesis, dissertation, or book-chapter sections
• Articles for publication

Peer writing tutors serve as attentive and responsive readers who will work with you to develop and refine your voice as a writer and  support your writing and planning skills such as

• Understanding assignment promtps
• Brainstorming
• Refining thesis arguments
• Outlining and organization
• Clarifying ideas

Sign up for a one-hour appointment up to two times a week . Tutors can spend up to15 minutes before the session reading through your documents in preparation. You will  receive an appointment confirmation email for the session with a Zoom link. If you prefer to meet in person, let your tutor know.

Drop in  for unreserved sessions using this  Zoom link  to see if a tutor is available.

If you sign up and can't attend, please delete your reservation so that another student can sign up.

If you have additional questions, feel free to contact us  at  [email protected]  

Appointment with:

Start Time:

Online Meeting URL:

Directions:

Academic Assistance and Tutoring Centers

The drop-in Writing Studio will be open on the lower level of Shields Library beginning April 8 and will be open Monday-Thursday 12-5 during Spring Quarter 2024.

Writing Specialists will be available by appointment on Oasis starting April 1. Writing Tutors will be available by appointment starting April 8.

AATC Writing Support

Why do students choose to use writing support at the aatc.

• We help build better writers, not just better papers
• We view writing and reading as a process that we’re here to help with
• We help students build their academic confidence and competence
• We have a friendly atmosphere where students can discuss their writing

Looking for writing and reading help?

• New appointments open daily, and the calendar posts more appointments for the next two days each evening, but if you are having trouble with the system, please contact our front desk team. We are most heavily impacted during midterms and finals and appreciate your patience. 

Looking for additional support as an undergraduate student, graduate student, or faculty member?

The University Writing Center in TLC provides consultations for the UC Davis community. Read more on their website for how to book an appointment.

AATC Writing Support Services

Writing Support in the AATC offers a variety of appointments to help you succeed with your writing and reading. Click on the buttons below to read our guides and access our calendars. The Writing Studio will be open on the lower level of Shields Library Monday-Thursday 12pm- 5pm starting on April 8 for Spring 2024. Individual in-person appointments can be scheduled through OASIS and will also take place in the lower level of Shields Library. Individual remote appointments can be scheduled through OASIS with tutors and specialists beginning April 1. Please check out our guides for how to select an in-person or remote appointment.

Writing Workshop Schedule (click to expand)

Giving Credit Where Credit is Due and Avoiding Plagiarism

For more information and to sign up, please visit the UC Davis Library's Workshops, Tours and Orientations page

• May 8, 2024 at 3:10pm-4:30pm in Shields Library Instruction Lab room 165

Services for Faculty and Staff (click to expand)

If you would like a Writing Specialist to visit your class or partner with your program, we can give a 15-20 minute presentation on services or a design a customized workshop with you. To get started, please complete our  interest form . 

We also have a video of our presentation on our services that you're welcome to show your class.

If you would like to assign a PlayPosit module on avoiding plagiarism, please consider adding these videos AATC made with the UCD Shields Library.

Please contact Kevin Sitz ( [email protected] ) for more information.

Campus Writing Support Resources (click to expand)

The Writing Support Services in the AATC is not the only UC Davis department that offers writing support. These departments offer one-on-one consultations, online resources, workshops, and more to help support your writing beyond coursework.

The Internship and Career Center can help you with applying for jobs and internships. 

Health Professions Advising can help you prepare your materials when applying for graduate school in the medical professions.

Pre-Grad and Law Advising can help you prepare your materials when applying for graduate and law school.

The Office of Research Grant Writing can help you with writing research grants and provides many resources.

The Entry Level Writing Online Resource Page offers many online resources related to improving your writing abilities.

The Writing Center offers appointments and writing support for all undergraduate students, graduate students, and faculty.

Academic Department Listings of Tutors for Hire

Some Academic Departments on campus maintain lists of tutors that students can hire. AATC has no affiliation with these listings and does not endorse or vet these tutors. Please carefully consider the following before contacting a private tutor

• Read any disclaimers on the department listing
• Agree on a price in writing
• Talk about what success will look like for you
• Ask how the tutor is qualified
• For safety, meet the tutor in a public place

Ready to look for a private tutor to hire? Listings for the Department of:  Chemistry ;  Mathematics ;  Physics ;  Statistics

Become a Tutor

If you are interested in helping others be as successful as you are, consider applying for a tutoring position. The rewards are great for both you and the students! Please click  here  for more information and to fill out our online application form.

Other Campus Resources for Students

Not sure where on campus to go for something? Student Affairs has a great Where to Get Help guide.

Looking for help overall with your classes not just a specific subject? The Office of Educational Opportunity and Enrichment Services (OEOES) offers Success Coaching and Learning Strategies support services.

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• How does it work?
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• Especially for multilingual writers
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• Common writing projects
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• E-12 Writing Centers Collective
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schedule, manage, and access your SWS visits

Email [email protected] for questions about Student Writing Support

Phone 612-625-1893

center for writing | student writing support

Student Writing Support

Welcome to student writing support, what is a writing consultation.

A writing consultation is a conversation between a writer and a consultant. During that conversation, the participants will set an agenda for the session, talk about the work in progress, and work together to meet the writer's goals.

SWS offers four kinds of consultations:

• appointments in 15 Nicholson Hall
• walk-in consultations in 9 Appleby Hall
• appointments in Zoom
• appointments in SWS.online

In all consultations, writing consultants can work with writers to

• Get started on assignments
• Break through writer’s block
• See their work from a reader’s perspective
• Prepare questions to bring back to their instructor or advisor
• Learn strategies for revising, editing, and proofreading
• Access writing resources
• Get some writing done in an "accountabilibuddy" session !

In addition to writing consultations, we offer a variety of videos, printable handouts, and web resources in our  Quick help  section.

What is an in-person consultation like?

You can bring a draft with you, but it’s also fine if you don’t have anything written at all yet!

You won’t share or send anything ahead of time; instead, your consultant will read anything you share during the consultation.

Nicholson Hall location: Let the front desk attendant know that you've arrived for your appointment.

Appleby Hall location: Walk-in consultations in Appleby Hall take place on a first-come, first-served basis. You sign in on a digital waitlist when you arrive in 9 Appleby Hall, and consultants will work with writers in the order they arrived. Typically, there are between 3–5 consultants at any given time.

What is a Zoom consultation like?

All Zoom consultations are by appointment through mySWS .

You can have a draft ready, but it’s also fine if you don’t have anything written at all yet!

• You won’t upload anything ahead of time; instead, your consultant will read anything you share during the consultation.
• Zoom consultations can last up to 40 minutes.

What is an SWS.online consultation like?

All SWS.online consultations are by appointment through mySWS , and they require you to keep track of two times: (1) the deadline to submit your writing and your questions/concerns about it, and (2) the time you will meet with the consultant for your 40-minute online chat.

After you submit your writing, the consultant will have 40 minutes to read it in preparation for your chat appointment. 

During your scheduled SWS.online chat, your consultant will give you feedback, answer questions, and collaborate with you through a chatbox next to your document. (There is no audio or video component.)

At the end of your consultation, you will receive a transcript of your chat to keep for yourself.

To learn more about what to expect and how to get the most from your visit to the Center, look at our general and graduate-student-focused informational handouts.

Please be aware of the Center's  important policies  related to appointments, privacy, and identification.

• Address: 15 Nicholson Hall , 216 Pillsbury Dr SE , Minneapolis, MN 55455 | Phone: 612.625.1893
• Address: 9 Appleby Hall , 128 Pleasant St SE , Minneapolis, MN 55455
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• Last modified on March 12, 2024
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Make an Appointment

How to make an appointment with writing services.

• In-person appointments during weekdays (Monday through Friday, 9:30 a.m. to 5:00 p. m.) take place in the writing center, which is located in the Center for Student Success in the basement of the Student Center. There are also evening in-person appointments; these take place in the library Sunday through Thursday from 5:15 – 9:00 p.m.
• A synchronous appointment takes place in real time via a Zoom session. You will meet at the appointed time for 30 minutes with a writing assistant via your electronic device.
• An asynchronous appointment takes place offline. You still make an appointment with a writing assistant via Accudemia for a specific date and time, but then you submit your paper to eCampus and await written feedback from the chosen writing assistant.
• In deciding between an in-person vs. a virtual appointment, it is best to consider your schedule and your own preferred learning style. In-person appointments offer the greatest capacity for interactivity and close engagement, while convenience is one of the greatest features of the virtual appointment.
• If you opt for a virtual appointment, you should make a synchronous Zoom appointment if you do not yet have a full or even partial draft of your essay. Synchronous is also best if you would like to brainstorm ideas with your writing assistant on how to approach the assignment. If you have a completed draft of the essay then you can still arrange for a Zoom meeting, but you might also consider offline feedback from a writing assistant via the asynchronous option.
• First, go to the Accudemia homepage: accudemia.monmouth.edu and sign in with your Monmouth username and password.
• Next, select the blue link titled “New Appointment” and you will be taken to the New Appointment screen.
• Under “Writing Services CSS” select the appropriate service for you. You will have a few choices here: select either “Graduate” or “Undergrad” and then select which formatting you are using for the course or assignment: MLA or APA (if you are unsure which format style you need, that’s ok… just pick one of them). You will also need to select the location that you would like for your in-person appointment: either in the writing center (basement of the Student Center) or at the library. So, for example, if you are an undergraduate student who would like an in-person meeting in the library for an assignment that requires APA formatting, you would select the service that is circled in red below.

• Next, you will have to select your “Subject Area.” You should see your courses populate automatically on the screen. Just click the class that the assignment is for.
• Then pick the date and time for your in-person appointment that best fits your schedule.

• Then, simply click “Confirm”
• Finally, arrive at your appointment (prepared with your assignment and whatever work you have completed for the assignment) at the appropriate time and place. Try to be a few minutes early if possible
• Follow all the same directions for making a synchronous Zoom appointment as you would above for the in-person appointment. The main difference is when you select your service. Be sure you select a service that indicates a “Synchronous Zoom meeting.” So, for instance, if you are an undergraduate student who would like a Zoom meeting with a writing assistant for an assignment in MLA format, then you would select the service that is circled in red below:

• Once you have selected your service, then you would follow the same succeeding steps as for synchronous appointments: Choose the appropriate class from your lists of courses, and then pick a date and time that is convenient for you.
• Then, simply click “Confirm.”
• Once your appointment is confirmed, you will receive an email from Accudemia confirming the details of your appointment.
• You then have two options as to how to access your Zoom appointment with your writing assistant: (1) Return to your Accudemia home page within ten minutes of your appointment time and click “Join session”; or (2) Go back to your email confirmation and, within ten minutes of your appointment time, click the “Join session” link from the email.
• Finally, simply wait for your writing assistant to admit you into his or her Zoom private meeting room. While you wait, be sure to have your assignment with you, and, if you have made it to this stage, a draft of your essay. It is up to you and your writing assistant how you would like to view your paper and assignment together: you may either use the “Screen Share” function in Zoom or simply email the paper and assignment documents.
• To make an asynchronous virtual appointment, follow once again all the same directions as you would for the in-person appointment or the synchronous Zoom appointment. The main difference is when you select your service. For asynchronous, be sure you select a service that indicates “Asynchronous eCampus.” So, for instance, if you are an undergraduate student who would like to submit a paper in APA format and receive written feedback for that paper, then you would select the service that is circled in red below:

• Once you have selected your service, then you would follow the same succeeding steps as for synchronous appointments: Choose the appropriate class from your lists of courses, and then pick a date and time that is convenient for you. Note: by picking a date and time for an asynchronous appointment, you are essentially choosing the time when you would like the writing assistant to review your paper. You do not have to be “present” in any way at the time you select.
• Click “Confirm” and your appointment is booked. You will receive a confirmation email from Accudemia with the details.
• Next, you must go to ecampus.monmouth.edu and click on the community titled “Online Writing Services for Undergraduates.” Click on “Assignments.”

• Then find the appropriate formatting folder for this assignment: MLA or APA. Note: Be sure the folder you select here matches the formatting style you chose when you made your appointment on Accudemia.

• Once you click on the appropriate folder, you will need to submit your assignment and your essay draft; go to “Submit Assignment” and add the necessary files.

• You must also fill out some information to go along with the documents. When you click on the formatting folder, you will see “Assignment Information Sheet.” To the best of your ability, please fill out the necessary information you see there in response to the six prompts listed.

• When you are done, click “Submit” at the bottom of the page. Important note: please be sure to complete these steps before the appointment time you selected on Accudemia.
• Finally, simply await feedback from your writing assistant. Check back in the same “Assignments” folder that you dropped your assignment in. You should allow at least a few hours for the writing assistant to review your paper thoroughly and provide useful feedback.

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University Writing Services

Whether you are brainstorming your first assignment at Saint Louis University or putting the final touches on your dissertation, SLU's University Writing Services can offer individualized feedback on your writing and composition process.

University Writing Services is committed to the campus-wide improvement of student writing through one-on-one consultations. We work with students from all SLU colleges and departments on academic and non-academic writing. Writing consultants can also provide content-based feedback on cover letters, group projects, multimodal assignments, personal statements, and speeches/oral presentations. 

Our role is to support you by offering a variety of consultation options to hone your skills and become a more confident writer. We encourage you to bring in your project at any stage during the composition process, which can include but is not limited to:

• Following assignment or project guidelines
• Brainstorming and identifying the topic you want to write about
• Forming research questions and hypotheses 
• Developing thesis statements and arguments
• Organizing ideas (structure, topic/closing sentences, transitions, flow)
• Researching and supporting claims with evidence (source/quote integration)
• Citing and formatting sources properly
• Improving clarity, word choice and phrasing
• Identifying recurring grammar and punctuation mistakes
• Revising drafts and implementing feedback 

We cannot guarantee better grades, and we do not proofread or copyedit essays. We help, but we also ensure that students take responsibility for their work and develop writerly personas. Our end goal is for students to become self-directed learners. 

Delivery of Services

Students may choose one of three options to receive feedback on their writing: in-person appointments, online (asynchronous) consultations, and Zoom video conferences. Students can schedule appointments through EAB Navigate - Student located under Applications on the Okta dashboard. Consultations begin on the hour, typically last for 45 to 50 minutes, and are followed by a brief survey. There is a maximum of three appointments per week. Back-to-back appointments are not permitted.

Services for Spring 2024

University Writing Services is offering in-person appointments, online (asynchronous) consultations, and Zoom video conferences starting Tuesday, Jan. 16 (the first day of class) through Tuesday, May 14 (the last day of final exams).

In accordance with the SLU academic calendar, these services will not be available during University holidays. The writing center will be closed:

• Friday, Feb. 9 (Wellness Day)
• Saturday, March 9 through Saturday, March 16 (Spring Break)
• Thursday, March 28 through Monday, April 1 (Easter Break)

During this time, the entire staff will be out of the office and unable to hold appointments or review submissions. 

Spring 2024 Writing Center Summary of Services and Policies (PDF)

If you need help scheduling appointments, check out this step-by-step guide for using EAB Navigate - Student, located under Applications on the Okta dashboard. 

For questions, email [email protected] .

In-Person Appointments

Students may schedule in-person appointments at the Busch Student Center, suite 331; Pius XII Memorial Library, room 320; and Trudy Busch Valentine School of Nursing, suite 114.

If you are working on an assignment for a specific class, you are encouraged to bring the prompt and grading criteria provided by your instructor. For writing projects that are not class-based (dissertations, journal submissions, master's theses, personal statements, etc.), you are encouraged to bring any guidelines you have received.

Appointments typically begin with a discussion of the context and audience surrounding the project as well as your vision and needs for the finished product. After solidifying the goals, you and/or the consultant will read your work aloud, discussing higher- and lower-order concerns to develop a plan for completing or revising your project.

To schedule an in-person appointment, go to EAB Navigate - Student located under Applications on the Okta dashboard and select your preferred location to see the consultants' availabilities.

Online (Asynchronous) Consultations

Asynchronous appointments will take place remotely. Asynchronous means that students and consultants will interact with each other at different times via email rather than physically meeting in person or participating in a live conference online.

The first step is to book an appointment. To schedule an asynchronous consultation, go to EAB Navigate - Student located under Applications on the Okta dashboard. Select "Online (Asynchronous) Consultation" as the preferred service to see all the consultants’ availabilities.

The second step is to complete the Online Submission Form (link provided in the description on the EAB final confirmation page) before your scheduled appointment time. The submission form will provide two designated locations for attachments, one to upload your document and another to upload an optional related prompt or rubric. It is helpful to give as much information about the context and purpose of the project as possible. Please save and upload files in .doc or .docx format.

After completing the required steps, you should receive two email confirmations — one from EAB Navigate - Student and one from the Online Submission Form. 

Starting at the time of your appointment, an experienced writing consultant will begin to make suggestions on how to improve your project for approximately four to seven pages of content. This feedback will consist of marginal comments (using Microsoft Word's built-in comment function), a summary, and an action plan. The consultant will send you an email from [email protected] by 10 p.m. the day of your appointment. Download the updated document to your computer, as you may not see marginal comments in many internet browsers' "view" function. 

If you want additional feedback after an initial draft (or, if you want, a writing consultant to look at an unrelated assignment from a different class), you will need to schedule another appointment and submit a new form. Both steps must be repeated. Indicate the appropriate section that you would like the consultant to review, whether it is the same section or a new range of pages if it is a longer project. 

Zoom Video Conferences

Synchronous video consultations will take place in real time using Zoom. Both you and the writing consultant will be able to look at your writing project simultaneously by screen sharing, use the in-meeting chat function, and make annotations. These conferences can be conducted using a desktop computer, laptop (preferred), tablet/smartphone (limited functionality). To communicate with the writing consultant, your device must have microphone accessibility. Webcam accessibility is strongly recommended.

To schedule a synchronous video consultation, go to EAB Navigate - Student located under Applications on the Okta dashboard. Select  "Zoom Video Conference" as the preferred service to see all the consultants’ availabilities.  Remember to save the link to the consultant's personal meeting room on the final confirmation page. Sign into Zoom on the day and time of your scheduled appointment to meet with your consultant.

Visit at Any Point in Your Writing Process

At University Writing Services, we help you work on whatever you are writing at the moment. Even the most experienced writers find it useful to get feedback on their work throughout the entire creative process.

Remember Us for Revisions

We can help you work through different drafts of the same assignment. If you plan ahead and make multiple appointments over the course of a project, we can offer even more help. We recommend coming several times a semester. Dividing your writing into smaller steps improves the final product. If our scheduling software does not allow you to make an appointment far enough in advance, please contact Coordinator of Academic Support Alexander Ocasio at [email protected] .

Peer Consultants

Peer consulting allows you to voice your priorities, ideas, and concerns. It can be a time to think aloud, organize thoughts and ask questions outside of a classroom setting.

Consultants at University Writing Services are part-time staff, graduate assistants, and undergraduate peers who are trained in the different ways people write and how to talk about writing with others in a respectful and productive manner. Our consultants are good listeners as well as good writers.

• Graduate students work with trained part-time staff and graduate assistants.
• Undergraduate students work with trained part-time staff, graduate assistants, and undergraduate consultants.

Interested in Becoming a Writing Consultant?

Our consultants come from a variety of majors. Consulting is an excellent way to serve the SLU community while gaining additional writing, communication, and professional experience.

Writing Consultant Practicum

ENGL 3859 - Writing Consulting Practicum

Credit(s): 3 Credits

Teaches students how to run in-person and online writing conferences. Coursework includes analyzing writing, understanding common academic and professional writing genres, and responding to writers using equity-focused strategies. Three course tracks give students the choice of how they will complete the course: through coursework only, through coursework and service-learning, or through coursework and an internship at University Writing Services (UWS). Internship students consult in UWS during the second half of the term. Students on all three tracks who successfully complete the course are eligible to apply for employment at UWS. Counts toward English department concentration in Rhetoric, Writing, and Technology.

Attributes: Educ Composition & Rhetoric, English Rhetoric & Argument, Rhetoric, Writing, Technology, UUC: Writing Intensive

Paid Consultants

After completing ENGL 3859, students can apply for a staff position. University Writing Services usually hires six to nine new undergraduate consultants each academic year who work several hours weekly. Paid consultants continue their professional development by training with other staff members in addition to researching, reflecting, and writing about theoretical principles that influence current writing center practices.

Visit the tutor blog for writing advice from our staff

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It's time for the 3-Minute Thesis Competition! Tell us about your research...and you could win $1000. 

Strategies for Essay Writing Handouts

Each handout focuses on a different aspect of the writing process.

We're hiring!

Current undergraduates are eligible to apply to work as peer tutors at the Writing Center.  

Schedule an Appointment

English grammar and language tutor, drop-in hours, harvard guide to using sources, departmental writing fellows, writing advice: the harvard writing tutor blog.

Students are welcome to book appointments at any stage of the writing process.

Undergraduates at Harvard College can visit the Writing Center for help with any writing assignment, fellowship application, or graduate school admissions essay.

Writing Resources

Guides for writing essays and papers

Meet the Staff

Writing Center staff listing

Contact / Employment

Reach out to us with questions and inquire about employment opportunities

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• Writing services

Writing Support Services offers a supportive atmosphere for confidential dialog about the writing process. Our consultants are engaged in students' writing, and offer a non-directive, responsive approach to providing students with the strategies needed to learn productive habits in all stages of writing. Services offered include:

• Free individual consulting sessions
• Writing workshops - Download Spring 2024 flyer
• Writing resources

Scheduling information

For the first two weeks of the fall and spring semester, Writing Support Services offers limited individual consulting hours. Starting from the third week of each semester, the Writing Support Services will offer regular consulting hours. Visit our scheduling system for information. If all appointments are taken or if none of the available hours work for you, please email the WSS Coordinator .

How to Schedule and Prepare for an Appointment

• Go to our  scheduling system .
• Use your Active Directory ID and password.
• Once you are logged in to the scheduling system, the calendar will display available appointments.
• Select an open time to make an appointment.  After you make the appointment, you will receive a confirmation email, informing you of the place and time to meet your consultant. Each person is limited to one appointment per week.
• At least 24 hours before your appointment, email a draft of your paper as an attachment to  [email protected]  and/or your consultant's email address. In your email, list two or three aspects of your paper that you would like to focus on during your appointment.
• If an appointment is listed as a “Drop-in” appointment, you do not need to make an appointment.  But you must sign up to reserve the drop-in slot for that particular day. A physical sign-up sheet will be available 30 minutes in advance of the Drop-in Consultations outside of rooms LeChase 207 and 209.

Frequently asked questions

What support is offered.

Writing Support Services offers assistance to Warner students in many areas of writing. Students are expected to take responsibility for their choices about their own writing. We encourage students to take notes during consultation sessions. Among the services offered, we:

• Review your paper before a scheduled session and prepare questions that other readers may ask.
• Answer your questions and try to respond to your concerns about your paper.
• Direct your attention to resources that might prove useful.
• Suggest strategies, offer encouragement, and provide information to help you move forward with your work.
• Help you set priorities based on your needs, identifying points of revision that are possible within a particular timeframe.
• Help you clarify the point of a section or the whole paper by asking questions and listening to your answers.
• Indicate patterns in your writing that you may wish to modify: organization of points, sentence patterns, word choice, tone, grammar, etc.

What support is not provided?

Although we try to meet many needs of students, we cannot:

• Proofread or edit drafts of papers
• Address every strength and weakness in the draft, or point out every issue related to sentence structure, grammar, or mechanics.
• Promise that your paper will be finished when you leave the consultation; in all likelihood you will leave with work to do.
• Guarantee a one-to-one correlation between your consultation and better grades. Nor will we discuss grades during sessions.
• Guarantee that our interpretation of an instructor’s assignment will be accurate.

 Students who want proofreading assistance will find a list of independent proofreaders who offer their services for a fee. 

What takes place during a session and how long do they last?

A typical session will address one or more of the following concerns: focus, organization/structure, audience, transitions, paragraph unity, and grammar/syntax. Sessions will be 50 minutes long, with an additional 5 to 10 minutes for wrap-up and evaluation. For papers longer than 15 pages, you may want to make several appointments during your writing process. Because of high demand, each student may only schedule one consultation per week.

Can I get help on take-home or comprehensive exams?

If you have questions about whether it is appropriate to get feedback from the Writing Support Services on take-home exams or comprehensive exams, please ask your instructor or advisor before bringing in your paper. Teaching and Curriculum doctoral students may not use Writing Support Services for help with their comprehensive exams, unless they are users of English as an additional language. Support for comprehensive examinations will be limited to two appointments per examination. Students may also bring revised comprehensive examinations for writing support (for an additional two appointments).

When should I schedule an appointment?

The earlier in the writing process you use Writing Support Services, the more helpful the consultants can be. Keep in mind that scheduling an appointment for the day before a paper is due will most likely be more stressful than helpful. Please allow at least three to four days for revision between your appointment and the assignment due date.   When you schedule a session you will receive a confirmation email stating the location of your consultation—there is no longer an office available for WSS consultations.

However, if you cancel within three hours of your appointment time, you will be considered a “no show.” Students who are “no shows” for three appointments during one semester will be blocked from appointments for the rest of the semester.

How can I get the most out of a session?

No less than 24 hours before your appointment, please e-mail the following to: [email protected] :

• The writing prompt or assignment from the instructor.
• Your paper, double-spaced. If it is a long text, either send a section or note which section you want to receive support on. (If you have not started to write your paper, bring your notes and ideas about it.)
• A statement in your e-mail that identifies two or three areas that you would like to focus on during the session (e.g., your argument, organization, clarity, APA style, etc.).

If your text is not ready 24 hours in advance, you may still bring content and ideas for discussion; however, the consultant will not prepare in advance. Consultants are not available to go over the specifics of an assignment; please contact the instructor with these questions.

What should I do if I can't get a consulting session appointment right away?

Drop-in writing support sessions offer you an opportunity to discuss academic writing questions face-to-face with a writing consultant, without scheduling an appointment in advance. Drop-in sessions are available  only  when not all of the regularly scheduled appointments have been reserved.

• To find out if Drop-in appointments will be available on a particular day, visit our scheduling system on that same day and look for appointment hours labeled ‘Drop in’. These appointments are automatically made available on our webpage on a rolling basis, 24hours before an open appointment slot.
•  Drop-in sessions are available on a first-come, first-served basis.
• A physical sign-up sheet will be available 30 minutes in advance of the Drop-in Consultations outside of rooms LeChase 207 and 209. You must go to the room at that time and sign up to reserve the drop-in slot for that particular day.
•  You may use as many drop-in appointments as are available, but you must sign up for each one separately.
•  Using a drop-in appointment will not prevent you from being allowed to sign up for a full writing consultation appointment during the same week.
•  Drop-in consulting sessions are an experiment of the Writing Support Services. This service may be discontinued if it is not used. We welcome your feedback on our experiment! To give feedback or for more information, please  email the WSS Coordinator .

Need writing assistance?

Saturday writing groups.

Every Saturday, from 9:30 a.m. to 12:30 p.m. Since February 3 LeChase Hall, Room 481 or on Zoom

A Writing Support Services consultant will host the weekly sessions. Join fellow writers in a structured time and space.

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Writing Workshops

Consultants.

Onesmo Mushi

Onesmo is a PhD student in the Teaching and Curriculum program at the Warner School of Education. He has a master's degree in Teaching English to Speakers of Second Languages (TESOL) from the Indiana University of Pennsylvania, USA, under the Fulbright scholarship and a Bachelor of Education in Special Needs from the University of Dodoma, Tanzania. Before joining graduate school, he taught English to secondary school students for five years in Tanzania. He also spent a year learning the Chinese language at the Zhengzhou University of Aeronautics in China. His research interests include Academic and Professional Writing, Transnational Literacy, and Curriculum Reform.

Xiatinghan Xu

Xiatinghan is a PhD candidate in Teaching and Curriculum at the Warner School and coordinator of the Writing Support Services. She holds a BA in English from Sichuan University and a MA in Teaching English to Speakers of Other Languages (TESOL) from the University of Southern California. Before coming to Rochester, she worked as an ESL teacher at LA Technology Center, where she finished her case study of immigrant adult English learning. She also has years of experience teaching TOEFL reading and writing. Her current research interests focus on multilingual writers’ research and publishing practices.

Sieun is a PhD candidate in Teaching and Curriculum at the Warner School. She holds a BA degree in elementary and music education and worked as a public school teacher in South Korea for 10 years. She has a master’s degree in Aesthetics, a branch of philosophy concerning human desires, emotions, and the arts. She has led an English academic writing peer review group for the past 5 years, with approximately 80 international students from various fields. Building on her expertise in Self-Determination Theory, her research interests focus on the psychology and philosophy of human flourishing, development, perception, processes of self-integration, emotion regulation, and valuing.

Xinyue Wang 

Xinyue is an EdD student in the Counseling and Counselor Education program at the Warner School of Education. She has a BA degree in Communication Studies and English from the University of Nebraska-Lincoln and a MA degree in Education Psychology, with a focus on Counseling and Student Personnel Psychology from the University of Minnesota-Twin Cities. She has been working with international students in higher education settings, providing them with academic and social-emotional support for the past seven years. She is interested in understanding international students' experiences and fostering optimal development, well-being, and a sense of belonging for the student population in higher education settings. 

ABIGAIL ZANG HOFFMAN

Abby is a PhD student in Human Development at the Warner School. She earned a BA from Cornell University, and she earned both a Master of Divinity and master’s degree in social work from the University of Chicago. For the past 18 years, she has been a Pastor serving in congregations in Upstate NY. Her research interests include well-being, social connection, and community-based efforts to address the epidemic of loneliness.

Dardan Shabani

Dardan is a PhD student in Teaching and Curriculum at the Warner Graduate School of Education. He has a master’s degree in Teaching English to Speakers of Other Languages (TESOL) from the same school. He has been working as an English teacher for 11 years in different educational institutions, such as English language centers, public schools, and higher education, and in various geolinguistic contexts, including Kosovo, United States, and France. He has taught courses such as English for Academic Purposes, Business English, and introductory course in linguistics at Université Lumière and Université Jean Moulin in Lyon, France. His research interests lie in the field of TESOL and English teacher identity.

Email non appointment inquiries to: [email protected] . 

Accommodations

For accommodations related to writing, contact Mary Judge at (585) 273-1838 or  [email protected]

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All appointments are virtual.

The sign-up for appointments is available two weeks in advance of the appointment date . Students can make an appointment until 12-hour prior to an available slot. Appointments are available Monday-Saturday, depending on Teaching Fellow availability. 

If a student has more than one assignment, they may have two appointments in a single week. No student should have more than one appointment per paper per week unless they have emailed the writing center supervisor/lead TF for permission. Students seeking consultation on a group paper/assignment, should send one delegate to meet with a Writing Center TF.

Writing Center Appointments:

• One-on-one appointment (30 or 45 minutes for master’s students and 60 minutes for doctoral students) 
• Define a research question 
• Organize the content of your paper 
• Receive citation and referencing resource recommendations 

Services not provided:

• Copy editing
• Cover letter/resume/job applications
• Grammar help
• PhD applications
• Proofreading

For more information, visit our website  or contact Ning Zou , Associate Director for Student Academic Services & Learning Design, Gutman Library. For questions, email Katherine Morelli , Writing Services Specilist. 

Appointment with:

Start Time:

Online Meeting URL:

Directions:

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Writing Services

• Online Writing & Learning
• Writing Lab

Writing Services provides collaborative writing support for UNCW students. Our writing consultants help students develop their writing skills throughout the writing process.

Phone: (910) 962-7857

[email protected]

First floor of DePaolo Hall Room 1056

Regular office hours:

Monday - Thursday: 8:00am - 9:00pm

Friday: 8:00am - 5:00pm

Sunday: 2:00pm - 9:00pm

Hours vary by service

Services are only available during Fall, Spring, and Summer semesters, when on-campus classes are in session; limited hours during exams

Cornell Writing Centers

The CWC provides support for individuals at any stage of the writing process. It is a free resource available to all of Cornell—undergraduate students, pre-freshman and high schoolers in summer programs, graduate students, staff, faculty, and alumni—for nearly any kind of writing project: applications, presentations, lab reports, essays, papers, and more. Tutors ( highly trained undergraduate students ) serve as responsive listeners and readers who can address questions about the writing process or about particular pieces of writing. They will ask questions that foster critical thinking about your writing, and they will also consider questions of confidence, reading, analytic thought, imagination, and research. All tutors have training in supporting multilingual writers, working with writers remotely online, and in supporting writers working on application materials.

Make an Appointment

For spring 2024, the Cornell Writing Centers will start tutoring on Monday, February 5 . Tutoring will primarily be in-person. We ask that online appointments are saved for people who truly need them (for accessibility needs). Walk-ins are always welcome for in-person tutoring. 

Writers will need to  register for accounts and make appointments  for all online appointments.

Make an appointment

Tutoring Schedule

Weekly tutoring schedule .

Sundays—Thursdays, 7:00-10:00pm

• 108 Uris Library
• 403 Olin Library
• B06 Ruth Bader Ginsburg Hall
• Online, through WC Online Scheduling System 

Mondays—Thursdays, 3:00-5:00pm

• 178 Rockefeller Hall 
• Mann Library Consultation Area 

Spring 2024 Semester Schedule 

We are transitioning all of our physical tutoring locations back to only offering in-person tutoring. While we appreciate the ease of online tutoring, we believe that writers and tutors are both best served by in-person interactions. As always, if you make an appointment and don't show up, a tutor will reach out after five-minutes via email. During this exchange, you can explain your need for an online appointment. 

Wanted: Writing Tutors!

Why Visit the Cornell Writing Centers?

Writing Centers: Celebrating Graduating Tutors

Commitment to combatting linguistic injustice.

The CWC recognizes and values the rich diversity of writers at Cornell, who come from different educational, national, racial, cultural, and linguistic backgrounds with varying ways of thinking and being in the world. The CWC further acknowledges the racialized ways languages (and their users) are hierarchized based on white linguistic norms. To combat linguistic injustice, our tutors receive ongoing pedagogical training on how to ask questions and provide feedback that encourages writers to value and use their own languages and voices in ways that honor linguistic differences, seek growth in writing and thinking, and advocate for their right to their language. We are committed to respecting each writer as a whole person who has agency over their writing and language choices. 

Writing Center Policies

The Cornell Writing Centers are generally flexible in our work with writers, but the following guidelines may help you to better understand how we function as well as some of our limitations.

Tutoring Times

Writers can only make  a  60-minute appointment  using our online scheduler, WC Online. We recognize that 60-minutes may seem like too much time and/or may be overwhelming. However, this requirement is to protect both your scheduled appointment time (for example, in cases where figuring out technology or wifi issues may take up 10-minutes in the beginning of the session) and to protect our tutors from fatigue. Further, the length of the actual session will be determined by what you bring to work on with the tutor (that is, you do not need to use the entire allotted hour appointment).  

Writers are encouraged to  only bring 4-6 pages of writing at a time. If you bring a longer piece of writing, we would strongly encourage you to have a smaller section that you'd like to work on. We believe that tutoring is best when the writer and tutor are working together to think through smaller sections. 

Appointment Limitations

Generally, writers can only make two appointments per week through our online scheduling system, WC Online. Our goal is to help you understand how your piece of writing works and how you can revise it and grow as a writer. Growing as a writer involves reading and revising your writing on your own as well as working with a tutor; thus, we hope that the maximum of two appointments per week will encourage further time reading and thinking about your writing on your own. Further, we are a limited resource and want to ensure as many people as possible can make appointments. 

We encourage writers to work with multiple tutors, rather than only making appointments with the same tutor for every session. We believe that getting multiple perspectives on your writing will prove more useful.

We encourage writers to cancel WC Online appointments no less than 8 hours before the scheduled appointment. Canceling your appointment, when necessary, is a courtesy both to the tutor and to other writers who may wish to make an appointment at that time. If you miss three appointments (without canceling them), your WC Online account will be automatically disabled.  

Tutoring Pedagogy 

Our tutors are trained to create a collaborative tutoring experience that is interactive and conversational. They will ask you questions about your larger argument and purpose in writing, how you're using evidence and analyzing, and how you're understanding particular vocabulary or language choices. We believe that writers learn about writing through both doing the work (writing, revising) and through talking about their writing and noticing the effect of certain choices. Thus, to get the most out of a tutoring session, we hope that you will come prepared to have a rich and engaging conversation about your writing!

Tutor Agency 

The CWC also honors each tutor's agency to make decisions that represent a negotiation of what is best for both the tutor and the writer. This policy acknowledges that both tutors and writers are complex humans with varying needs when it comes to reading, writing, and communicating. That means, your tutor may ask you to print out your essay because that's how they read best, or a tutor may be willing to work with you for an extra half hour or they may need to be done immediately when their tutoring shift is done. Tutors, like writers, have individual reading and tutoring preferences as well as varying comfort levels with different types of situations--we encourage them, like you, to make purposeful decisions that all parties are comfortable with. While this policy does result in a variety of different practices and approaches to different situations, we hope that you'll respect each tutor's requests and sense of what they need, as they will also respect your choices about what you need. 

WC Online Scheduling System

We use WC Online ( https://cornell.mywconline.net/ ) for scheduling appointments and keeping track of the number of appointments we have each semester. If you came to the Writing Centers without an appointment, it is likely a tutor created a WC Online account for you in order to track the appointment. If you are trying to login to WC Online and can’t, simply use your Cornell email address and click on “Reset your password.” The “Reset your password” link is right below the login button.

Proof of Appointments

Generally, we do not support tutors (who are peers) providing teachers with proof of an appointment. Since we believe that peers are equals and tutors do not have power over their peers, tutors should not be asked to sign or authorize any documents that prove writers attended a session. However, writers can request that tutors email the writers their client report from, which the writer can use as they please. Client report forms are, generally, an internal document that summarizes and reflects on the tutoring session.

Online Tutoring

How online tutoring works .

Online tutoring is by appointment only, so to get started, writers need to  register for an account and make an appointment. 

Our online appointments offer  the option for video-conferencing or text-box chatting , and  in order to “show up” for an appointment,  you simply need to  login to the schedule , click on your appointment, and then click the yellow link that says “START OR JOIN CONVERSATION.” Our tutors will be prepared to help you navigate technology issues—they will email you to check-in and offer help should you have any trouble “showing up.”

Check-out this video demo for how to make and "show up" for an appointment: 

Though we work hard to ensure smooth online appointments, due to the regularity of technical and other unforeseen issues, we ask all writers to make hour-long appointments. If technology/internet issues do arise or you're struggling to "show up," don't worry--our tutors are trained to reach out and help and they all have a back-up plan! 

Become a Tutor

Interested in becoming a tutor here are some things our past tutors have valued in the work: .

"As a writing tutor, I enjoy the one-on-one conversations and brainstorming sessions I have with writers from various disciplines. This experience has challenged me to not only quickly learn and dive into a topic that I am not too familiar with, but also tailor my advice to the writers' specific needs and goals. I have become a better writer and critical thinker thanks to this job!" - Sichun Liu

"Being a writing tutor at WC makes me realize writing is not a solitary activity. It gives you access to the workings of so many brilliant minds." - Qijia Yu

"It is incredibly satisfying to have a job as intellectually stimulating as being a Writing Tutor for the Knight Institute. As an international student studying mechanical engineering, I have worked with students of feminist studies, urban planning, music theory, English, and anthropology - to name a few. These interactions - where I get to learn as much as the students who come to the writing center - have allowed me to experience fully the breadth of a liberal arts university despite having a 'technical' major, and have greatly enriched my Cornell experience." - Emad Masroor

Why Tutor? 

As the above quotes indicate, tutors find this work to be rewarding for a number a reasons: working with writers from across the disciplines, the intellectual engagement of tutoring, the collaboration, professional development around pedagogy and writing, and the community! We have a vibrant and diverse tutoring community that participates in on-going professional development activities. This work is generative, creative, and an excellent opportunity for students interested in communication, writing, education, and collaborative learning.

Our undergraduate and graduate writing tutors provide support for a diverse pool of writers at various stages of the drafting process for nearly any kind of writing project.  We operate out of five campus locations to offer thirty- to sixty-minute individual meetings. During tutorials, writing tutors typically:

• help writers get started with essays by reading and discussing a writing assignment, evaluating research material, or brainstorming an outline;
• discuss ways to shape coherent arguments, make strong use of evidence, and work with appropriate citation conventions;
• consider questions about depth of analysis, organization, thesis definition, audience expectations, paragraph development, stylistics, or sentence structure;
• offer specific strategies for diverse writers navigating different parts of the writing process, including brainstorming, drafting, revising, and editing; 
• support both native and non-native speakers of English to identify patterns among errors in grammar or usage;
• and, help writers understand and address specific feedback from peers and teachers.

In short, writing tutors serve as responsive listeners and readers who can address questions about the writing process or about particular pieces of writing. 

Job Descriptions

Writing centers tutor.

• Tutors typically work 1-3 tutoring shifts a week. We currently have two tutoring shifts: 3:00-5:00pm or 7:00-10:00pm ET. Tutors usually work between 2-9 hours a week.
• New tutors must complete a 7-week, 1-credit training course (WRIT 2101, see below for details). Tutor training is only held in the spring, and begins when the 7-week courses start, midway through the spring semester. 
• After completing the tutor training course (once hired), tutors are required to attend 4 (paid) staff meetings a semester. Staff meetings are usually at 5:30-6:30pm ET, on varying week nights. During these meetings, as a group, we discuss tutoring pedagogy and practice, workshop a variety of sample student writing, and reflect on tutoring experiences. Staff meetings deepen and extend the introduction to basic tutoring pedagogy and practice covered in WRIT 2101 (tutor training). 
• Tutors get paid an hourly rate, and there is often the bonus of snacks and cookies at events.  

Positions for Advanced Tutors

Social media intern.

The Cornell Writing Centers have an instagram, facebook, and twitter account, as a method for promoting and connecting with writers across campus. We typically hire 1-2 trained Writing Center Tutors to run our social media for one academic year. Social media interns must regularly meet with Dr. Kate Navickas to plan and develop content and discuss different promotion strategies. This position offers the opportunity to gain some communication and promotion skills as well as to develop creative and engaging content. Typically, interns work .5-1 hours per week. 

• Requirements: Applicants must be trained Cornell Writing Center tutors to apply. 
• To apply: email Kate Navickas, [email protected], with an explanation of your interest in the work and a resume. 

Knight Writing Mentor 

Writing mentors are experienced CWC tutors who meet with assigned students for one or two hours each week for the duration of a semester or year to develop effective and sustainable writing habits and strategies. Undergraduate and graduate students can work up to 6 hours per week to support writers enrolled in First-Year Writing Seminars or other writing-intensive courses, and students working on substantial writing projects, like honors theses. Writing Mentors meet regularly for reflection on pedagogy and practice with Dr. Kate Navickas. Though mentors may start tutoring right away, they still are required to attend the same 7-week paid tutor training that new undergraduate writing center tutors do (this starts the week before spring break). 

Graduate students, seniors, and current Writing Center tutors are encouraged to apply. Applications from juniors with relevant experience may also be considered.

Learn more and apply here

Writing Centers Assistant Director 

The Writing Centers regularly hire graduate students for the role of assistant director. The work involves 5 hours of administrative work per week. The position includes tasks like reviewing tutor applications, participating in tutor interviews, conducting peer observations, analyzing Writing Center data, leading tutor staff meetings, teaching or co-facilitating tutor training, and other necessary administrative work. Assistant directors meet regularly with the director, Kate, to select administrative experiences that align with the program’s needs and the TA’s interests as well as to reflect on the professional value of the experiences. 

How to Apply

All tutor applicants must be matriculated Cornell students. 

Undergraduate Students

• Undergraduate tutoring applications are only reviewed in the spring
• Prerequisite: Successful completion of at least one First-Year Writing Seminar 
• Complete  this application form 
• DEADLINE:  Second Friday of February by noon. Spring 2024 deadline: Friday, February 9th.

Application Process:  Applications will be reviewed after the spring deadline. A select number of applicants will be invited to sign-up for small-group interviews. The applicants who will be offered positions tutoring, will begin the 7-week tutor training course (WRIT 2101) after group interviews, roughly midway through the semester. Thus, the application and training process approximately takes a full semester. Newly  hired tutors will begin tutoring during the exams period of the semester they get hired and trained. We hope to encourage tutors to apply early in their academic career and to continue tutoring throughout their time at Cornell. 

WRIT 2101: Responding to Writing: Theory & Pedagogy (1 credit)

Course Description: This course introduces students to scholarship on writing pedagogy, requiring them to think critically about collaborative learning strategies, multilingual writing challenges, ethical considerations in peer tutoring, and the ways in which race and other facets of identity inform teaching and learning. The learning objectives include: develop an understanding of different theories of writing and the history of writing centers; practice reading and responding to a variety of different writing genres and student situations in ways that connect theory to practice; learn to question assumptions in specific pieces of writing, frameworks for writing, and in pedagogical interactions; self-reflect on individual writing processes, writing, and previous educational experiences; analyze the ways in which writer and tutor identities affect pedagogical interactions and learn strategies for equitable and ethical tutoring; develop confidence in suggesting interventions for other writers at various stages of their writing processes; and, gain flexibility in utilizing a variety of strategies for fostering writer agency and growth.    

Spring 2022 Tutor Training Course Details:

• Starts the week of March 13
• Held weekly, on either Tuesdays or Wednesdays at 4:30-6:00pm (course day will be determined by selected applicant schedules)
• Knight Institute staff will enroll hired tutors
• Non-tutors interested in taking the course can email requests of interest to Dr. Navickas, [email protected] 

Graduate Students

• Prerequisite: successful completion of Writing 7100 or previous tutoring or teaching experiences. 
• Submit a CV and letter of interest detailing relevant employment or coursework to Dr. Kate Navickas, [email protected] 
• DEADLINE: Applications accepted on a rolling basis.

CWC for Teachers

The Cornell Writing Centers (CWC) can help support you and your students  through classroom visits and workshops, writing guides, and the Essay Response & Consultation Program. We are always excited to work with you to develop activities, workshops, or resources that are specific to your course and writing needs.

The CWC relies on support and promotion from faculty and instructors across campus; thus, we hope that you will continue to support our services and your students by including the CWC blurb (below) on your syllabus or Canvas site and by periodically reminding students about the work we do.

The Cornell Writing Centers Syllabus Blurb

The Cornell Writing Centers (CWC) provide support for individuals at  any stage of the writing process.  It is a  free resource  available to everyone on campus—faculty, staff, graduate and undergraduate students—for nearly  any kind of writing project : applications, presentations, lab reports, essays, papers, and more. Tutors (trained peers) serve as responsive listeners and readers who can address questions about the writing process or about particular pieces of writing. They can also consider questions of confidence, assignment expectations, critical reading, analytic thought, and imagination. All writing tutors are also trained to work with multilingual writers writing in English and to help support application materials.  Walk-ins are welcome , or you can make an appointment here:  https://cornell.mywconline.net/   

Request Bookmarks, Stickers, or Posters

To promote the CWC, we typically print promotional bookmarks, stickers, and posters each semester. All students in first-year writing seminars receive either a CWC bookmark or sticker each semester. If you would like us to send promotional materials to you for your course or to send posters to be hung in your building, please email Director Kate Navickas, [email protected]. 

Advice for Encouraging Students to Use the CWC

Making an appointment at the Cornell Writing Centers can be intimidating for students. When you talk about the value of tutoring, it helps to explain to students what they can expect. Here are some points we hope you might emphasize: 

• Tutoring is not only for struggling writers, it's beneficial for all writers. All writers grow from sharing their work, talking about it, and getting feedback on it. 
• Tutoring is interactive and collaborative because this leads to deeper learning and growth. Writers can expect tutors to ask them questions about their writing, ideas, understanding of the assignment, and hopes for a piece of writing. Tutors may also encourage writers to do some brainstorming, reading, and writing with them during the session as a way to get started on the work. 
• Tutors will help with language-issues, grammar, syntax, and editing; however, they will do this in a collaborative manner. That is, a tutor will not silently line-edit someone's essay. The goal of tutoring is learning, which means they may ask questions about word choice, vocabulary, intention, and sentence-structure in order to help clarify meaning and discuss possible corrections. The expectation, though, is that the writer will be involved and in-control of their own writing.  
• Tutors are highly trained undergraduate students who are incredibly friendly and love talking about writing! 

Requiring Tutoring Appointments 

The Cornell Writing Centers do not officially support requiring students to attend a tutoring session. There are several reasons why it may not be best to require students to get tutored. On a logistical level, we usually have two tutors for each shift at each location; requiring tutoring can lead to one location being overwhelmed, which isn’t great for either tutors or students. On a more pedagogical level, tutoring is primarily about fostering writer agency—that is, tutors are trained to help writers become better writers through the writer’s own work, efforts, writing and thinking. This type of learning environment works best when students make the choice for themselves to come to the Writing Centers. Sometimes, when students are required, they are resistant to feedback or less interested in discussing their work or actively engaging with their writing, which makes tutoring less effective.

While we discouraging requiring tutoring appointments, we do understand the value of giving students a slightly stronger form of motivation. We often hear stories of students who have had meaningful learning experiences through a tutoring session but would have never made an appointment if a teacher had not encouraged them to do so. Instead of  requiring  tutoring, though, we recommend offering a writing center appointment as extra credit. If you choose to do this, here is some advice: 

• Make sure you review the above recommendations on what to expect from a tutoring session with all students. In particular, students need to expect an interactive and collaborative experience. 
• Build in enough time so that students have a week or two to make an appointment. When students are given an extra credit assignment, but only have one weekend to get tutored, our locations get overwhelmed and students get frustrated.
• After you visit the Cornell Writing Centers, write a 250-word reflection on the experience.  You might consider any of the following questions to guide your writing:  What were the most and least successful aspects of the session?  What specific writing strategies did you and the tutor discuss?  What specific revisions did you and the tutor discuss?  How was the tutor's feedback similar to or different from the feedback you have received from classmates or me this semester?  What do you plan to do differently after this tutoring session? Why?
• Tutors are not allowed to sign off on a student’s appointment. Undergraduate student tutors (who are peers) are not prepared to police, monitor, or evaluate students. So we strongly discourage teachers for asking for proof in the form of a signed slip of paper, etc. What a Writing Center tutor can do, however, is to send the  writer  a copy of their client report form. All tutors write up a summary of each session for our records, which they are allowed to email to the student. The student, then, is allowed to do whatever they want with that client report form (including sending it to you).

Writing Guides

The CWC has developed a select number of  writing guides (with downloadable PDF handouts) on common writing skills.  While these writing guides are written for student audiences, we encourage teachers to share them directly with students or to use them to develop in-class activities related to specific assignments. Further, we are happy to meet with teachers to discuss specific writing assignments or challenges and develop course-specific writing guides. For more information on course-specific writing guides, please contact Director Kate Navickas, [email protected]. 

Classroom Visits & Workshops

The CWC can also help foster productive and engaging small group writing workshops in your class! Kate Navickas, Director of the Cornell Writing Centers, along with some tutors, can schedule classroom visits that promote effective peer responses around higher order concerns, like focus, organization, the development of ideas, thesis sentences, using sources, etc. Tutors will work with and alongside small groups of students as they read and respond to each others' writing. 

Workshops are limited by our schedules and capacity. When requesting one, we typically ask for: 

• Two weeks notice 
• Course days, times, and location 
• Syllabus copy 
• Assignment that students will be working on 
• Teacher's understanding of writing skills to focus on 

Contact  Kate Navickas  for more details. 

Essay Response Consultation

The Essay Response Consultation  enables instructors to sit down one on one with tutors to talk about student writing. Because tutors have a great deal of experience in reading student essays and teacher comments, they can usefully support instructors who want to deepen and extend strategies for commenting on student work. Instructors can work with tutors to:

• review a set of papers on which the instructor has already commented.
• discuss a set of papers when the instructor is in the process of providing response and evaluation.

Meet the Staff

The Cornell Writing Center tutors are a diverse group of primarily undergraduate students from across the disciplines. They are highly trained in tutoring pedagogy, completing both a required half-semester course and ongoing bi-monthly professional development. In addition to their training, tutors share a love of writing and a commitment to collaborative learning. If you're interested in joining our community, learn more about applying to become a tutor here. 

Kate Navickas

Cornell Writing Centers Director, Senior Lecturer

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University Writing Center

Graduate Students

The UWC provides free programs to support and empower all UT graduate students as readers, writers, and communicators. Our trained graduate student consultants provide one-on-one feedback on any project at any stage of your writing process.

There is no charge for our services, which are generously supported by the Office of Graduate Studies and the College of Liberal Arts.

We offer both in-person and online consultations for graduate students. We follow university policy regarding COVID-19 safety precautions about gathering in-person for consultations and monthly writing retreats.

Writing Appointments

Graduate students can book writing appointments as needed but no more than one per day . For more information about UWC policies and to schedule an appointment, click here. Couldn’t schedule an appointment? Please let us know here.

Writing Groups

We offer weekly group sessions for goal setting, progress check-ins, and sustained quiet writing to help you stay focused and accountable.

Writing Retreats

All-day writing retreats provide a quiet, distraction-free space for you to work on any writing project at any stage alongside your peers.

We offer instructional and interactive workshops to help strengthen your writing skills and practices. 

Presentations

We offer presentations on a variety of topics. You may request a presentation for a class you teach or for a student organization you’re a part of.

We have resources for academic writers of all stages, including handouts, presentations, and helpful links. Some grad-specific handouts are listed below.

Want regular updates about graduate services and events?

Success stories.

Hear firsthand from writers who recently finished their PhDs with help from the UWC.

Interested in working here? Find out about our job opportunities!

Accessibility

Find out more about accessibility at the UWC.

Looking for additional support as you apply for

Graduate students can schedule up to  four  individual consultations per month.

Graduate students can schedule  only one 45-minute consultation per day . This policy supports the UWC’s mission of helping writers to build independent writing and revision skills. It also ensures that our consultants will be available to meet with the multiple writers who seek our services each day.

Exceptions to this policy (longer appointments and multiple consecutive appointments) are available only as accommodations for students with disabilities. Visit our accessibility page to find out more.

Anything and everything! We offer support for seminar papers, Master’s theses, and dissertations, but we also work with all other sorts of projects, including: fellowship and grant applications, book reviews, teaching philosophy statements, dissertation acknowledgement pages, draft responses for qualifying exams, and emails to editors. If it’s a genre we’re not familiar with, we’ll draw on our in-house library and our colleagues to learn about it.

Our Graduate Peer Consultants are advanced graduate students in a variety of fields of study. They are experienced academic writers and are trained in non-directive, non-evaluative consultation techniques.

The UWC employs 10-15 peer graduate consultants, so it is not possible for consultants to represent the full range of over 130 academic departments at UT. We welcome new consultants from all disciplines; please visit our Jobs page  to apply to work with us.

Yes, we frequently work with writers who are multilingual writers. For additional support, click here to learn about UT’s International Office and the resources they offer for multilingual writers.

Consultants are happy to provide help with sentence-level issues such as clarity, grammar, and correct usage, but we do not copy-edit or proofread writers’ drafts. Instead, we ask questions about your writing/revision goals and help you learn ways to meet those goals independently. For example, if you want to focus on improving grammar and punctuation, a UWC consultant may read a portion of your draft, identify main areas to focus on in revision (such as run-on sentences or comma usage), and work with you to practice sample revisions in those areas, using our handbooks and online resources for reference. Our goal is not to “fix” your draft, but to equip you with strategies that you can use to revise the draft yourself and continue using in future writing projects.

If you are interested in hiring an editor, visit  our “Hire an Editor” page . We recommend searching  Austin Freelancers  or the national  Editorial Freelancers Association  (not affiliated with the UWC). For general guidance on copyediting services, we recommend Professor Wendy Laura Belcher’s overview:  how to hire and work with an academic copyeditor.

No, we can only work with drafts during consultations. Consultants can review up to 8 pages of writing during a consultation.

Yes. Upon request, the UWC offers consultations in Reduced Distraction Rooms. You can indicate your preference for a Reduced Distraction Room when you check in on the day of your appointment.

Yes.  Click here  to learn more about accessibility at the UWC.

We employ graduate students from all departments as consultants. Our consultants receive initial and ongoing training in consultation techniques, including training for working with multilingual writers. They also participate in activities that develop their professional skills, such as research, community outreach, public speaking, and editing for publication. To learn more about working with us, visit our  Jobs  page.

At this time, all UWC Writing Groups are interdisciplinary. Advisors and peers within your department can offer feedback and guidance specific to your field, but UWC Writing Groups focus on practices that are common to writers across disciplines, including sustained writing, time management, and goal-setting.

The UWC has online resources for academic writers of all stages, including  presentations ,  videos , and  handouts  that cover everything from grammar to citation styles. Presentations developed specifically for graduate students include Transitioning from College to Graduate Writing  and The Dissertation Genre and Professional Writing Habits .

Recommended Resources Beyond UT:

• Purdue OWL   – general writing/revision resources, including exercises in grammar and citation.
• Navigating the PhD   – workshop series at Michigan State University’s Writing Lab, which addresses writing and other common grad student concerns (such as managing time and building professional relationships).

Resources for Grad Students

Additional resources.

• ChatGPT & LLMs_2023 (consultants, graduate, undergrad)
• Code-Switching and Code-Meshing (consultants, general, graduate, instructors, undergrad)
• Crafting Your Research Story (video) (graduate)
• Developing Writing Partnerships (40-50min) (general, graduate)
• Entrepreneurship Resources (general, graduate, undergrad)
• Hire an Editor (consultants, general, graduate, instructors, undergrad)
• How to Conduct Peer Review (interactive workshop) (graduate)
• Metadiscourse (video) (graduate)
• Psychology CVs (graduate, undergrad)
• RHE 306 Recommended Presentations Schedule (consultants, graduate, undergrad)
• Resources for Multilingual Writers (general, graduate, instructors, undergrad)
• Résumé-Writing Resources (general, graduate, undergrad)
• Starting a Writing Group (graduate, teachers)
• Starting a Writing Group (video) (graduate)
• Writing Groups (45-50min) (general, graduate)

Grammar, Usage, & Punctuation

• Definite and Indefinite Articles Flow Chart (graduate, instructors, undergrad)

Research Papers and Lab Reports

• Data Presentation (consultants, graduate, undergrad)
• Writing Lab Reports (45-50min) (general, graduate, undergrad)
• Writing Research Introductions (consultants, graduate, undergrad)
• Avoiding Plagiarism (25-35 min) (general, graduate, undergrad)
• Avoiding Plagiarism (25-35 min) Activity (general, graduate, undergrad)
• Graduate Services at the UWC (15-20 min) (general, graduate)
• Grammarly Presentation (30-35 min) (consultants, graduate, undergrad)
• Introduction to Graduate Student Services (video) (graduate, instructors)

Writing Guides

• Close Reading Literature (consultants, graduate, undergrad)
• Cover Letters (general, graduate, undergrad)
• How to Construct and Format a Resume (general, graduate, undergrad)
• Personal Statements (general, graduate, undergrad)
• Personal Statements: Models for Generating Content (general, graduate, undergrad)
• Transitioning from College Writing to Graduate Writing (30-40 min) (general, graduate)
• Writing Effective Internal Transfer Essays ( 35-45 min. ) (consultants, general, graduate, undergrad)
• Writing Resumes, CVs, and Cover Letters (45-50min) (general, graduate, undergrad)

Appointment Tutoring

About the slc.

• Our Mission and Core Values

Welcome to our Appointment Tutoring service! Our services are designed to support writers at all stages of the writing process. Whatever written assignment you have—a response paper, a report, a literary essay, or a research project—we invite you to visit us early and often. You don't have to have a complete draft to work with one of our friendly tutors. Bring a prompt, a rough idea, or just reading notes, and we will work with you to build a solid foundation for your paper. Explore our three main service formats to see which works best for you:  Appointment ,  Drop-in , and  Weekly . Or, check out our select  Workshops (Coming Soon), Writer Hours (Coming Soon), and RRR Week Writing Retreat services (Coming soon).

About this Service

Schedule a 50-minute in-person or virtual Writing Tutoring Appointment in advance or same-day to discuss your work in depth with a peer tutor. This format is ideal for writers who are looking for tools to solidify their ideas and refine their prose.

Hours of Operation

Thank you for using our services this semester! Appointment service will return Monday, 1/29. Our schedule will be live by Sunday, 1/28 at 1PM .

Hours of Operation:

• Monday-Thursday, 11AM-5PM ( In-person & Virtual services)
• Fridays, 11AM-5PM ( Virtual services only)
• Sundays, 1PM-4PM ( Virtual  services only)
• Monday/Wednesday, 6PM-7PM ( Virtual services only)

How to Make an Appointment

Our appointment service requires a  one-time registration (link is external) . Once an account is  created (link is external) , you will be able to make, modify, or cancel an appointment with the click of a button. If you already have an account, simply proceed to  Make an Appointment (link is external) . You will be prompted to choose  in-person or virtual  upon booking your appointment. Make sure to read the instructions on the site and appointment dialog box to ensure you are able to book a slot.

Create a New Account (link is external)  ||  Make an Appointment (link is external)

How to Visit Us

To get started in-person:

• Visit the Vèvè Writing Lounge located on the 1st floor the César Chávez Atrium (entrance located in lower Sproul).
• Complete the sign-in form (will be shared by the Program Ambassador at the sign-in desk).
• Wait for our Ambassador to connect you with your friendly tutor.

To get started virtually:

• Log on to the Virtual VèVè Writing Lounge (<— Zoom link)
• Complete the sign-in form (will be shared by the Program Ambassador).

To make the most out of your virtual session, we encourage you to check out our Virtual Student Guide (bmail log-in required).

If you have any questions or encounter any glitches, contact us at  [email protected] (link sends e-mail) .

Cancellation Policy

If you need to cancel an appointment, please do so at least 2 hours in advance. Cancellations made less than 2 hours in advance are considered late. Two late cancellations or no-shows in a month may result in your tutoring privilege being suspended for the remainder of the semester.

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Writing services.

Writing services at Waterloo and Brantford can help undergraduate and graduate students develop the writing skills needed to succeed in their academic studies. We provide an accessible, supportive, student-centred environment where ideas can take shape and students can develop their writing through critical thinking.

Writing support includes:

• One-on-one writing appointments (online and in person) with a student or professional staff member.
• On-campus, in-class, and online writing workshops .
• Online writing resources .

In Waterloo , we are located in the Teaching and Learning Commons, 2nd floor Peters. Look for the Writing and Learning Lab, room P226.  In Brantford , we are located at One Market, room OM207.

We are currently offering both in-person and online writing appointments. Online appointments are conducted using Microsoft Teams and Microsoft Sharepoint/OneDrive. 

In the Winter 2024 term, we are also offering writing drop-ins at the following times:

• Waterloo Campus (2nd Floor of Peters, P226): Wednesdays 1-3pm
• Brantford Campus (One Market, OM207): Thursdays 1-3pm

There is no appointment needed for writing drop-ins. Simply come to our space, and you can meet with a writing tutor. 

Service Approach and Guiding Principles

We work with undergraduate and graduate students at any stage of the writing process to help them enhance their academic writing. The key principle of our approach is to support the writing that goes on in the classroom in a way that helps students become better writers and achieve their academic goals. Our work is informed by internal and external research on academic writing and instruction.

Writing Services has four full-time  staff  and approximately 15 paid student tutors.

Our mission is to help students become better writers and achieve their academic goals.

What We Value

• An accessible, supportive, dynamic, community environment where ideas can take shape.
• Learning that is student-centered, engaged, and interactive.
• Diversity and a culture of inclusivity.
• The crucial connection between critical thinking and writing.
• The principles of academic research, inquiry, and integrity.
• The central role of language in the production of all text forms.
• The academic and institutional traditions of writing.

Our Guiding Principles

Our guiding principles:

• Writing Services uses a genre-based approach to promote genre awareness among students and faculty. This approach is derived from analysis of professional academic writing, model student writing, and writing theory and research.
• Writing Services recognizes difference and diversity among the various academic disciplines and, more generally, among discourse communities and rhetorical situations. We see Writing Services as having expertise on writing, rhetoric, and discourse; but each academic discipline is expert in its own disciplinary discourses and genres.
• Writing Services does not operate as a service for "defective students" but strives to support students in developing understanding of and competency in academic text conventions and language, in partnership with the various disciplines.
• Writing Services is research based; that is, we use research to inform our work. Pedagogy and research are tied. The notion that teaching and research intertwine is a foundational value of universities.

Contact Us: Writing Services

Waterloo campus

E: [email protected]

Brantford campus

WHAT YOU NEED TO KNOW

• We're Hiring!

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Writing and Learning Services

• Book Appointment
• Programming
• Resources + Contact

Welcome to Writing and Learning Services at Huron!

We support our students and community in all stages of writing and communication for English and French. We also support students’ learning by providing Math, Business, and Economics tutoring. English Language Learning is another area in which we provide expertise. Whether you speak English as a first or additional language, we can help you improve your mastery of it. Book one-on-one tutoring sessions and take advantage of all that is available to you.

Having someone to go over your draft paper and provide feedback, speaking with a Math specialist and doing some Math problems under an expert’s supervision, and planning your research and thinking about a topic are some of the reasons you want to book an appointment with one of the tutors.

Writing and Learning Services is offering the following services during the academic year. If you require support during summer time, please contact Matt Rahimian, Manager, Writing and Learning Services at [email protected] .

In-Person Support

• Book an appointment with a tutor for Writing and Communication, Math, Business and Economics, English Language Learning, or French. Use our online booking system .
• Drop-in appointments are available for Writing and Communication at the Research Help Desk in the Library’s Commons.

Online Support

• One-to-one and small group appointments are available online in both synchronous (live on Zoom with your tutor) and asynchronous (tutor reviews your paper independently during your appointment and returns it to you by email at the end of the time) formats.

If you have any questions about our programming, please reach out to the Manager, Writing and Learning Services, Matt Rahimian . We look forward to working with you!

Book a Writing and Learning Services Appointment

Please read before booking.

Students: You can book up to two hours per week for tutor appointments. If you require more support, please reach out to the Manager of Writing and Learning Services at [email protected] .

Writing Services appointments are being offered in-person and virtually. We strongly recommend booking your session in advance .

Book an Appointment

Writing and Learning Services is a teaching service. Our goal is to equip learners with the information, strategies, and resources to become stronger and more confident communicators. We provide assistance for study skills and writing. As a writing support, we step into the role of educated outside readers to give student, faculty, and staff a sense of how their work might be received by their intended audience. Please note that we are not a proofreading service.

What we will do:

• Allow students to  retain control and final decision-making authority over their own study plans and work.
• Encourage students to think about their goals and priorities to create a balanced study plan.
• Ask  probing questions to help students think critically about their writing and how their audience might react to it.
• Provide  short lessons and/or resources to help students polish their writing on their own and learn more about the qualities of strong writing.
• Use  mind-mapping and outlining techniques to assist students with brainstorming.
• Offer  reader reactions in real time to a piece of communication.
• Discuss  conventions of different communication genres (essays, reflections, case studies, blogs, etc.).

What we will not do:

• Guess a grade:  the design and assessment of a class assignment is the purview of the faculty member(s) who developed it. While we can discuss general expectations around post-secondary writing, the student should discuss specific concerns or questions about grading with the instructor or TA of a given course. Our role is to sit in as an educated outside reader to give you a sense of how your intended audience might perceive your ideas and style.
• Proofread/copy-edit: the goal of a session is not to find and fix every error while the student sits passively. Instead, we work strategically and collaboratively to highlight areas of strength and potential concerns and provide strategies and solutions for improving written communication over time.
• Work from a computer screen: writing centre sessions are most useful and productive when working from a hard copy. Unless a student requires their laptop for accessibility purposes, or because they are working on a multimedia/digital project, we prefer a hard copy in order to help most efficiently.

For  course content support , our tutors will work with students (individually or in groups) to help them understand key concepts related to their coursework. Strategies may include reviewing class materials (notes, textbook), completing practice exercises, or quizzing to help students prepare for upcoming assessments. Please note that content tutors will not complete homework for students.

Important Links

Book an Appointment

Choose from general and course specific tutors

Avoiding Plagiarism

Western Libraries on how to avoid plagiarism

Copyright Decision Map

Learn more about copyright and reproducing works for academic use

Purdue OWL | Online Writing Lab

A great source for all questions writing-related

Writing and Learning Services Programming

Writing and Learning Services is committed to serving Huron’s students, faculty, and staff in all of their writing, learning, and multimodal communication goals and to positioning Huron as a hub of communication excellence . Our suite of programming is designed to meet the varied needs of our community and to reinforce the importance of collaboration and ongoing learning  in the development of individual authorial voices.

Appointments and Drop-In Consultations

45-minute appointments with one of our tutors can be made by booking online. Once you have booked your appointment, you will receive a confirmation email that includes the Zoom link.

Pre-booked appointments allow for a guaranteed time slot. Students may access up to two booked appointments a week , if availability exists. Drop-in appointments are ideal for quick questions or if you would like quick feedback on a short piece of writing. Please note that drop-ins are not guaranteed and depend on tutor availability.

Please note that it is nearly impossible to identify all areas for improvement in a single session; working with your tutor, you will identify the key issues for discussion and receive feedback and strategies for refining your work. If you would like in-depth support for a single assignment, It’s best to plan ahead and book a number of sessions.

Our Specialists

For students whose first or primary language is not English, we have two TESOL-certified ELL Specialists, Bei and Craig, who are available to work with students requiring short-term, intensive help with writing and communication tasks. They work closely with our other writing and communication tutors to ensure that students receive support in all aspects of writing, including content, structure, style, and mechanics.

Our content tutors will work with students, whether individually or in small groups, to help them refine their understanding of key course concepts in the following courses / subject areas:

• John covers all courses
• Ali covers all courses
• Aaryan covers: ECON 1021, 1022, 2220, 2221, 2222, 2223, 2260, 2261
• Mekhalaa covers: ECON 1021, 1022, 2220, 2221, 2222, 2223, 2260, 2261
• Yuvraj covers: ECON 1021, 1022
• Ciara covers: BUS 1220, 2257
• Daya covers: BUS 1220, 2257
• Emma covers: BUS 1220, 2257
• Mekhalaa covers: BUS 1220
• Yuvraj covers: BUS 1220, 2257
• Destiny can help you with your French writing and communication. Destiny can also help with English writing and communication. When booking an appointment with Destiny, please specify your session to be either for English or French tutoring.

Our tutors have demonstrated themselves to have strong course content knowledge in their areas. Our Math Specialists include a doctoral candidate (Ali Al-Khairy) and Dr. John Drozd, who holds a doctorate in mathematics and theoretical physics and also works as a faculty member at Fanshawe College. Our peer tutors for Business, Economics, Accounting, Taxation, and Finance are upper-year Huron students with a strong record of academic achievement.

One-on-One Appointments

One-on-one 45-minute consultations are available to discuss and offer feedback on any aspect of your research/writing project, including project management, productive writing strategies, brainstorming, drafting, and revising.

Appointments for faculty are limited, so book early – email Matt Rahimian to discuss scheduling.

In-Class Support

Writing Services offers customized, integrated course support in order to help your students meet communication outcomes.

Previously offered workshops include writing literature reviews, public scholarship and knowledge translation, writing English essays, designing and delivering effective presentations, and writing in non-academic genres.

If you would like to discuss opportunities for collaboration and in-class writing and communication interventions, email  Matt Rahimian  to discuss further.

Helpful Information and Resources

In order to have the most productive session possible, please consider the following tips:

• For online appointments, make sure to log on a couple of minutes in advance so that your session can begin on time. If you are having connectivity issues , email your tutor to let them know that you are unable to access your session.
• If possible, make sure to have a copy of the assignment instructions/rubric/syllabus (digital or hard copy, depending on the appointment type), so that your tutor can look at the assignment expectations if needed.
• If your session is in person, arrive about five minutes before your scheduled start time. If possible, make sure to have a copy of the assignment instructions/rubric/syllabus (digital or hard copy, depending on the appointment type) so that your tutor can look at the assignment expectations if needed.
• Identify your key questions and concerns in advance.
• Come prepared to think, talk, and write! These sessions are teaching-based and collaborative, and the most successful ones include participation from both the tutor and the student.

Style Guides

APA Style – 7th edition

Chicago Manual of Style – 17th edition  (author, date)

Chicago Manual of Style – 17th edition (notes and bibliography)

MLA Style – 8th edition

ASA Style Guide (American Sociological Association) 

Q: How many appointments can I access a week? A: Students can book up to two 45-minute appointments a week if spaces are available, and no more than one on the same day. If no appointments are available, you can come to the Writing and Learning Services on the second floor of the library and ask if there are any appointment available. This does not guarantee you get an appointment, but we’ll try our best to help you. If a tutor is available to work with you on a drop-in basis, they will book you in the system.

Q: Can you proofread my paper? A: Not exactly! We can look at grammar with you if it is a concern, but our goal is to focus on the most important areas for revision in any one session. When we work with you on grammar, you will likely have to do proofreading on your own outside of the session, but you’re welcome to come back for another session to see how your changes are working!

Q: Can I get feedback on my presentation? A: Yes! Tutors will work with you at any stage of preparation, from brainstorming, to drafting, to practicing your talk, to developing your PowerPoint slides. We will work with students on any communication piece at any stage.

Q: I am worried or nervous about using Zoom. Is my tutorial recorded? A: No. We will never record your sessions at Writing and Learning Services, and only you and your tutor will participate in your session. You also have the option of choosing between video, audio-only, and chat conversations with your tutor, so there is no requirement that your video be on. Asynchronous appointments are also available, in which you upload your work, and a tutor sends it back to you with written feedback at the end of the appointment time. However, live sessions offer more opportunities for you to ask questions and help the tutor focus their attention on particular concerns in your writing.

Q: I’m having trouble booking an appointment on Libcal – help! A: We can help with that! If you’re new to Libcal and need support with booking a session, our Manager, User Services, Christina Caranci , or our Digital Scholarship Librarian, Ryan Rabie , are able to help!

Do you still have other questions? Don’t hesitate to reach out – we’re here to help!

Key Contacts

Matt rahimian, phd.

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Recruitment Specialist

Hey, I’m Your Personal Admissions Advisor for Huron

[email protected]

• 519.438.7224 ext. 902

ON, MB, AB, SK:

[email protected]

• 519.438.7224 ext. 781

ON, BC, Atlantic Canada:

Sarah Shelton

[email protected]

• 519.438.7224 ext. 247

Recruitment Specialist, Türkiye

Hey, I’m your personal admissions advisor for huron

International Admissions Advisor, East Asia

WeChat/微信: RayWuCanada

+86 130.5131.8782

[email protected]

Book a Zoom Call with me!

calendly.com/raywucanada

Elsie-Marie Omondi

Coordinator, Recruitment Initiatives  

[email protected]

• +1 226 926 0128

calendly.com/elsiemarie

Desiree Dias

International Admissions Advisor, Middle East  

[email protected]

• +1.226.926.3462

calendly.com/desiree-dias

Born in rural Jamaica, Hall came to Canada at 16 escaping poverty and established himself as one of Canada’s most influential businesspeople and a leading anti-Black racism activist, committed to removing Anti-Black systemic barriers affecting millions of Black Canadians. As a member of Huron’s Board of Governors, he is looking to increase educational opportunities for Black youth.

“You can’t just look at corporate Canada to address our nation’s lack of inclusivity: our student population needs to mirror our country’s landscape equally as much,” he says. “The inclusion of underprivileged students and anti-racist education will not be a fringe part of our mission or curriculum.”

Hall’s anti-racism advocacy aligns with Huron’s vision of becoming a leader in diversity and authentic inclusion. He says he is looking forward to working with Huron to increase equitable access to education.

“When you look around the classroom and the boardroom, they both need to be diverse. Huron’s vision of inclusion is in line with everything I stand for,” he says. “I am excited about rolling up my sleeves to ensure people from all walks of life are part of this university’s prestigious ecosystem.”

Zayn Nasser

International Admissions Advisor, Africa & Europe  

Email: [email protected]

• +1 226 998 7822

Calendly: calendly.com/zaynnasser

Namra Amrohi

International Admissions Advisor, South Asia

[email protected]

• +1 519.902.3095

calendly.com/namra-amrohi

Madhurima Ray

Senior Lead, Enrollment & Partner Relations

[email protected]

• +91 99806 99644

calendly.com/mray29

As a proud Huron ‘93 alumna, Allen says she was both thrilled and honoured when asked to join the Board. “I love the Leadership with Heart campaign,” she shares. “I’m excited to be part of this and will work to help Huron differentiate itself and become a destination for a Liberal Arts education in Canada.”

Allen graduated from Huron with a degree in Psychology. After having worked in consulting, at the United Nations and now the reinsurance industry, she says her Liberal Arts education has helped her in achieving these positions and opening doors.

“A Liberal Arts background gives you a bit more latitude to explore your personality and interests, strengths and dislikes – there’s a lot of opportunity,” she says. “There’s more appetite to go in different directions.”

Having also volunteered her time with the London Goodenough Association of Canada, which fosters alumni development and community relations, Allen is enthusiastic for her work on the Board of Governors. Huron, she says, is the perfect university in which to produce future leaders and change makers.

“We need to develop future generations to be broad thinkers and open to inclusivity,” she says. “I met a lot of people here who are amazing and I’ve kept those bonds and ties even when we’re in different countries.

“It’s unusual to have those relationships, a sense of community and belonging, but Huron fosters these with ease.”

“Not only does it prepare you to be very successful within your profession, but this type of well-rounded programming forms you as a person,” she says. “People have lost this communal sense of what the Liberal Arts can offer, and I am going to support a change in that narrative in any way I can.”

Outside of law, Ventresca is committed to improving her community whether through volunteer work with community organizations or promoting the advancement of women in the legal profession. As a member of Huron’s Board of Governors, she says she is excited for the role she can personally play in shifting systemic inequalities and preparing students to positively influence others through empathetic and inclusive decision making.

“A Leader with Heart has an academic inclination, but they are also highly emotionally intelligent and compassionate towards people who differ from them,” she says. “As a lawyer, I see the importance of this type of leader every single day. I have a real desire to encourage people to recognize the value of that flexibility in thought and critical capacity that allows my colleagues to really engage with people from all walks of life.”

Moustafa Ezz

Director, International Recruitment

[email protected]

• +1.519.902.7008

calendly.com/moustafa_at_huron

International Admissions Advisor, South East Asia

[email protected]

• +1 (519) 860-6304

calendly.com/tramhoanghuron

In her work, Jones Keenan is known for fostering positive company cultures and productivity. She credits transferrable skills for her ability to move into roles she may not have otherwise considered. With the ever-evolving demands of the modern economy, ensuring young people can similarly adapt within new industries is one of the reasons Jones Keenan joined Huron’s Board of Governors.

“It might be presumptuous to say that a university has a social and moral prerogative to develop well-rounded, well-intentioned people,” Jones Keenan states. “But, at Huron you don’t have to suggest it – the university’s sense of obligation to form people who will benefit humanity is built into everything Leadership does.”

Jones Keenan has kept leadership development at the forefront of her career. When talking about the immediate need for an education that develops people skills and leadership potential, she emphasizes how Huron’s unique model of teaching can transform our future economy.

“So much of what I do focuses on coaching people who are already well-established in their careers yet still need that encouragement to be compassionate and empathetic in the office,” Jones Keenan shares. “To be able to start that learning in post-secondary school will not only be such a benefit to our students, but to the business world more broadly.”

Rajan’s passion and professional raison d’être is supporting and shaping imaginative organizations and businesses as exemplars of outstanding value creation, responsible governance and equitable, inclusive net-zero sustainable development (“NZSD”). Over a decade at McKinsey & Co, Rajan advised public, private and family-owned businesses in retail, telecoms, energy, mining, banking, finance on value creation. She was a founding member of McKinsey’s Climate Change Special Initiative, today its Sustainability Practice. Rajan started her career as a macroeconomist in Africa and Asia, negotiating financing for structural adjustment and sustainable development projects and laying the foundations for NZSD as a non-negotiable.

Rajan is also Founder of the Karta Initiative, a global social mobility movement, building technology, finance, and networks to bridge the divide between ‘base of pyramid’ youth and world leading universities and employers in Canada, India and the UK.

Rajan’s passion for inclusive prosperity comes from a childhood spent in rural, remote Liberia where she witnessed how accident of birth is a key driver of life outcomes. Here, she saw firsthand how the basic necessities, such as running water and electricity, are markers of privilege for many people. At the same time, Rajan says “even a tiny drop of opportunity and access to education or training” can make a tremendous difference to nurture potential and improve equality of outcomes.

“In the early days of Karta, we reached out to Canadian universities to explore their interest in international inclusion, and I was introduced to Barry. It did not take long to realize we were totally, utterly mission aligned,” she says. “What we wanted – and are both still working hard to achieve – is the removal of barriers to opportunity so a more representative group of young people can excel and thrive in world class environments.”

As a member of Huron’s Board, Rajan is excited to support Huron as a world class university, globally celebrated for its world class education and advancement of inclusive prosperity, social mobility, and equitable NZSD.

Medline is a Huron Class of ’84 Alumnus. In 2021, Medline returned to Huron as a member of the Board of Governors in order to “contribute to a school and part of his life that means so much to him.” A passionate advocate for the Liberal Arts, Medline is focused on supporting Huron to “take the Liberal Arts experience to another level.”

As the CEO of one of Canada’s largest and longest-running food retailers, Medline understands what it takes to attain success by combining profitability and a values-based approach to business. He attributes a part of his career success to Huron, saying Liberal Arts can “springboard” students to pursue their passions across countless fields.

“I strongly believe in the value of the Liberal Arts. What you learn is how to communicate, ingest and synthesize a large amount of information,” he says. “The ability to think critically and innovatively have been integral to my business career and our students will benefit immensely from learning to adapt, embrace change and follow their passions.”

As part of Huron’s Board of Governors, Medline hopes to build on the university’s vision to develop students through a strong educational foundation, a belief in the common good and a commitment to civic engagement.

“When I went there, I absolutely loved everything about Huron,” he says. “The institution is definitely getting better every single year. It’s an amazing place to get an education.”

Beyond his business accomplishments, Medline is active in the community. He serves as a member of the Board of the SickKids Foundation and is currently Chair of the Grocery Foundation. He holds an MBA from Raymond A. Mason School of Business, William & Mary; an LL.B. from the University of Toronto, and, of course, a BA from Huron University College at Western University. Medline also proudly received an Honorary Doctor of Divinity from Huron College in 2020.

“Our public education systems have recently been more focused on STEM subjects (science, technology, engineering, and math), which are extremely important,” says the Huron ’85 alumni. “However, we cannot lose the significant value of the humanities – the subjects that truly help educate us to communicate, better understand each other, and be caring and decent human beings.”

Farrow has been a committed clinician and educator throughout her career, with expertise in mental health and psychotherapy. High on her list of priorities as a member of the Board of Governors will be to ensure there is a real focus on the student experience, and their wellbeing, particularly with respect to mental health.

Saying she was “honoured” to be asked to join the Board, Farrow notes she was already avidly watching Huron’s commitment to creating Leaders with Heart. “This focus on developing and giving back to our communities is essential for us to make both the local and global changes that are so necessary to our world today,” she says.

Farrow remembers her Huron experience as “an amazing learning environment” and hopes to give back to Huron to express her gratitude for the incredibly positive impact Huron has had on her life.

Born in Toronto, ON, Holmes says he was exposed to many different cultures and socio-economic backgrounds as a child. As a result, he says he developed a determination to leverage the capacity he built through U.S. Global Investors to invest in charities that give underserved kids a leg up.

“My goals have always been to create economic growth and a better well-being for the communities I work within,” he says. “I have always believed in giving back and, as you become more readily able to do so, you should recognize your obligation to invest in the people and spaces around you.

“That giving mentality has to go hand-in-hand with prosperity.”

In recent years, Holmes has reconnected with Huron, intrigued both by the school’s academic offerings and its commitment to civic engagement. His forward-looking vision aligns well with the university’s commitment to innovating and strengthening itself as an international leader with the same growth mindset it will foster within its students.

“Good leaders have a growth mindset,” he says. “They are not forced into learning, but instead are naturally curious and excited about taking the initiative to challenge their own preconceived notions. Huron is nurturing a new generation of students who are inspired to be transparent and accountable. Not only do they have drive, but their high achievement is underlined by a willingness to disrupt the status quo and give back.

“Who wouldn’t get excited about that?”

Hayhoe prioritizes character above all else when looking at who and what to invest in. “I have hired hundreds of people, and what I always look for is how people do things,” Hayhoe says. “As the world becomes increasingly globalized, businesses have access to countless intelligent, qualified people. However, cultural capital is what really counts: you need to be willing to learn, work well with people from diverse backgrounds and accept ideas that starkly differ from your own.”

Hayhoe, who currently lives in London, UK, remains an avid believer in the value of a Liberal Arts education. As a member of Huron’s Board of Governors, he hopes to reaffirm and support the responsibility of educational institutions to develop graduates who have integrity and who recognize the importance of balancing financial success with social responsibility.

He looks forward to working with Huron’s Board of Governors to create a legacy at Huron that stands for the core fundamental values of treating people with dignity and respect and acting in the best interests of society.

“I am excited about the opportunity to help my alma mater become an even more representative and dynamic school that emphasizes integrity, celebrates uniqueness and never loses that sense of home it had when I attended,” he says.

A Huron Class of ’71 alumnus, Meighen also holds an honorary Doctor of Divinity from Huron, conferred to her on the 156th Founder’s Day. She is putting strategic planning and governance skills to work as part of Huron’s Board of Governors to help amplify the school’s as an elite Liberal Arts institution with an inclusive environment designed to welcome people from all backgrounds.

“Huron’s advantages have always been obvious to the people who appreciate that kind of an environment,” she says. “My hope is that our Board can help broadly share the vision of the school as I cannot imagine how it would not resonate with a very broad and enthusiastic audience.”

Meighen says Huron’s emphasis on personalized support, equitable opportunity and community integration has never been so important.

“Now, we just need to ensure our message reaches everyone who recognizes the mutual benefit of intellectual pursuit and personal development,” she says. “Huron’s intention to deliver an education that prioritizes the student as an individual while fostering their role within society will no doubt benefit both learners and their communities alike.”

Alexandra Vargas

International Admissions Advisor, Latin America & Caribbean

[email protected]

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The Huron Experience is truly one-of-a-kind.  While most universities take in thousands of students every year, Huron selectively limits our annual incoming cohort to around 500 students each year. Even though we keep our community strategically small, we ensure they are truly representative of our global community, and we welcome exceptional young leaders from dozens of countries all over the world to our campus each year. This means, the average number of students in your classes will be 33 rather than 300, 500 or 800 like most other undergraduate programs. Plus, our student to faculty ratio is only 11:1. For us, the quality of your experience will always be more important than merely increasingly the quantity of our students.

Most undergraduate learning environments in Canada involve sitting in a lecture hall with hundreds of students, watching slideshows and memorizing textbooks. Huron classes are different. Here, professors will mentor you, not lecture you. You will engage with the course materials through interaction and debate with your peers and learn in the real-world through capstone projects, high-level research unique on the undergraduate level, as well as through real-life learning experiences throughout Canada and around the world.

Why do we do this? Because it’s all about you . At Huron, you can expect a premium undergraduate experience. Our staff and faculty will know your name, not just your student number. We will know your story and are personally invested in making sure you achieve your goals and maximize your potential.

Huron’s alumni network includes world-renowned leaders, in every industry, who you can learn from, network with and emulate. Huron alumni live in 59 countries worldwide and Lead with Heart in business, government, technology, law, international affairs and more.

With a graduating class of 400 students rather than 4,000, it’s possible to connect each and every student with an alumni mentor who will be personally invested in your success and can directly connect you to career opportunities where they work. This can make the difference between starting out in an entry level position and attaining a distinguished career.

Plus, you’ll never have to search for mentorship or a job alone. You will have one-on-one guidance from your Career Development Team who works hard solely to provide our talented students with alumni mentors working in the field or organization of your dreams.

How do Huron’s distinct advantages develop exceptional alumni? Our campus, which has the resources to nurture individual gifts, creates an environment where you’re strongly encouraged to show up and speak out. Within our interactive classrooms, there’s no sitting back and passively taking in information. Instead, you learn presentation, debate and the kind of human and leadership skills that will be most in demand in a world of ever-increasing automation and artificial intelligence.

Huron – Harvard Collaboration

Our university promises to deliver on an education that is as prestigious as it is principled, and part of that commitment involves our collaboration with the world’s highest calibre of institutions. When you choose Huron, you gain access to partnership opportunities at the world-renowned Harvard University.

Huron is the only Ontario university to supplement the development of your head and heart with a Harvard certificate

Harvard Business School Online (Harvard) provides students, in any Huron program, with a chance to gain the fundamentals of business thinking. The online Credential of Readiness (CORe) program will enable Huron students to contribute to business discussions and decision-making, whether you’re looking to advance your career, considering graduate school, or narrowing down the career path best suited to your potential.

This Ivy League badge of honour is the perfect supplement to a well-rounded Liberal Arts degree and will ensure future employers recognize your dedication to business best practices, as well as accountable leadership.

Huron – Ivey Dual Degree Programs

The Ivey Business School is Canada’s first and most prestigious business school. Complete your first two years at Huron and apply to Ivey’s Honours Business Administration (HBA) program. Students can also apply for Advanced Entry Opportunity (AEO) conditional, pre-admission status to the HBA program from secondary school

Because of our small classes, one-on-one faculty mentorship and opportunities to build leadership skills through internships, volunteering, community-based learning and travel study, Huron students can keep their grades high and build impressive extracurricular portfolios — all of which are vital to acceptance at

Paid Internships: At Huron, every single student is guaranteed a paid internship, so you will get to connect your learning with workplace experience and earn while you learn.

Entry-level work positions no longer require entry-level experience. To secure a job right after graduation, you need to show employers you’re capable of contributing significant value to your workplace.

At Huron’s Career Development Centre, you will work one-on-one with your advisor to find the right fit for your paid internship. Your personal Career Development team member will help connect you with a position that sparks your curiosity and nurtures your interests, while providing you with experiences to add to your resume. Huron has an extensive group of esteemed alumni who are leading industries, around the world, and are eager to give back by providing our students with internship and career opportunities. This, along with our strategically selective campus, means you’re not competing with hundreds of students for internship positions, so Huron students always have a better chance to secure a meaningful experience.

WealthSimple (Toronto, ON) | United Nations (Geneva, Switzerland) | London Economic Development Corporation (London, ON) | Agha Khan University Hospital Foundation (Nairobi, Kenya) | 3M Canada (London, ON) | Deloitte (Toronto, ON) | Ernst & Young (London, ON) | KPMG (Toronto, ON) | HSBC Bank (London, UK) | Clearbit (San Francisco, USA) | Government of Canada (Ottawa) | Bank of Montreal (Toronto, ON)

Our Leaders with Heart learn better and do more because we ensure our resources are never spread thin across our student body. Our strategically sized university means not only will you establish meaningful relationships with your professors, but our administration and staff are also readily available to enrich your time here. We never overcrowd our programs because we believe in providing a transformative education, not churning out degrees.

From the moment you begin your application and throughout all four years, we will work with you to ensure you’re thriving. At Huron we don’t have long lines and wait times, individualized one-on-one support from our staff and advisors is available on-demand. With one professor per 11 students and the same number of wellness, professional development and international support staff members as many large universities, you can feel confident you will always have people, who genuinely care about you, in your corner.

Who are some of the people who contribute to Huron’s Culture of Care?

Our Admissions team, who will work side-by-side with you and your family as you begin to apply, to provide personalized program recommendations and assistance with every step of the application & scholarship process

Our President who gives out his personal cell phone number, is consistently a presence at student events and responds to your emails within 48 hours, 7 days a week.

World-renowned faculty who are celebrated academics, researchers and educators and are always available to meet with you individually outside of class time

Student Advisors who will always be available 1-on-1 to help you with any of your academic, wellness and professional development needs

At Huron you will never have to go through any red tape. You will always have direct access to the support you need – unlike at large institutions where you may need to wait weeks to address your needs.

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Writing Services

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Join us for writing or presentations assistance.

The Writing Center opens on the first day of classes for fall and spring semesters and is open during June and July summer sessions.

To make an appointment, click on the link below or go to your Canvas Calendar and click on "Find Appointment." Select the Writing Center course, and available appointments will populate your calendar. Choose one that works for you, and click "Reserve" in the appointment box.

  Writing Center faculty  can provide strategies that will help you learn how to understand reading, writing, and presentation assignments, generate your own ideas, revise and edit more efficiently and effectively, and benefit as fully as possible from your teacher’s suggestions.

Writing services

30-Minute Appointments

Whether you need help understanding a writing or reading assignment, getting started in the writing process, revising a draft in progress, or applying your teacher’s comments to subsequent assignments, the Writing Center offers one-on-one tutorials that we hope will send you in the right direction.

Research & Writing Lab

In Research & Writing Lab, you can work with a Writing Center Faculty member or Research Librarian. Writing lab hours are drop-in during fall and spring semesters only. Labs are closed during the summer. On Tuesdays, we meet on Zoom or on the first floor of the Fondren Library red side, and on Wednesdays we meet on Zoom.

Tuesdays:  11:00am-12:30pm

Wednesdays:  10:30am-12:00pm

Communications Lab

 Need help with in-class presentations, poster presentations, elevator pitches or speeches? Stop by our Communications Lab! Individual students and groups are welcome.  Fridays: 3pm-4pm

Or by appointment with [email protected] . 

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The Altshuler Learning Enhancement Center is home to the Writing Center, tutoring, HDEV classes, the Disability Accommodations and Success Strategies staff, the Student Athlete Academic Services counselors, learning specialists and workshops.

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Writing Drop-In

Virtual drop-in: Drop-In returns May 20

15 minutes per drop-in. No appointment is necessary! First come, first served. Drop-ins are virtual.

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Writing Appointments

Monday-Friday: 9:00 a.m. - 4:00 p.m. (EST)

25 or 45-minute individual or group appointments. Students are allowed one scheduled appointment per week.

Book a Writing Appointment

Important Notice: Please email Writing Services if you have questions.

Comments or Concerns

If you have any comments, suggestions, or concerns, please contact the Manager of Writing Services, James Yochem .

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Can I hire someone to write essay?

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Can I pay someone to write my essay?

Time does not stand still and the service is being modernized at an incredible speed. Now the customer can delegate any service and it will be carried out in the best possible way.

Writing essays, abstracts and scientific papers also falls into this category and can be done by another person. In order to use this service, the client needs to ask the professor about the topic of the text, special design preferences, fonts and keywords. Then the person contacts the essay writing site, where the managers tell him about the details of cooperation. You agree on a certain amount that you are ready to give for the work of a professional writer.

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