Our peer-tutoring positions are staffed by talented and accomplished undergraduates. Peer Tutors are provided the opportunity to tutor at the Writing Center and to receive course credit for doing so.
If you're a strong writer in any discipline and have good interpersonal skills, you should consider enrolling in CHSS 390: Peer Tutoring in the Disciplines (see course description here:
Course Description and Syllabus). This one-credit, repeatable course puts you in the Writing Center as a full-fledged tutor and emphasizes learning through action. Peer Tutors receive both a theoretical background in Writing Center tutoring as well as practical guidance by an experienced graduate tutor mentor who will help you prepare to tutor on your own. You'll see how other writers write, and you'll learn how to tutor writers in many different majors and those whose first language is not English. After completing a semester, many peer tutors are selected to become Writing Fellows. Peer Tutor Handbook. In order to take the course and earn credit for working as a peer tutor in the University Writing Center, you must also submit two recommendations from faculty and a sample of recent academic writing to the Director of the UWC. Prior to enrolling, you will complete a short interview with the Director.
If you meet the requirements and are interested in joining us at the Writing Center, we'd love to hear from you! If you are an alumnus of the Peer Tutor experience please provide us with some feedback about your experience for our Peer Tutor Alumni Project by filling out our Peer Tutor Alumni Survey.
>> Current Peer TutorsGMU writing fellows are like coaches: they support student writers and act as informal writing advisors to the teacher who has requested to work with a writing fellow. They are not teachers or graders. You are selected to become a writing fellow based on your talent as a writer and your ability to relate to faculty and peers. The knowledge you gain from peer tutoring will help you in your role as a Writing Fellow.
As a Writing Fellow, you play an integral role in advancing and reinforcing the goals of Writing Across the Curriculum (WAC). Teachers, students in the course, and the writing fellows all benefit from the opportunity to have focused discussions about writing processes and practices. You provide support to students to become better writers and help faculty to emphasize the importance of good writing. By engaging in these processes, you also gain valuable insights about teaching, writers, and your own writing.
What Writing Fellows Do
Depending upon the course and the teacher's goals, you may assist in any or all of the following activities:
You will not give grades on papers or take the place of the teacher in responding to writing; rather you supplement the writing instruction and sometimes clarify for students the teacher's goals and expectations. As a writing fellow, you also help assess the program. Click here to view the assessment surveys.
Benefits to You
As a Writing Fellow, you will become part of the Faculty-Student Apprenticeship for undergraduates, organized by The Center for Teaching Excellence. You will receive an apprenticeship stipend of $1000 per full semester, plus $100 for expenses. The experience is intended to introduce you to “scholarship-in-action” and provide you with the unique opportunity to work closely with faculty.
How to Become a Writing Fellow
To become a Writing Fellow, you must first serve as a peer tutor at the University Writing Center. After serving as a peer tutor, you must collaborate with a faculty member who teaches a writing-infused course. You may contact Writing Across the Curriculum and Writing Across the Curriculum director Dr. Terry Myers Zawacki for information and details.
Faculty interested in learning more about the Writing Fellows program can view the Writing Fellows Faculty Handbook.
To see an explanation of Writing Fellows Programs at the national level, click here.
For more detailed information please visit the Writing Fellow Handbook.
The Center for Service and Leadership is a central contact point at George Mason University for information on experiential learning, service learning, and leadership development. The Center's website provides exciting and useful material including the Student Service Learning Handbook, information on writing learning objectives, instructions on completing a learning objectives contract, and lists of experiential learning opportunities. To apply for a service learning position at the writing center, please contact the service learning office for information on the application process and on internship or course credit.
[top]The George Mason Review
The George Mason Review is an annual anthology of exemplary undergraduate writing across the curriculum. It is one of the few student-funded, student-produced publications to be used as a textbook in the United States. In publishing the best academic and creative work produced by George Mason undergraduate students, the GMR reflects the interests, the diversity, and the spirit of the university. Its work evinces a commitment to a strong narrative voice and to clarity of purpose and ideas.
The Sigma Tau Delta Review
The Sigma Tau Delta Review (founded in 2005) is an annual journal that publishes critical essays on literature, essays on rhetoric and composition, and essays devoted to pedagogical issues. Manuscripts should not exceed 3,000 words, but exceptions will be made for essays of stellar quality. Critical essays must follow the Modern Language Association style guidelines as defined in the MLA Handbook for Writers of Research Papers (latest edition).
The Sigma Tau Delta Rectangle
The Sigma Tau Delta Rectangle (founded in 1931) is an annual journal that publishes literary non-fiction, fiction, and poetry. Submissions by a single author for each issue of the journal should not exceed three pieces of prose and six poems. Prose manuscripts should not exceed 2,500 words.
Agora
Agora is an on-line publication of Lynchburg College specializing in undergraduate student responses to the great books of the world... The journal welcomes papers of high quality that provide an original interpretation of texts, and/or challenge conventionally held views, assumptions, biases, or cultural practices.
Allegheny Review
The Allegheny Review, now going into its 26th year of publication, is one of America's few nationwide literary magazines dedicated exclusively to undergraduate works of poetry, fiction, creative nonfiction, and art. Published annually, the periodical showcases some of the best literature the nation's undergraduates have to offer.
Empty Headed
Empty Headed is a literary magazine rooted in the UIC’s Writing Center. The magazine is always looking for intriguing works of poetry, fiction and creative nonfiction. Submissions are open to everyone; you don’t have to be a UIC student to submit.
Exetazo
Exetazo is a biannual online, national, reviewed journal dedicated to the publication of undergraduate student research... The word EXETAZO, in Greek, means 'to verify, examine, explore with the idea of determining whether or not something is true' or, the embodiment of this undergraduate research journal.
Neo-Vox
Neo-Vox is a student produced, Web-based international news publication produced at SUNY Cortland... NeoVox accepts submissions from college students (graduate and undergraduate) from around the world. Send us your photos, videos, art, poetry, fiction, essays, articles, and multimedia.
Southern Discourse
Southern Discourse, the publication of the Southeastern Writing Center Association, is published, edited, and produced at Agnes Scott College... We accept submissions of all kinds -- from news, features, letters to the editor, and editorials to creative works -- that are related to writing centers and writing center work.
Undergraduate Research Journal for the Human Sciences
The Undergraduate Research Journal seeks to reward the scholarly efforts of undergraduate human sciences students. Papers may represent a full range of research design, including experiments, surveys, case studies, and documentary research.
Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric
Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric is a refereed journal dedicated to publishing research articles written by undergraduates in a wide variety of disciplines associated with rhetoric and writing.