Being a CWAC Adviser

These are service-learning postitions through which the students develop their own writing and empathic skills, learn new ways to view the world, and share their writing expertise with peers. Advisers are involve with Writing Across the Curriculum efforts through their one-on-one work with peers of all disciplines, their facilitation of small-group work, and their leadership of writing workshops.

Minimum requirements for new advisers:

  • Exemplary work and dedication to collaboration during English 106 or 397
  • Reflective letter of application
  • Completion of the CWAC Resources Project during first semester of work


  • Work 8 to 15 hours per week
  • Ongoing enrollment in .25 credit Weekly Staff Workshop: English 107 or 398  


Half of work time over course of semester: Service

  • This is minimal early in the semester, then predominates as demand increases for one-on-one sessions.
  • Advising peer student writers one-on-one, guiding them toward discovering what they want to express and the best means of that expression, given the demands of purpose and audience, via both drop-in and appointment sessions. 
  • Creating and presenting workshops tailored to specific writing needs of courses across the disciplines.

Half of work time over course of semester: Learning

  • This preparation work occurs when not advising, i.e., mostly early in the semester, then less frequently as demand increases for one-on-one sessions.
  • Preparing for Weekly Staff Workshops; doing peer sessions with fellow staff members and sharing feedback; observing others' sessions and sharing feedback; developing strategies to use during sessions to help peers diagnose grammatical issues, conduct research, analyze texts, and write at all stages of the process; creating resources for peer writers and for Writing Across the Curriculum efforts; working on staff projects; and learning about styles of writing across the disciplines.

Abilities and Skills:  

  • Advising:
    • Solid grasp of various forms of writing
    • Solid grasp of grammar
    • Ability to explain writing strategies in ways that peers can make their own
    • Empathy and interest in why others write the way they do      
  • Work ethic within Center for Writing Across the Curriculum:
    • Collaborative approach to problem-solving
    • Punctuality and dependability
    • Curiosity and openness to expanding own writing repertoire