How to Become a Writing and Speaking Assistant
Selection and Training of Writing and Speaking Assistants
Assistants combine demonstrated writing ability and strong interpersonal and oral communication skills with intellectual curiosity and a genuine desire to mentor and learn from others. They are selected once a year through a competitive process that begins winter semester.
Students are initially identified by faculty or peer nomination or by self-nomination and then invited to apply. The process includes an application letter, samples of analytical academic writing, and an interview. Particular consideration in hiring is given to applicants who successfully complete Theory and Practice of Writing and Tutoring, EDUC s19, during Short Term.
The Peer Writing commitment is significant: assistants must be flexible and able to devote up to sixty hours per semester, or roughly five hours each week, to the program. Once hired, assistants are trained in writing, speaking, and tutoring methods to work effectively with student-writers and -speakers on projects in any subject and at all levels. They also attend weekly staff development meetings throughout the semester. Writing and speaking assistants are paid on an hourly basis at the top student rate.
Comments from Writing and Speaking Assistants (Spring 2013):
- “Peer writing was a great asset to me at Bates both academically and personally. Through this job I became a better writer and speaker, became more sensitive to the differences in the way that people think and communicate, and made many more friends.”
- “Not only did I enjoy my time working with Peer Writing, but I learned a great deal about myself, my writing, my teaching, my strengths, and my weaknesses. It is a program that promotes student-to-student mentorship and development, and in an institution largely defined by student-to-professor relationships, I think as many students as we can get to teach other students, the better. Everybody learns, everybody develops. It’s a win-win.”
- “Being a Peer Writer really helped me as a writer. Learning to think explicitly about writing is really important to my writing process now. Peer Writing is also the place at Bates where I learned most about teamwork and leadership.”
- “I am so glad that I got to be a part of Peer Writing. I love writing, and I feel that this opportunity also really helped me grow in terms of being responsible. I had a lot of jobs at school, but this one was always my favorite because it was so fun to get to talk to people I probably never would have come into contact with. I learned a lot about the Bates community outside of my social comfort zone and also developed leadership skills during my work with Peer Writing.”