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.
Weekly Tutoring Schedule
- 108 Uris Library
- 403 Olin Library
- B06 Ruth Bader Ginsburg Hall
- Online, through WC Online Scheduling System
- 178 Rockefeller Hall
- Mann Library Consultation Area
Spring 2024 Semester Schedule
First Day of Tutoring
|Monday, February 5
|No Tutoring: Holidays
|Last Day of Regular Tutoring
Tuesday, May 7
(178 Rockefeller & Online)
3:00-5:00pm May 9 & 10
3:00-5:00pm May 13-16
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.
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.
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.
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.
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!
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.
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
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.
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, firstname.lastname@example.org, 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.
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 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@example.com
- 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, firstname.lastname@example.org
- 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@example.com.
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.
- We strongly recommend that you ask students to do some short reflective writing after they have attended a tutoring session for extra credit. This reflective writing is useful for two reasons: first, educational research shows that reflection aids in learning; and second, their reflection can function as proof of their tutoring experience. Here is an example reflection prompt that you might ask students to complete after an appointment:
- 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).
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, firstname.lastname@example.org.
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.
Stephen Fodroczi, CWC Assistant Director
Stephen Fodroczi is from Atlanta, Georgia, and is a PhD candidate in Classical Literature and Philology. He began his education at Florida State University, where he received bachelor’s degrees in English Literature, Music, and Latin & Greek, alongside working as an Academic Advisor and Library Digitization specialist. His dissertation focuses on women in Greco-Roman katabatic (descent) literature, and is interested on the presence of women and femininity and its influence in heroes and their journeyings to hellscapes. His other academic projects have included the history of literary cicadas before and after Aristotle’s zoological texts, Late Roman texts on musical theory and arts, and the renewal of the Orpheus mytheme in 20th-21st century media. Stephen enjoys using his varied work experience and writings to help people improve their approaches to writing, and after working with students as a tutor last academic year he is ever more excited to grow as a pedagogue and writer alongside those he works with.
Grace devotes most of her time to reading and writing about reading pre-modern literature. She’s from Santa Cruz, California. Given the free time, you may find her cooking, walking, or both. Grace is eager to talk with students about their projects and support them as they develop their craft.
Lauren is a Communication major with minors in English and business from Saint Helena, California. She competes on the Women's Varsity Equestrian team, serves as President of the Communication Student Advisory Board, and mentors first-year students for the COMMunity project. In her free time she loves reading British literature, exploring Ithaca's hiking and running trails, and riding horses for her trainer in Northern California. She aims to inspire students to enjoy the writing process as much as she does, from the brainstorming phase to polishing a final draft.
Liz is a senior studying Environmental Engineering. In addition to tutoring, she is a part of AguaClara Cornell and Alpha Omega Epsilon on campus. She also enjoys running and playing violin. This is her third year as CWC tutor and it is one of her favorite things about Cornell!
Meghan is a Global Development major concentrating in Food and Agricultural systems in the College of Agriculture and Life Sciences from Queens, New York. In her free time, she enjoys painting, hiking, and film. She is excited to work with writers from various disciplines and help them develop confidence in their writing.
Elinor is an Environment and Sustainability student in the College of Arts and Sciences. She likes to spend her free time baking, beekeeping, taking long walks in town, and watching old movies and reality TV. After class, you can often find her burrowing away somewhere inside Anabel Taylor Hall, where she works at the Alternatives Library and Anabel’s Grocery. She can’t wait to engage with other students on all kinds of writing this year.
Ruby is a Biology major in the College of Arts and Sciences with a focus on evolutionary biology and ecology. She enjoys running, water sports, painting and traveling. At Cornell she participates in Women’s Club Soccer, volunteers with Special Olympics and instructs SCUBA courses! She is a first year tutor excited to meet more members of the Cornell community and share her writing passion!
Alina is a student from Ithaca, NY in the College of Agriculture and Life Sciences. Studying Biometry and Statistics with a minor in Viticulture and Enology, you’ll likely run into her on the CALS quad. Otherwise, you’ll find her hanging out in her Co-op or at rehearsal with Cornell’s On Tap dance group. In her free time, she enjoys hiking Ithaca’s countless trails, reading fiction essays, or working at her job at a local orchard. She looks forward to engaging with all the talented writers at Cornell!
Zack is a senior studying philosophy and psychology in Arts and Sciences. He enjoys staying up until ridiculous hours of the night pondering answerless questions and rereading Lord of the Rings. He’s looking forward to working with all kinds of students this year and is hoping to finally get some new book recommendations.
Mohona Ganguly is a Junior studying at the ILR school. Originally from Pasadena, California, Mohona enjoys reading, writing, baking, dancing, watching movies, and hanging out with friends. Outside of tutoring, she is also involved in Cornell Asha, Cornell HEART, the Cornell International Affairs Society, Cornell Red Cross, and Indian Classical Dance. In her first year as a Writing tutor, she is incredibly excited to start tutoring and to work with such talented students!
Jasmine is a Human Biology, Healthy & Society major in the College of Human Ecology from Basking Ridge, New Jersey. Beyond being a tutor at the Writing Center, she is also a member of Big Red Thon’s Executive Board and works as a medical scribe at her hometown’s emergency department. She enjoys playing piano, martial arts, Asian desserts, and anything related to the genre of fantasy or horror. She’s excited to meet the variety of talented writers here at Cornell!
Aj is an Economics and Africana Studies double major on the pre-law track. With a passion for music and songwriting, she loves to bring art and creativity into professional spaces, making the experience more authentic. Although from New York City, Aj loves to take pleasure in the slower, calmer things in life like nature walks, meditation, and journaling. To her, honest writing is a form of vulnerability and sharing your true thoughts enhances the human connection.
Sia is a Comparative Literature major in the College of Arts and Sciences. Apart from being a tutor, she works as a campus tour guide and is part of the Humanities Scholars Program. Sia loves reading, watching random films with friends, and trying new sports. She is excited to work with writers across different disciplines!
Parker Piccolo Hill
Parker is double majoring in English and Italian in the College of Arts & Sciences with a minor in Urban Planning (Class of 25). When not tutoring, she is involved in numerous publications around campus as both a writer and editor and can pretty much always be found typing away in the Olin Stacks. In her free time, Parker loves reading, writing, cooking, frolicking in nature, watering her hordes of plants, and doing massive paint by numbers. She’s looking forward to learning about previously unknown fields through everyone’s writing!
Wilson is a government and economics major from Bethesda, MD. Outside the classroom, he is involved in the Translator Interpreter Program and co-facilitates the Cantonese conversation hour. An avid AvGeek, Wilson enjoys traveling and exploring the world around him in his spare time. He is very excited to work with Cornell’s diverse and talented writers!
Yunoo is a Computer Science and Linguistics student in the College of Arts and Sciences. She enjoys creative writing and going on long walks with her earbuds in. She is thrilled to be working as a writing center tutor and looks forward to talking with fellow students.
Gwen is a Biology & Society major specializing in ornithology and microbiology. Gwen is a member of Birding Club, Science Olympiad, and the Undergraduate Research Board. She loves birdwatching, building models, Stephen King, and heavy metal.
Bing is a Government and China-Asia-Pacific-Studies student in the College of Arts and Sciences. As a writer for the Roosevelt Institute and research assistant, he is especially excited about persuasive writing and can’t wait to work with the fascinating ideas that writers of all disciplines will bring to the writing center!
Kevin is an Economics and Data Science major in the College of Arts and Sciences from Woodbridge, Connecticut. Outside of classes, you can often find him chilling in the Low Rises (where he is an RA), manning the popcorn machine in Willard Straight Hall, or just hiking around Beebe lake. Kevin is a fan of all things relating to cows, tea, and Lord of the Rings, and his favorite words to say are “stay salubrious”! So… stay salubrious!
Jacob is a senior studying Economics and Government in the College of Arts and Sciences from San Francisco, CA. He competes on the Cornell Varsity Sprint Football team and in his free time enjoys watching movies, reading, spending time with friends, and following his favorite 49ers as they come up just short year after year. He is excited to share his attention to detail and passion for writing with all students who pass through.
Pierce is a senior in the College of Arts and Sciences studying History with a minor in English. This is his first year as a tutor at the Writing Center, and he looks forward to helping writers grow and clarify their thoughts. When he is not at the Writing Center, he is probably in the stacks—reading, writing, and wondering when he’ll get his next cup of coffee. Hopefully soon. He is from Western New York.
Bita is a pre-law Human Development major in the College of Human Ecology from New Jersey. On campus, she is also involved in the Phi Alpha Delta Pre-Law Fraternity. Outside of classes, Bita enjoys reading, playing tennis, and spending time with her family, friends, and dog. She’s excited to work with a variety of talented writers from all disciplines!
Julia is an English major, Environment & Sustainability minor, and a Humanities Scholar. When she isn’t sitting in a classroom or looking for a table in Temple of Zeus, Julia enjoys working as the photography photography editor for The Cornell Daily Sun and an ambassador for the Cornell Botanic Gardens. Julia also enjoys weekly trips to the farmers market, pet sitting, and cooking up vegetarian recipes. One of Julia’s favorite parts of tutoring is that no two appointments are the same—each piece of writing poses its own unique challenges and strengths!
Nnenna is a double major in History and American Studies, with minors in Archaeology and Migration. She is also a Mellon Mays Fellow and Cornell Humanities Scholar! She is involved with the Wanawake Wa Wari house, Cornell Historical Society, and the Caribbean Dance team on campus. In her free time, she loves to walk around in nature and host movie nights in with her friends. As a tutor, Nnenna looks forward to helping students to express their original ideas and voice in their writing.
Fionn is a psychology student in the College of Arts & Sciences. He is an avid researcher and is involved with a number of psychology labs at Cornell. Fionn particularly enjoys helping writers with applications and statements of purpose, but he loves working with all kinds of writing prompts. Outside of class and the lab, Fionn spends his time rock climbing, backpacking, and playing cello.
Siva Paturi is majoring in Industrial and Labor Relations and minoring in philosophy. He is also the podcast host of, and an associate editor for Cornell’s Undergraduate Law and Society Review. Along with working with the review, Siva is an Undergraduate Resident Fellow at Hans Bethe House. In his free time, Siva likes to play golf, piano, and explore new trails. He is looking forward to contributing in some way, shape, or form to everyone’s writing.
Kira is a Psychology and Chemistry major in the College of Arts & Sciences from Greenwich Village and Syracuse, New York. Outside of the Writing Center, Kira is a TA and a research assistant in the Experience & Cognition Lab, and loves learning about neuroscience. In her free time, Kira loves playing woodwind instruments, training in mixed martial arts, learning foreign languages, and getting boba with friends. She loves being a tutor and can’t wait to work with Cornell’s awesome writers!
Lucy is an Industrial and Labor Relations major with minors in Business, Inequality Studies, and Creative Writing. Outside of the writing center, she is also a TA, a staff editor for Guac Magazine, and president of the Cornell Book Review. She spends her free time making jewelry and baking without recipes. This is her third and final year tutoring, and she is excited to continue helping writers of all backgrounds strengthen their writing skills.
Stacey is an Industrial & Labor Relations major from Queens, New York, pursuing minors in Business and Information Science. Alongside tutoring, she is also responsible for community engagement initiatives with Cornell’s LGBT Resource Center for sexual wellness and relationship education. Stacey enjoys crochet fashion, intergenerational historical fiction novels, Radiohead, matcha, and anything HBO produces, but you’ll find them most enthused by writing Yelp reviews. Her philosophy is that anybody can be a great writer when they are passionate about something and she’s excited to help every person discover their personal style.
Flavia is a Human Biology Health and Society major in the College of Human Ecology with a minor in Health Equity. On campus, Flavia is Co-President of the Cornell Healthcare Review and a DNS student advisor. Outside of class she enjoys running, reading (especially thrillers) and dinner parties with friends. This is her first full year tutoring and she can’t wait to begin!
Xel is an undergraduate studying Biological Sciences with a concentration in Neurobiology and Behavior and a potential minor in English. When not singing soprano with the Chordials, one of Cornell’s award winning acappella group, she enjoys reading, hiking, foraging, and learning to roller skate! She is excited to start her first year as a writing center tutor and cannot wait to share her passion for writing and teaching with all students that come to the writing center.
Marina is a junior in the ILR School, minoring in economics, law and society, and history. This is her first semester tutoring, and she is looking forward to working with all kinds of writers, tackling all kinds of ideas. In her free time, she enjoys reading fiction, running in the Botanical Gardens, and talking to her dog on facetime.
Myra is an Astrophysics major whose passion for language and storytelling inspired her to pursue a minor in creative writing. She is particularly fascinated by exoplanets, and she believes that language is just another way through which humans discover new worlds. Myra loves working with students from various disciplines and aims to help her peers see all forms of writing as enjoyable, self-expressive outlets rather than tedious tasks. Beyond academia, she enjoys cooking, trivia, and consuming media related to natural disasters and liminal spaces.
Sanjana is a Computer Science major in the College of Arts & Sciences from East Windsor, New Jersey. At Cornell, she plays on the Chess Team and is a Rawlings Presidential Research Scholar. In her free time, Sanjana loves dancing, ice skating, and reading mysteries. She is looking forward to meeting and working with new writers at the Writing Center!
Jason is a CALS undergraduate majoring in Nutritional Sciences from Rochester, NY. Outside of the classroom, he loves to spend time reading, playing cello, and hiking the scenic trails around Ithaca. He is looking forward to working with writers in all majors and helping them find their unique voices!
Amy is an English and Philosophy major in the College of Arts & Sciences from North Potomac, Maryland. At Cornell, she is involved in the literary magazine Rainy Day, the Literary Society, and the stage combat troupe Ring of Steel. When not tutoring, she can be found writing for fun, reading everything from medieval romances to contemporary sci-fi, and playing the occasional video game. She’s looking forward to seeing what kinds of work people will bring to the Writing Center this year!
Finley is an American Studies major concentrating in the relationship between popular culture and cultural change. When she’s not tutoring, she enjoys hiking, biking, crocheting, and writing prose. She can’t wait to continue helping writers explore and hone their voices!
Lulu is an Asian studies student in the College of Arts and Science. Born and raised in mainland China, she’s a big fan of learning foreign languages, traveling, and experiencing new cultures. She spends her other time writing blogs, reading, watching movies, and playing guitar. She looks forward to sharing her passion for literature and original creations!