For summer 2025, the Cornell Writing Centers will start tutoring on Monday, June 23. During the six-week summer session, we will have online appointments as well as in-person tutoring in Klarman 44, Rockefeller 172 & 178, and we will have north campus tutoring in the lobby of Robert Purcell Community Center. Some limited walk-in hours are available for north campus tutors; however, for summer tutoring, writers will need to register for accounts and make appointments. 

Make an appointment

Summer 2025 Semester Schedule 

Summer 2025 Location Schedule 

Sundays—Thursdays, 7:00-10:00pm 

• Robert Purcell Community Center (RPCC) Lobby (two tables) 

See WC Online for specific hours and to make at an appointment at: 

• Klarman Hall 44
• Rockefeller Hall 172 & 178

Fellowships Applications Tutoring with a CWC Tutor 

An experienced and trained CWC undergraduate peer tutor, Theodore Lee (Theo), offers one-on-one consultations for students and young alumni applying to fellowships. Students can schedule online (virtual) application support here. Theo can help applicants at any stage of their drafting or revising process--to talk through ideas, refine focus, consider organization, and ensure examples support the writer's goals and values as an applicant. He can also help with stylistic choices, vocabulary, and any sentence-level concerns. Applicants can schedule regular or occasional appointments depending on preferred approach to writing support. Professional fellowships advising staff are available for one-on-one appointments and can be booked using the same link.

Fellowships Tutoring Schedule

• Mondays-Fridays, 5:00-7:00pm, May 27-August 1

This service is offered through Office of National Fellowships Advising.

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. 

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.

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! 

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 7:00-9:00pm 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

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: Spring 2025 deadline: Friday, February 7th.

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 2025 Tutor Training Course Details:

• Starts the week of March 17
• 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, ken43@cornell.edu 

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, ken43@cornell.edu
• DEADLINE: Applications accepted on a rolling basis.

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, ken43@cornell.edu. 

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: 

1. 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. 
2. 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. 
3. 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.  
4. 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).

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, ken43@cornell.edu. 

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.

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. 

	Rachel Horner (she/her) CWC Assistant Director Rachel is a PhD candidate in music and sound studies. Her research investigates the intersection between sound, language, and identity, especially in the context of cultural festivals in Spain and Latin America. Rachel looks forward to continuing her work with undergraduate students to help them build confidence and develop their voices as writers (and as writing tutors). A musical theatre kid at heart, Rachel can often be found singing (usually to her cats) when she's not at the writer's desk!
	Grace Aiono (she/her)   Grace is a College Scholar and French major studying how people read and write about medieval stories about women. She loves to cook, go to trivia, and spend time with friends. She is so excited to talk with students about their work and to help them write more confidently and clearly!
	Ethan Amoh (he/him)   Ethan is a Chemistry major from Chantilly, Virginia. In his free time, he is often found watching historical/geographical videos on Youtube, listening to music from the Romantic period, or studying languages and culture. He is excited to be working at the Writing Center and getting to share his love of language and its functions with other students!
	Leah Badawi (she/her)   Leah is a Government and English major in the College of Arts & Sciences from New York City. She is an aspiring author who loves researching ancient history, is a life-long fan of sci-fi and fantasy books (her favorite being Frankenstein), and has an unhealthy Mario Kart obsession. She can’t wait to learn from other writers and share her passion for the written word!
	Mia-Lucia Barashenkov
	Meghan Barr 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.
	Cassandra Beckmann (she/her)   Cassandra (Cassie) is an ILR major from Athens, NY. Outside of the Writing Center, she rides on Cornell’s Equestrian team and volunteers with the Ithaca Youth Bureau. In her free time, she loves to hike and play guitar. As a tutor, she’s excited to work collaboratively alongside Cornell’s writers to help them with the next steps of their writing process.
	Ben Carrick (he/him)   Meet Ben, a Public Policy major at the Brooks School from Syracuse, New York. When he’s not at the Writing Center, you can find him playing soccer with friends, studying in MVR, thrifting for cool finds, or hitting the trails for a hike. Ben can’t wait to meet new people and tackle some fun projects together!
	Ruby Chase  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!
	Caroline Cheng (she/her)   Caroline is a computer science major from the Bay Area, California. In addition to the Writing Center, Caroline is involved in the Association of Computer Science Undergraduates and the Cornell International Affairs Society, and she enjoys drawing, swimming, and exploring the beautiful nature. She looks forward to collaborating with and supporting the growth of all writers!
	Carly Diago (she/her)   Carly is a psych major and Spanish minor in the College of Arts & Sciences from San Diego, CA. She is involved in psychology research across various labs at Cornell and beyond, notably studying child suggestibility in Cornell’s Child Witness and Cognition Lab and childhood anxiety in the Kalin Lab at UW-Madison. Outside of the writing center, you might find her TAing for a class, peer mentoring through the EARS program, practicing for an ear-splitting solo for a Mediocre Melodies concert, or (and this one is most likely) walking aimlessly across campus overthinking life’s most pressing questions.
	Adowyn Ernste (she/her) Adowyn is a College Scholar and English major studying sound/image relationships and nonlinear structures in experimental film. In her free time, she loves writing songs on guitar, reading fantasy books, designing characters, and hugging her cats. Adowyn is excited to provide support, empowerment, and a listening ear to writers as they refine their ideas and their words.
	Kevin Feng (he/him)   Kevin is an Economics & Statistics double major in the college of arts and sciences, from Shanghai, China. Outside of his work as a tutor, he is passionate about soccer (yay Man City!), frisbee, food, and traveling. Kevin is excited to support writers - particularly non-native speakers & writers - to achieve their writing goals and discover joy in the process!
	Jasmine Gill (she/her) Jasmine is a Human Biology, Health, and Society major from Basking Ridge, NJ. When she’s not tutoring, you’ll likely find her writing fantasy, lifting, or watching horror movies. She loves working with students and alumni from all backgrounds, and is excited to have plenty more enjoyable and productive sessions with the writing center’s tutees this semester!
	Ajani Green-Watson 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 Gu 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!
	Carolina Guerrero-Gomez (she/her)   Carolina is studying philosophy and psychology in the College of Arts & Sciences and is from Miami, Florida. Outside of tutoring, she enjoys being a part of the Cornell Rowing Club and loves to bake, crochet, and play the piano. She is looking forward to engaging with and supporting fellow peers and guiding them toward future success!
	Niles Hite Niles is a Communication major in the College of Agriculture and Life Sciences. He comes all the way from Rockford, Illinois which is about 760 miles away, but he couldn't be any more grateful for the warmth the Cornell community has provided him all the way out here in Ithaca. In his free time he enjoys cooking, traveling, and reading essays. He's really excited to work with students at the writing center and hopes that he is able to show that no matter where someone is in terms of their writing ability- they too are just as much of a writer as anyone else.
	James Hoehner (he/him)   James is studying food science and has side interests in lake ecology and science communication. He likes rollerblading, playing Wordle, and watching football & hockey. James is excited to help point you in the “write” direction on your next project!
	Benjamin Isaacson (he/him)   Ben is a Biological Sciences major from Long Island, NY. Outside the writing center, he loves making music, telling mysteries, designing games, and talking about cats. He looks forward to getting to help writers bring their narratives to life!
	Wilson Kan 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!
	Madeleine Kapsalis (she/her)   Madeleine is from the suburbs of Chicago and a student in the College of Arts & Sciences majoring in English and minoring in French on the pre-law track. She enjoys writing her own realistic fiction novels, learning new languages, listening to house music, and journaling in her free time. On campus, you’ll most likely see her roaming around with a coffee in hand, studying at any of the beautiful libraries, or vlogging life’s happy moments. She can’t wait to work with writers and support their creative journey in any way possible!
	Yunoo Kim 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.
	Jaein Ku (she/her)   Jaein is an ILR major from Queens, NY. In addition to tutoring, she enjoys swimming, photography, playing the piano, and performing with the Cornell Orchestras as a double bassist. As a tutor, Jaein is enthusiastic about making writing a fulfilling and meaningful experience for her students.
	Theodore Lee (he/him) Theo is an Animal Science major from New York City. When he’s not staring down viruses in the vet school, you can probably find him poking around on an old bass guitar (or trumpet, sax, or piano), or out on a run on campus.
	Lucas Li (he/him)   Lucas is a Linguistics and Computer Science major, as well as a Humanities Scholar, from Kitchener-Waterloo, Canada. As an international student, he is passionate about helping other multilingual writers with their work. Outside of being a writing tutor, Lucas works as a TA for Cornell Bowers CIS and a research assistant in the Computational Psycholinguistics, Natural Language Processing, and Phonetics labs where he studies how humans and machines process and formulate language.
	Bingsong Li 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!
	Kelly Li (she/her)   Kelly is an ILR major from New York City. Outside of the Writing Center, she is involved in the Cornell University Parole Initiative, Pulseguard, and Speech and Debate. In her free time, she likes to travel, spend time with friends and family, and try out new restaurants. She looks forward to working closely with writers across different disciplines and backgrounds.
	Kevin Lu 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!
	Hannah Meng (she/her)   Hannah is studying Government and Psychology in the College of Arts & Sciences and is from the Bay Area in California. She likes to spend her free time dancing, baking, hanging out with friends, and finding new study spots at Cornell. On campus, she’s involved with Big Red Buddies and the Phi Alpha Delta Pre-Law Fraternity. She’s excited to work with writers from all different academic backgrounds!
	Bita Molaie 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!
	Max Nam (he/him) Max is an English major from Seoul, South Korea. Besides being a writing tutor, he is involved in the Milstein Program in Technology and Humanity, the Humanities Scholars Program, and the Mellon Mays Undergraduate Fellowship. He is also a member of Shimtah, Cornell’s only traditional Korean drumming society!
	Nnenna Ochuru (she/her)  Nnenna is a double major in History and American Studies, and serves as President of the Wari house and Vice President of the Cornell Historical Society 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.
	Laura Orland (she/her)   Laura is a Materials Science and Engineering major from Philadelphia, PA. Besides tutoring, she is a part of the ChemE Car at Cornell project team, a member of the Cornell Materials Society, an undergraduate TA & researcher, and an avid hockey fan (Go Flyers!!). Laura can't wait to work with Cornell's talented and unique writers on their projects!
	Kira Pawletko (she/her)  Kira is a Biological Sciences, Cognitive Science, College Scholar, and Psychology major in the College of Arts & Sciences from Greenwich Village and Syracuse, New York. Outside of the Writing Center, Kira is a Resident Advisor, TA, and 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!
	Ava Perez (she/her)   Ava is an Animal Science major from Brooklyn, New York. Aside from being a tutor, she is the President of VAW Global and works at veterinary clinics to help animals in need! In her free time, she loves to read fantasy and dystopian novels, watch TV shows, and take walks in nature. She’s ecstatic to meet students and encourage writers to always believe in their work and themselves.
	Parker Piccolo Hill (she/her)  Parker is double majoring in English and Italian in the College of Arts & Sciences. 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!
	Stacey Roy 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.
	Marina Starikovsky 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.
	Henry Tan (he/him)   Henry is a Malaysian double majoring in Economics and Statistical Science. When he’s not doing data analysis and visualization, he gets involved in Cornell REAL A Cappella and enjoys reading at the Math Library. He’s excited to meet students from different disciplines and writing styles and learn about their thoughts and opinions.
	Myra Taylor (she/her) Myra is an Astronomy major whose passion for language and storytelling inspired her to pursue a minor in creative writing. She 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 trivia, experimenting in the kitchen and collecting unique stones.
	Sanjana Vittal 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 Wagner 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!
	Miao Wang (any pronouns)  Miao is an English and Philosophy major in the College of Arts & Sciences from North Potomac, Maryland. When not tutoring, they can be found editing for the literary magazine Rainy Day, performing with stage combat group Ring of Steel, and playing the occasional video game. They look forward to seeing what work people bring to the writing center this semester!
	Finley Williams  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!
	Kyleena Xin (she/her)   Kyleena is a double major in computer science and sociology from San Antonio, Texas. Outside of the writing center, she is a part of the women’s club soccer team and loves to cook, crochet, and journal. Kyleena is absolutely thrilled to support and guide her peers toward success in the writing world!