Resources for Teaching Writing

The Writing Program supports the teaching of writing by organizing and encouraging faculty conversations about writing across the curriculum, writing within the disciplines, and writing beyond the academy. In addition to hosting conversations about writing, we create, collect and share written materials that pertain to the teaching of writing. These handouts include discussion of writing processes and genres, sample writing assignments, and syllabi from writing intensive classes across the curriculum. Some are written for faculty and others are written for students. None are intended to be prescriptive but are made available so that faculty can borrow and adapt as desired.

Class of 2015



For the Class of 2015

OCTOBER 5, 2012

4:15 PM


Twilight Auditorium



Mary Ellen Bertolini, Associate Director of Writing




William Joseph Cuneo

Margaret Olivia Hadley




Margaret Kathryn Morris

Carolyn Elizabeth Orosz




Catherine Anne Costley

Cate Costley reads her award winning Ward Prize paper.</p>






Garrett Chadwick Brann

Tess Lacey Clark

Catherine Anne Costley

William Joseph Cuneo

Taylor Grey Custer

Theresa Beatrice Duncan

Emma C. Eastwood-Paticchio

Katherine Alexander Eiseman

Megan Else Ernst

Brita Caroline Fisher

Martin Wik Fowler

Erica Lynn Furgiuele

Scott Thompson Gilman

Lydia Helena Gordon

Margaret Olivia Hadley

Katherine Ramsey Hamilton

Blake Anderson Harper

Kathryn Judith Hill

Emily Day Hoang

Jacob John Hobbie

Lillie Grace Hodges

Kaitlin Marie Horan

Matthew Lewis Jerrehian

Lucy Lee Killian

Halley Ashby Lamberson

Chelsea Ryan Melone

Margaret Kathryn Morris

Limla Monica Moua

Carolyn Elizabeth Orosz

Elizabeth Atwood Oyler

Abhishek Raman Parajuli

Hannah Cross Reeve

Sonia Rose Rodrigues

Tayla Caroline Satkwich

Robert Alexander Silverstein

Charles Gordon Steinberg

Natalie McShea Valentin

Chloe Anne Wilwerding

Tyler Graydon Wood

David Isaac Yedid

Qian Zhe Zhang

Nominating Students for the Ward Prize

The Paul Ward '25 Prize in Writing
for First-Year Students
Each year the Writing Program solicits nominations for the Paul Ward '25 Prize in Writing for First-Year Students.
The $500 first prize and two $250 second prizes are presented annually to the first-year students whose writing best exemplifies, in the words of the bequest, "the use of basic English as the writer's most necessary tool: precise and exact usage of words, exact meanings, phrases expressed lucidly and gracefully."
Every student whose writing is submitted will be recognized at a presentation reception on the Friday afternoon of Family Weekend next October, and will be invited to train as a peer writing tutor and/or first-year seminar mentor for academics and writing.   Please help identify and encourage academic excellence by submitting a copy of your first-year students' best papers below.  Call (x3182) if you have any questions about eligible work. Deadline for nominations is  mid June. Click here to nominate a student.

Class of 2013



For the Class of 2013

OCTOBER 8, 2010

4:30 PM

Davis Family Library, Harmon Reading Area



Mary Ellen Bertolini, Associate Director of Writing


Chelsea R. Edgar

Joshua E. Johnson


Katherine E. Anderson

Daniel B. Sauremilch


Adrienne C. Matunas












Ward Prize Nominees and Faculty

Ward Prize Nominees and Faculty


Prottoy Aman Akbar

Katherine E. Anderson

Urvashi Barooah

Adam Chase Benay

Kaitlin Buerge

Christopher Angelo De La Cruz

Brian John Foster

Christina A. Fox

Michael Thomas Gaffney

Leandro N. Giglioli

Grace C. Gohlke

Melanie Luise  Haas

Zachary Bartlett Hitchcock

Joshua E. Johnson

Vedika Khanna

Emma R. Loizeaux

Adrienne C. Matunas

Juan Sebastian  Munoz Rivera

Jaewon Oh

Joseph T. Radu

Daniel B. Sauermilch

Amy E. Schlueter

Charlotte Lan Steiner

Jacob P. H. Terwitte

Christine C. Wemette


To learn more about the program, contact:

Mary Ellen Bertolini,
Writing Center Director, directs the Peer Writing Tutor and Writing and Academic Mentor Program at Middlebury College. Yonna McShane, Director of Learning Resources helps train the Writing and Academic Mentors.

Maggie Morris, Head Peer Writing Tutor. Maggie approves time, runs evening makeup sessions and assists the Program Director.

Cate Costley, Head Mentor. Cate manages and guides the Writing and Academic Mentors attached to First-Year Seminars. She helps run evening makeup sessions and assists the Program Directors.

Robert Silverstein, Manager of Drop-in Tutors. Robert manages, supervises, assigns evening shifts, creates publicity, and assists the Program Director.

Faculty will find information about using Peer Writing Tutors on the

Peer Writing Tutors and FYS Mentors at Middlebury College blog.


Using a Peer Writing Tutor or FYS Mentor

Sessions work best

  • When the tutor has a clear idea of the professor’s writing expectations for students,
  • When students in the class see the sessions with the tutor as an important part of the writing process for all students in the class, and
  • When the professor emphasizes the importance of those sessions by making them mandatory.

Best Practices

  • Meet with your peer writing tutor early in the semester or before the beginning of the semester.
  • Give a copy of your class syllabus to your peer writing tutor.
  • Make your expectations clear to the writing tutor and to your class.
  • Introduce your writing tutor to your class.
  • Make at least some sessions with the writing tutor obligatory.
  • Encourage your writing tutor to circulate a list of specific appointment times before meetings.
  • Allow your writing tutor ample time to meet with your students.
  • Stay in contact with your writing tutor through meetings, emails, and phone.
  • Download guidelines and suggestions for using PWTs here.

FYSE & CW Faculty Speak:

I have had the tutor in class for writing workshops and also meeting one-on-one with the students outside the class. The combination works well because the tutor knows what I am looking for, and the students trust the tutor.

I think the one-on one contact was helpful.

The interaction with the writing tutor makes [students] realize the importance of clarity and coherence . . . I discussed this with the tutor at the beginning of the semester.

The tutor was very useful as another voice to provide students with feedback . . . I also think that students were able to talk more candidly about the writing process [with the tutor].

The individual meetings got good feedback from most students.

I think that having an independent relationship between the students and the tutor works best.

The peer writing sessions enable the college writing students to have additional early feedback on an initial draft or key portion of their papers.

[The writing tutor] can both model a writing process and the importance of giving feedback on writing.

Peer Writing Tutors and Writing and Academic Mentors

Tutor and StudentJust as faculty benefit from having peers read their work prior to publication, students benefit from having their work read by peers before it is graded. In both cases, peer readers bring their experience - as writers of the same sort of works – to their experience as critical readers.

Faculty can have Peer Writing Tutors attached to any College Writing class. Writing and Academic Mentors are available for all First-Year Seminars. The Writing Center makes Drop-in Peer Writing Tutors available in CTLR and in the Commons.

The Paul W. Ward '25 Memorial Prize


Ward Prize Certificate



The Paul W. Ward '25 Memorial Prize competition recognizes annually those first-year students who are judged by the faculty to have produced outstanding essays in writing classes during that academic year.

The prize was established in 1978 by Paul W. Ward's widow, Dorothy Cate Ward '28, their daughter Marren Ward Meehan '62, and their son-in-law Tom Meehan '62. In her letter to the College Mrs. Ward wrote:

"This prize is offered in memory of Paul W. Ward, whose life-long career as a journalist and diplomatic reporter bought him both the Pulitzer Prize and the French Legion of Honor. During his long career he emphasized the use of basic English as a writer's most necessary tool. Precise and exact usage of words, exact meanings, phrases expressed lucidly and gracefully, seemed to him the most direct and understandable means of communicating with his readers. We, his family, hope these beliefs and standards will furnish the criteria on which this prize will be judged."

And so they have, every year, since 1978.