UMaine research inspires student-staffed writing center at Foxcroft Academy

On a recent afternoon at Foxcroft Academy, students in Nick Miller and Bridget Wright’s class are huddled in small groups. One cluster is working on signage to promote their new student-staffed writing center. Another group works on a laptop, putting together an online appointment form for students interested in taking advantage of the center’s services.

In a student-staffed writing center, a teacher or teachers train a group of student tutors on best practices for one-on-one mentoring with writers. These student-writing coaches are available to work with other students on any kind of writing project.

Miller, who earned his bachelor’s degree in secondary education in English from the University of Maine in 2013, says before launching this spring, they got permission from Foxcroft Academy’s administration to have a class on writing center theory.

“The focus is on writing as a unique process for each individual,” Miller says. “So students really dive into identifying their own process, what works for them, what helps them to produce their best work, and then what differs among individuals, with the goal of emphasizing that each student’s writing process is different and helping our clients find that process and ultimately giving them the tools they need to be better writers on their own.”

As part of their class, the Foxcroft students visited the UMaine Writing Center and talked to director Paige Mitchell and members of her tutorial staff. Later, they spoke with Professor of Literacy and English Education Richard Kent, a nationally recognized expert on student-staffed writing centers.

“It’s a service to help student writers become better writers,” says Kent, who is also director emeritus of the Maine Writing Project, a site of the National Writing Project in UMaine’s College of Education and Human Development.

Kent’s book, “A Guide to Creating Student-Staffed Writing Centers, Grades 6–12,” was named the 2006 book of the year by the International Writing Centers Association. The second edition is due out later this year. Kent also maintains a website that contains information and advice for teachers looking to launch writing centers.

“Few if any of us have time to sit with every student to go over their writing,” says Kent of teachers. “And for students, visiting the writing center allows for extended conversations that reinforce good writing.”

So far, Miller says reaction to the Foxcroft writing center has been positive.

“We’ve gathered a lot of testimonials — real testimonials, not staged ones — for a promotional video we’re doing,” he says. “A couple of our teachers have asked some of our students to come into their classes and give mini-lessons on outlining an essay or other writing topics.”

Racquel Bozzelli, a Foxcroft Academy senior, says being a writing coach has benefited her in terms of her own writing.

“It’s helped me look at it in a different way. I’ll step back from my own paper and say, ‘How can I word this differently?’” she says. “Also, I get help from other writing coaches. So even though I am a coach, I recognize that my writing isn’t perfect and that I should ask for help.”

Kent says that’s the beauty of the student-staffed writing center model. His research has shown it has benefits for both students and teachers.

“There’s something special when peers work with peers,” he says. “There’s less pressure.”