University Writing Center

Our Mission Statement

Our mission at the University Writing Center is to collaborate with writers across disciplines, levels of experience, and backgrounds at St. John’s. We consider it our role to foster the diversity of writers and writing practices represented within our University community. Our philosophy is guided by a commitment to social justice and to the cultivation of equitable learning environments for people of all linguistic, racial, cultural, gender, and sexual identities. We work with all writers to develop and strengthen their critical thinking, rhetorical awareness, written expression, and writing processes. 

Our Writing Center Consultants are undergraduate and graduate students of various majors trained to support writers across the five Colleges that make up St. John’s. As a community, our consultants work together to sustain collaborative learning practices both in and beyond face-to-face, e-tutoring and online writing consultations. Consultants also conduct their own research based on their work at the Writing Center, often presenting at regional and national conferences focused on composition and writing studies. With their leadership, the Writing Center continuously hosts tours, workshops, and collective writing events. Together, we aim to learn, stay in conversations, and engage in practices that enact our social justice initiatives. 

Our Approach to Sessions

Face-to-face sessions with consultants help students become aware of their writing strengths and weaknesses and develop strategies for becoming effective writers.  Instead of "fixing" or "correcting" papers, consultants offer advice and questions to spur self-reflection and critical thinking about students' writing, and they also work to model productive techniques for better planning, drafting, revising, and editing. 

Online Learning or Online Courses

Our Writing Centers also serve Online Learning students.  If you're an Online Learning student and would like to get assistance, click the link below to register and/or make an appointment.  You may choose to meet a consultant on-line in a chat room or upload a paper via e-tutoring. If you choose e-tutoring, one of our consultants will write back to you, typically within a day during the academic year.


To Make an Appointment:

Location: St. Augustine Hall (University Library), Room 150

Contact: 718-990-2171 or [email protected] 


Hours of Operation:

Monday/Wednesday: 9 a.m.- 5 p.m.

Tuesday/Thursday: 9 a.m.- 8 p.m.

Friday: 9 a.m.- 3 p.m.

Sunday: E-tutoring Only


Interim Director:

Kathleen Lubey
Associate Professor, Department of English
[email protected]

Interim Associate Director:

Tina Iemma
Doctoral Candidate/Instructor, Department of English
[email protected]

Additional Information

Current Projects

Hyde Charter School in The Bronx
The SJU Writing Center hosted a group of 80 students and administrators from Hyde in order to provide and model mentoring to help current students with their writing and lay groundwork for Hyde’s own future mentoring program. The event also served to give Hyde students their first glimpse of a college campus; SJU Writing Consultants led tours of campus, answered questions about applying to college and college life in general, and served as mentors/points-of-contact to foster the relationship between SJU and Hyde.

St. John's Preparatory High School in Queens
Our Writing Center consultants have been working for several years with teachers and students at St. John's Prep on developing their own writing center. We’re proud to report that the SJP writing center is thriving and their staff has presented its work at national conferences alongside the SJU Writing Center. Each year, we continue to host their prospective staff to lead them in training and modeling our methods of peer consultation.

The High School for Community Leadership
For several years First-Year Writing faculty have been meeting with high school faculty at the nearby High School for Community Leadership, visiting students from the high school on a semi-weekly basis, as well as holding sessions with those students on our campus. The goal is to introduce students to a college-level writing environment, introducing them to the variety of writing projects and they might encounter in college.
The SJU Writing Center has also begun working with HSCL administrators and students in order to mentor and lead HSCL in development of their own self-sustained peer-mentoring/writing program.

Christo Rey High School in Brooklyn
UWC Associate Director served as a writing coach for seniors working on their personal statements for college applications.

Student Veterans Association
The SJU Writing Center directors have met with administrators and student veterans in order to develop and maintain a writing-support group for the SVA. We plan to provide academic mentoring along with a creative/emotional/personal writing outlet for SVA members.

Brooklyn High School for Law and Technology
The SJU Writing center hosted a group of teachers, students, and administrators to offer peer mentoring for Brooklyn HS students in their college applications. We hope to continue this work and to help Brooklyn HS develop their own mentoring program and to further help their college applicants.

Past Projects

St. John’s Bread and Life Soup Kitchen and Community Center in Brooklyn
Writing Consultants led writing/literacy workshops for Bread and Life guests. In most cases, these workshops centered on fostering an outlet for the guests’ voices, which often go unnoticed. We hope this type of writing—along with our other practical employment-related writing exercises—empowered the guests to move forward in their lives and deal with their hardships and hurdles. Among many other projects, we uploaded guests’ writing and art projects online and sponsored readings on campus and at Bread and Life.

Nazareth High School in Brooklyn
Writing Center staff worked with faculty and students from Nazareth Regional High School in Brooklyn to launch a student-staffed high school writing center on the premises of the East Flatbush school. Involvement included one-to-one and group training both on the St. John's Queens campus and at the high school facility. Our Writing Center consultants worked with high school students to understand the principals of peer tutoring.

Law Enforcement and Public Safety (LEAPS) High School in Queens
Writing Consultants hosted students, teachers, and administrators from LEAPS for collaborative workshops geared towards mentoring these high school seniors in their college application process. The workshops are also planned to expose the seniors to writing center work and mentoring so the LEAPS students can start their own program for AP and honors students to mentor underclassmen and other students in their school. The program started when a St. John’s Writing Consultant, and LEAPS alumnus, contacted his former high school teacher to see if we could lend our services. The teacher, also an assistant principal, jumped at the idea since she found many of her students don’t apply to college because they are daunted by the process.

Frank Sinatra High School for the Performing Arts in Queens
Our Writing Center initiated meetings with administrators and teachers at FSHS in order to plan a ‘writing program/major’ to mirror the school’s other arts programs. FSHS administrators observed St. John’s writing workshops and also hope to create their own self-sustained writing center in the future.

The Mary Louis Academy in Queens
Writing Center directors hosted meetings with administrators and teachers from TMLA in order to start a dialogue on improving writing pedagogy and programs across the curriculum. We also plan to work with TMLA to tweak their already existing tutoring program into a more extensive mentoring program.

Henry Street Settlement in Manhattan
Students from a Learning Community that involved Discover New York and Eng1000C participated in a partnership with high school seniors enrolled in the “Expanded Horizons” college preparation program at the Henry Street Settlement, a not-for-profit community organization located on Manhattan’s lower east side. Together with tutors from the Staten Island Writing Center, students from both organizations worked collaboratively on the college application essay and personal narrative, the transition to college, and various issues relating to technology. We established a social networking website where students could communicate with one another, arrange events and topics, and collaborate on their work and progress. This partnership emerged from the provost’s Learning Communities initiative, expanded to include elements of Academic Service-Learning, and drew on the resources and creative pedagogies of both Discover New York and First Year Writing. 

Faculty Book Reception

Each year, the University Writing Center, the Writing Across the Curriculum Program, the University Libraries, the Center for Teaching and Learning, and the Office of the Provost host a Faculty Book Reception to congratulate and celebrate our faculty authors, editors, and coeditors who have published within the past year.


Steven Alvarez
Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies
The Codex Mojaodicus
Community Literacies en Confianza: Learning from Bilingual After-School Programs

Gina Castle Bell
Talking Black and White: An Intercultural Exploration of Twenty-First-Century Racism, Prejudice, and Perception.

Brett Elizabeth Blake
A Road Less Traveled: Critical Literacy and Language Learning in the Classroom, 1964-1996

Alina Camacho-Gingerich
La cosmovision poetica de José Lezama Lima en Paradiso y Oppiano Licario

Chiara Cillerai
Voices of Cosmopolitanism in Early American Writing and Culture

Barbara Cozza
The Multi-age Learning Community in Action
University Partnerships for Pre-Service and Teacher Development

John DiMarco
Communications Writing and Design: The Integrated Manual for Marketing, Advertising, and Public Relations

Dawn P. Flanagan
Essentials of WISC®-V Assessment

Marie I. George
100 Books to Read Before the Four Last Things: The Essential Guide to Catholic Spiritual Classics

Terry H. Gozdziewski
Goal Writing for the Speech-Language Pathologist and Special Educator: Bridging the Gap Between Assessment and Intervention

Smita Guha
Healthy Children: How Parents, Teachers and Community Can Help to Prevent Obesity in Children

Chaman L. Jain
Fundamentals of Demand Planning & Forecasting

John Lowney
Jazz Internationalism: Literary Afro-Modernism and the Cultural Politics of Black Music

Gregory Maertz
Literature and the Cult of Personality: Essays on Goethe and His Influence

Mary Ann Maslak
Education and Female Entrepreneurship in Asia: Public Policies and Private Practices

Jay Nathan
India’s Development Dilemma: Productivity or Bureaucracy?

William Nester
The Struggle for Power in Colonial America, 1607-1776

Igor Nikolaev
Noncommutative Geometry: A Functional Approach

Raymond S. Ochs
Metabolic Structure and Regulation: A Neoclassical Approach

Evan T. Ortlieb
Addressing Diversity in Literacy Instruction

Annalisa Saccà
Storie del Sud

Aaris Sherin
Introduction to Graphic Design

Mark D. Terjesen
Handbook of Australian School Psychology

Roberta Villalón
Memory, Truth, and Justice in Contemporary Latin America


Howard Abadinsky
Probation and Parole: Corrections in the Community

Sandra Schamroth Abrams
Conducting Qualitative Research of Learning in Online Spaces

Elizabeth Albert
Silent Beaches, Untold Stories: New York City’s Forgotten Waterfront

Richard Bernato
Futures-Based Change Leadership: A Formula for Sustained Change Capacity

Elaine Carey
Protests in the Streets: 1968 Across the Globe

Meghan Clark
Public Theology and the Global Common Good

Patrick Colabella
How to Get Rid of Socialism: And Solve the Fiscal Problems of the United States of America

Barbara Cozza
University Partnerships for Academic Programs and Professional Development

Christopher D. Denny
A Generous Symphony: Hans Urs von Balthasar’s Literary Revelations

Judith DeSena
Race, Class, and Gentrification in Brooklyn: A View from the Street

John J. Fitzgerald
The Seductiveness of Virtue: Abraham Joshua Heschel and John Paul II on Morality and Personal Fulfillment

Dawn P. Flanagan
WJ IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives

Anne Ellen Geller
The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education

Aleksandr V. Gevorkyan
Financial Deepening and Post-Crisis Development in Emerging Markets: Current Perils and Future Dawns

Genady Ya. Grabarnik
Foundations of Symmetric Spaces of Measurable Functions

Neil D. Jespersen
AP Chemistry Review

Rev. Robert E. Lauder
Pope Francis’ Profound Personalism & Poverty

Marian Maskulak
Edith Stein: Selected Writings

John J. Metzler
Taiwan’s Transformation: 1895 to the Present

Stephen Paul Miller
Any Lie You Tell Will Be the Truth
The New Deal as a Triumph of Social Work: Frances Perkins and the Confluence of Early Twentieth Century Social Work with Mid-Twentieth Century Politics and Government

Paul D. Molnar
Divine Freedom and the Doctrine of the Immanent Trinity: In Dialogue with Karl Barth and Contemporary Theology

William R. Nester
Titan: The Art of British Power in the Age of Revolution and Napoleon

Jeffrey S. Nevid
Abnormal Psychology in a Changing World
Essentials of Psychology: Concepts and Applications

Evan Ortlieb
Writing Instruction to Support Literacy Success

Lawrence Pitilli
Doo-Wop Acappella: A Story of Street Corners, Echoes, and Three-Part Harmonies

Douglas B. Rasmussen
The Perfectionist Turn: From Metanorms to Metaethics
Las Normas De La Libertad: Una Base Perfeccionista Para Una Politica No Perfeccionista

Kevin Rioux
Progressive Community Action: Critical Theory and Social Justice in Library and Information Science

Susan Rosenberg
Trisha Brown: Choreography as Visual Art

Annalisa Saccà
Il vento del Mucone (Mucone’s Wind)

María Yrene Santos
Septiembre casi termina

Susan Schmidt Horning
Creativity: Technology and Music

John G. Siolas
The Greek American Experience III

Charles Wankel
Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes

Gregory A. Wilson

Ann C. Wintergerst
Crossing Cultures in the Language Classroom


Lee Ann Brown
Other Archer (Autre Archère)

Barbara Cozza
University Partnerships for Community and School System Development

Christophe Denny
A Realist’s Church: Essays in Honor of Joseph A. Komonchak

Lucy Heckman
The ALS Guide to Information Sources in Insurance, Risk Management, and Actuarial Science

Suzanne M. Henderson
The Torch: Motherwit, Guideposts and Stories of Purposeful Womanhood

Dijana Jelaca
Dislocated Screen Memory: Narrating Trauma in Post-Yugoslav Cinema

Thomas M. Kitts
John Fogerty: An American Son

Brian C. Lockey
Early Modern Catholics, Royalists, and Cosmopolitans: English Transnationalism and the Christian Commonwealth

Steve Mentz
Oceanic New York
Shipwreck Modernity: Ecologies of Globalization 1550-1719

Regina M. Mistretta
Using Teacher Inquiry for Knowing and Supporting Parents with Mathematics

Barbara Ruth Peltzman
Reading Instruction in America

Tara Roeder and Roseanne Gatto
Critical Expressivism: Theory and Practice in the Composition Classroom

Annalisa Saccà
Poesie di Edoardo Mitre

Michael Sampson
Listen to Our World

Mary Beth Schaefer
Research on Teaching and Learning with the Literacies of Young Adolescents

Aaris Sherin
Design Elements: Color Fundamentals (Chinese Language Edition)

Kristin M. Szylvian
The Mutual Housing Experiment: New Communities for the Urban Middle Class

Charles Wankel
Emerging Web 3.0/Semantic Web Applications in Higher Education: Growing Personalization and Wider Interconnections in Learning