Reading-Writing Center
I was trained to tutor students in a peer tutoring course before interning at FSU's Reading-Writing Center (RWC) in Spring 2026. I was also given a Program Coordinator position: taking charge of the Writing Tools webpage initiative.
Peer Consultant
Throughout my time at the RWC, I've delivered outreach presentations, attended tutorials at our digital studio, and served as a workshop consultant in several events.
However, my work mainly consisted of conducting one-on-one sessions with FSU students, in which we discussed their writing and I provided feedback. These sessions included a variety of assignments and writing processes: brainstorming outlines, annotating bibliographies, building web portfolios, editing personal statements, etc.
By the end of the semester, I had over 60 sessions.
Consultant Statement
This is a statement that reviews what I learned in class and establishes my pedagogy as a consultant.
Example - Client Report Form (2/11)
"We began with an investigative essay assignment, in which she said she was worried about repetitive transition words (however, overall) and academic tone, given her newspaper writing background. I took a couple moments to read through her work and later, we discussed adjusting certain charged, personal sentences to ground the essay in more evidence. She brought up the difficulty in finding unbiased sources in support of book banning, to which we looked through some potential recent JSTOR articles that may go more in depth with her topic. I also recommended changing her "how to get involved" paragraph to explore implications of book banning in more depth (i.e. cultural/societal effects, allure of the forbidden, reading engagement, free speech/censorship, etc.) As for transitional words, I suggested pulling up "cheat sheet" documents online that have several examples for contrast, emphasis, order, and additive transition phrases.
Afterwards, we looked over her resume. Overall, it is recommended to utilize a one-column format and to have no photos. We discussed including her current campus extracurriculars/experience onto the document, as well as how to incorporate skills within said experience section, as opposed to it being in a separate section, given how resumes are usually "inspected" (bots scan before people read). I also emphasized statistics (such as 3x the attendees, 50% up in viewership, etc.) in the bullet points to emphasize/"prove" what she did. In the end, I advised dropping by the career center for another look over."
Example - Client Report Form, Repeating Client (2/18, 2/23)
"In this session, we discussed how to form an outline for her museum report. Firstly, we looked over the prompt, listing out the requirements we needed to "hit" on a whiteboard. Because it mentioned using evidence from the class, from the museum exhibits, and specific themes, we also began listing out topics that she wanted to write about. For the introduction paragraph, we discussed how it would be an overall review of the essay, with the thesis statement (central idea) being how her museum experience related to her class.
For the body paragraphs, she was interested in writing about native Americans. We eventually narrowed that down to specifically Seminole tribes, as well as topics about Floridian history and immigration, given what exhibits she saw at the museum and her class notes. Given that she needs to cite said exhibits, we also talked about how to do so with Chicago citations. Her American History course is also mainly based on America as a whole instead of just Florida, but we talked about how what applied to America can also apply to Florida as well (culturally, socially, etc.). This paragraph can also be expanded with the use of external scholarly sources (Google Scholar, FSU Libraries, etc.)
We also discussed how the specific themes needed (multiculturalism and assimilation) connected to immigration and seminole tribes respectively. Lastly, for her "thoughts" paragraph, we discussed her visit to the museum, to which she mentioned the physical artifacts displayed and how there's so much diversity in American history as opposed to the history of what she's used to. We ended the session talking about her worries in the class, to which I emphasized going to office hours or talking with her professor about her grades, past exams, and future assignments.
The action plan is to expand the outline that we discussed during this session. Introduction: general review of essay, thesis statement, Body 1: Seminole Tribes, Native American history/wars, assimilation, Body 2: Immigration, Ellis Island, multiculturalism, Body 3 (if words needed): Floridian history, Body 4: Thoughts on Museum (cannons, guns, many different ethnicities throughout American history), Conclusion: Wrap Up Essay"
"In this session, she brought a draft of the museum report/essay she was working on last session. After a brief read-through, I saw that she hit on a lot of points of the prompt (information-wise), but is missing a little of her own elaboration throughout the essay. We talked about using transition phrases (based on this, one can assume, with that said, one can be led to the conclusion that, furthermore, etc.) and connecting evidence from research in order to tie them together for an essay. To do this, we explored how to connect concepts in an essay, reviewed her thesis statement, and brainstormed ways to form claims from evidence. This will also address the need to explore how her topic deals with assimilation and multiculturalism.
We also worked together on her Chicago bibliography, going back to the links of her external sources and creating citations using Easybib, Chicago citation guides, and in-website citation generators (like on FSU Libraries or other research databases). Lastly, we discussed pulling specific points from research that pertains to her essay as opposed to summarizing them, if not needed.
The action plan is for the student to include more of her own interpretations/elaboration alongside the evidence she got from the exhibit, desk research, and classroom textbooks. She will also work on her bibliography page."
Program Coordinator -
Writing Tools Initiative
LIGHTS
I didn't know this position was available, but when the director mentioned it during the interview, I jumped at the chance. A chance to completely rework (a portion) of a website, create instructional aids, and to do so about writing...
Once I settled into the RWC, I started planning, setting up a document and reaching out to those who signed up for the Writing Tools initiative. Understandably, the four who did were quite busy with their other tasks as a consultant, so the bulk of brainstorming was left to me. However, once I had a basic template for the writing resources and webpages down, this team was very proactive in contributing via creating topic pages.
At the end of the semester, we had a working home page (with a work-in-progress announcement banner) and 10 completed topic pages, ready for more consultants to add onto in the future.
Planning Document
Canva
Published using Drupal
Figma
Before
After
Evaluation
"Stellar."
Kamila Albert / Writing Center Program Director
"Anna was really helpful, nice, and thorough. She allowed me to guide the process of revising my writing while clearly and intentionally offering suggestions and recommendations I found relevant and important."
Anonymous Survey Response