Milford High School in Milford, Ohio, is home to a student writing center directed by faculty members Betsy Woods and Joe Claus. The center’s mission is simple: to provide peer assistance with all types of writing.
The program, now in its 14th year, was modeled after Miami University’s Howe Writing Center—though on a smaller scale—and operates from room B26 on the high school campus. Most sessions take place during Academic Flex periods, 90-minute blocks held twice a week when students can sign up for academic support. “We also sometimes visit classrooms for help while students are drafting and editing,” Woods explains. These classroom visits are arranged on a case-by-case basis.
The center primarily serves students in grades 9–12, with plans to eventually offer outreach sessions for middle school students. Support is available both in person and online. As Woods notes, “We began adding asynchronous consultations via Google Docs during the COVID pandemic, and we have kept the option ever since.”
Students seek help with a wide range of assignments, from English class to AP Seminar and AP Research. College application and scholarship essays are also frequent topics. Peer tutors, referred to as consultants, are recommended by English and Capstone teachers. Consultants are trained at the start of each year through a mix of small-group mentoring by returning consultants, mock consultations, and large-group sessions.
In-person consultations typically last 30–45 minutes. Consultants begin by asking about the assignment, then work collaboratively with the student while reviewing the paper. One common technique during sessions is reading the student’s paper aloud together to check for clarity and understanding. New consultants often conduct their first sessions alongside mentors for additional support. Sessions conclude with a follow-up email in which the consultant summarizes the work completed. Any Milford High School student, including those enrolled in College Credit Plus classes, can sign up for help. Teachers sometimes encourage or require students to attend.
To evaluate effectiveness, the center collects survey feedback from students and conducts interviews with teachers whose students use the program. Visit data is also tracked by number and focus. Teachers primarily serve in supervisory roles, while leadership within the center is distributed among experienced consultants. “This helps the writing center run more smoothly,” Woods says.
Collaboration with higher education writing centers has been an important influence. Milford High has taken students on field trips to Miami University and often welcomes visitors from other districts interested in learning about the model.
Funding remains a challenge. “We would love to have access to additional funds to run more ancillary programs, including get-togethers with other schools,” Woods notes.
More information about the Milford High School Writing Center is available on its website.
Are you interested in nominating a peer tutoring program for a feature on the Peer Tutoring Resource Center? Submit a proposal here. Do you have sample resources to donate from your peer tutoring program? Upload them for review.
