Our peer-tutors are just that - peers! They're undergraduate and postgraduate students who understand what it's like to worry about a paper, to panic over deadlines, to wonder if an assignment is proceeding on the right track or to hit a writing wall. They won't write your paper for you, but they will discuss it with you, give you feedback, help you establish a structure and give you tips on strategies so that you can continue to develop as a writer throughout the years you spend in college.
You can book a session with one of our experienced peer tutors in writing, by registering at: ul.mywconline.com
Students cannot request to meet a tutor outside the Writing Centre. Any such queries should be sent to firstname.lastname@example.org
Currently, we are offering one to one assistance from the following peer writing tutors:
Eibhlín specialises in Education, Psychology, Health & Social Sciences. She is available by Appointment.
Lauren specialises in Psychology. She is available by Appointment.
Tara specialises in English, TEFL & Journalism. She is available by Appointment.
Michelle specialises in Linguistics, Business, Education, and TESOL. She is available by appointment.
Blaithín specialises in Law. She is available by appointment.
Ciara specialises in Biochemistry and Science. She is available by appointment.
Angela specialises in Physiotherapy. She is available by appointment.
Bart specialises in Philosophy and Psychology. He is available by appointment.
Miriam specialises in Performing arts and cultural anthropology. She is available by appointment
Laura specialises in English and Irish. She is available by appointment
Sakshi specialises in Neurobiology. She is available by appointment
Avantika specialises in Sports and Exercise Science and Medicine. She is available by appointment
Rachel specialises in History. She is available by appointment
Kasia specialises in Psychology. She is available by appointment
Roisin is the current Co-operative Administrative Assistant in the Regional Writing Centre. She is in her third year of a Bsc. in Psychology.
The main responsibilities of the co-op student will be as follows:
1. Assist with the maintenance of the daily operations of the RWC.
2. Assist with the organisation of RWC activities, including the One Campus, One Book initiative and the National Secondary School Essay-writing competition.
3. Greet tutees and arrange appointments.
4. Publicise and promote the activities of the RWC.
5. Keep accurate records of RWC activity.
6. Assist with the maintenance of the RWC website for promotional, administrative and didactic purposes.
7. Assist with the maintenance of RWC literature, including handouts and pamphlets.
8. Prepare and/or purchase materials needed for the RWC.
T: 061 202581
Director, Regional Writing Centre, University Limerick
Lawrence Cleary (BA English, Illinois State University, 2001; MA ELT, University Limerick, 2003)
Lawrence manages the staff and directs the activities of the Regional Writing Centre (RWC). Rhetoric and Composition Studies, Rhetorical Genre Studies, Academic Literacies Studies, linguistic and language teaching knowledge inform his approach to writing and writing pedagogy. Lawrence designs, facilitates and evaluates writing support initiatives in UL and serves as a consultant across Ireland. He also trains and develop tutors and works with academic staff to develop student writing and research.
Key Areas of Responsibility:
Association Membership: The Irish Network for the Enhancement of Writing (INEW), The European Association for the Teachers of Academic Writing (EATAW), The European Writing Center Association (EWCA), The Association of Writing Across the Curriculum (AWAC), Writing Research Across Borders (WRAB) and the National Council for the Teachers of English (NCTE).
Board Member The European Writing Centre Association (EWCA)
Cleary, L., & O'Sullivan, Í. (2008). Innovations, activities and principles for supporting students' writing. In Moore, S. (ed.) SEDA Special 24;Section 3, pp. 15-20.
Cleary, L., Graham, C., Jeanneau, C., & O'Sullivan, Í. (2009). Responding to the writing development needs of Irish higher education students: A case study. AISHE Journal: 1(1), pp. 4.1-4.16.
O’Sullivan, Í. & Cleary, L. (2012) Editorial: The role of the student experience in shaping academic writing development in higher education. Journal of Academic Writing: The Journal of the European Association for the Teaching of Academic Writing. 2 (1) autumn, pp. ii-iii.
O'Sullivan, Í., & Cleary, L. (2012). The Role of the Student Experience in Shaping Academic Writing Development in Higher Education: The Peer Writing Tutors’ Perspective. Journal of Academic Writing, 2(1), 138-164.
O'Sullivan, Í., & Cleary, L. (2012). Introduction: Peer writing tutors’ narratives 138 the role of the student experience in shaping academic writing development in higher education: the peer writing tutors’ perspective. Journal of Academic Writing; 12(2), pp. 138-139.
O'Sullivan, Í., & Cleary, L. (2012). The Regional Writing Centre at the University of Limerick. In Bräuer, G., Carlino, P., Ganobcsik-Williams, L., & Sinha, A. (eds). Writing programs worldwide: Profiles of academic writing in many places. C. J. Thaiss (Ed.). Parlor Press, LLC., pp. 261-270.
Cleary, L. (2013). Apologia for undergraduate peer-tutors in writing. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 5(1), pp. 1181-1187.
O'Sullivan, I., & Cleary, L. (2014). Peer-tutoring in academic writing: The infectious nature of engagement. Journal of Academic Writing, 4(1), 52-65.
Cleary, L., & O'Sullivan, Í. (2015). The political act of developing provision for writing in the Irish higher education context. In Lillis, T., Harrington, K., Lea, M., & Mitchell, S. Working with academic literacies: Case studies towards transformative practice. The WAC Clearinghouse/Parlor Press.
Cleary, L. (2017) Why good academic writers perform poorly in the workplace: Teaching for transfer across contexts of writing (Part 1 of 2). In WLN: A Journal of Writing Center Scholarship, a publication of the International Writing Centers Association. Available at: http://www.wlnjournal.org/blog/2017/10/why-good-academic-writers-perform-poorly-in-the-workplace-teaching-for-transfer-across-contexts-of-writing/
Cleary, L. (2017) Why good academic writers perform poorly in the workplace: Teaching for transfer across contexts of writing (Part 2 of 2). In WLN: A Journal of Writing Center Scholarship, a publication of the International Writing Centers Association. Available at: http://www.wlnjournal.org/blog/2017/11/why-good-academic-writers-perform-poorly-in-the-workplace-teaching-for-transfer-across-contexts-of-writing-part-2-of-2/
Cleary, L. (2019). At the Centre of Changing Contexts: A Writing for Life Centre. In Essid, J., & McTague, B. (Eds.). Writing Centers at the Center of Change. Routledge, pp.
Module leader on
ME6051 Advanced Technical Writing for Engineers for MSc and ME in Mechanical and Aeronautical Engineering
AW4006 Peer Tutoring in Academic Writing for the BA in Arts
“Do you Write like an Engineer?” embedded within the Introduction to Engineering module, ME4001.