Before becoming a writing mentor, I had several years of informal teaching experience as a tutor for nonprofits and volunteering at organizations like the Museum of Science in Boston. However, becoming a writing mentor has allowed me to gain more formal teaching experience. In particular, I have been able to understand how to grade work in a standardized manner, while still staying true to each student's needs and journey.

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Grading writing can be hard at times, considering how each student's expression of thoughts might vary given different social and cultural contexts. However, a classroom requires some level of standardization of grades. Finding a balance between the two is essential. This task seemed overwhelming at first. However, I slowly got used to assessing each student on their own and in reference to one another. I found it useful to compliment students for adding uniqueness to their work while also pointing out whether assignment goals have been met (purpose, quality, deadline, etc.).