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Job outlook for writing instructors in the United States
Writing instructor job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected writing instructor job growth rate is 12% from 2018-2028.
About 159,400 new jobs for writing instructors are projected over the next decade.
Writing instructor salaries have increased 8% for writing instructors in the last 5 years.
There are over 25,420 writing instructors currently employed in the United States.
There are 25,147 active writing instructor job openings in the US.
The average writing instructor salary is $52,334.
Are writing instructor jobs in demand?
Writing instructor job and salary trends over time
Writing instructor jobs over time
Writing instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 25,420 | 0.01% |
| 2020 | 28,168 | 0.01% |
| 2019 | 29,528 | 0.01% |
| 2018 | 29,715 | 0.01% |
| 2017 | 30,054 | 0.01% |
Average writing instructor salary over time
Writing instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $52,334 | $25.16 | +0.7% |
| 2024 | $51,948 | $24.97 | +2.9% |
| 2023 | $50,506 | $24.28 | +2.6% |
| 2022 | $49,232 | $23.67 | +1.9% |
| 2021 | $48,337 | $23.24 | +2.8% |
Writing instructor jobs by state
Most common states for writing instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Colorado | 5,607,154 | 504 | 9% |
| 2 | Montana | 1,050,493 | 79 | 8% |
| 3 | Delaware | 961,939 | 73 | 8% |
| 4 | Alaska | 739,795 | 60 | 8% |
| 5 | Wyoming | 579,315 | 48 | 8% |
| 6 | Georgia | 10,429,379 | 687 | 7% |
| 7 | Virginia | 8,470,020 | 599 | 7% |
| 8 | South Carolina | 5,024,369 | 361 | 7% |
| 9 | North Carolina | 10,273,419 | 666 | 6% |
| 10 | Oregon | 4,142,776 | 256 | 6% |
| 11 | Vermont | 623,657 | 36 | 6% |
| 12 | New Jersey | 9,005,644 | 460 | 5% |
| 13 | Massachusetts | 6,859,819 | 347 | 5% |
| 14 | Maryland | 6,052,177 | 298 | 5% |
| 15 | Iowa | 3,145,711 | 170 | 5% |
| 16 | Rhode Island | 1,059,639 | 48 | 5% |
| 17 | North Dakota | 755,393 | 40 | 5% |
| 18 | South Dakota | 869,666 | 40 | 5% |
| 19 | California | 39,536,653 | 1,714 | 4% |
| 20 | Nevada | 2,998,039 | 133 | 4% |
Writing Instructor job outlook: Expert opinions
Our panel of writing instructor experts
Tiffin University
University of Oregon
Kean University
University of Arizona
College of the Marshall Islands
University of Kentucky
SUNY Buffalo State
Saint Mary's College
Morningside University
Michigan Technological University
University of San Francisco
University of Wisconsin-Eau Claire
Southern Connecticut State University
University of Pittsburgh
Macalester College
Wilson College
Pacific Lutheran University
Georgetown University
University of Houston - Downtown
Dr. Stephanie Opfer
Associate Professor of English, Assistant Dean of the School of Creative and Media ArtsTiffin University
Visual And Performing Arts
What will help Writing Instructors increase their earning potential?
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.
Mary Wood
Professor of EnglishUniversity of Oregon
English Language And Literature
What general advice would you give to a Writing Instructor?
Mary Wood: It depends on what level the teacher is at (college level or K-12 and if K-12 do you mean elementary, middle, or high school), whether they're in public or private education, etc. Those who wish to become K-12 English teachers would take some literature classes in our department but would do most of their teacher training in the School of Education.
What Writing Instructor skills would you recommend for someone trying to advance their career?
Mary Wood: It's a great time to become an English teacher because it's more important than ever for students to be savvy about how language works, given the ways that language is being manipulated in media (including social media) as well as in the explosion of AI applications. It's also a good time to remind students of the human values and age-old questions about life that are found in novels, plays, poetry, and short stories.
What Writing Instructor skills would you recommend for someone trying to advance their career?
Dr. Lisa Sisler D.Litt, MFA: After Covid, many teachers left the profession so the profession needs teachers. As well, with a return to in-person learning we have noticed significant gaps in learning. And with the emergence of AI Writing tools, a strong foundation in reading and writing is critical.
What will help Writing Instructors increase their earning potential?
Dr. Lisa Sisler D.Litt, MFA: I would say, personally, the best part of being an English educator is being in the classroom, working with the students. There's a kind of magic that happens in that space-- a shared space of ideas and literature and writing-- nothing beats that. The hardest part about being an English educator is the grading-- finding the time to get it done is often difficult, especially with all the meetings and other responsibilities that pile up throughout the semester. Though reading the students' work is often enlightening and gratifying.
What general advice would you give to a Writing Instructor?
Dr. Dennis Wise Professor Practice: It's an extremely challenging moment to be entering the profession. Since 2008, state legislatures have been cutting back funding for higher education, and that has hurt English Departments because courses that require writing instruction (as our do) can't be run at ultra-large, 200-students a class levels. That has limited the willingness of administrations to hire tenure-track faculty, and has contributed to a proliferation of contingent (or year-to-year) labor. In addition, graduate programs across the country tend to significantly over-produce doctoral students, graduating far more each year than the job market can handle. All this goes to make the job prospects of anyone fresh out of graduate school relatively bleak. Many are forced into adjuncting, more and more of the former professoriate are becoming adjuncts.
What Writing Instructor skills would you recommend for someone trying to advance their career?
Dr. Dennis Wise Professor Practice: The major benefit of the profession is flexibility of hours. Even for someone contracted for 40 hours a week of teaching, only about 12-15 of those hours are spent in the classroom – the grading and lesson prepping one can do anytime, anywhere. Likewise, working with the students is often increasingly rewarding. At the same time, burn-out from overwork and increasingly poor labor conditions is increasingly common, and our profession receives very poor compensation given the level of education professors are required to have.
What will help Writing Instructors increase their earning potential?
Dr. Dennis Wise Professor Practice: The basic requirements on the profession are teaching, research, and service (whether service to the department, the university, or the field), in that order, but also job duties depend on the type of institution. In community colleges, your focus is almost exclusively on teaching, and at research universities, tenure-track faculty often have 40/40/20 workloads (i.e., 40% teaching, 40% research, and 20% service). However, even within institutions, there are different ranks of professors. at my institution, tenure-track faculty have the 40/40/20 workload that I described, but career-track faculty generally have a 80/20 workload – 80% teaching, 20% service. Below this rank are adjuncts. Adjuncts are paid on a per-course basis, and they're roughly equivalent to minimum wage McDonald's workers despite the quality of teaching work they do. They are not benefits eligible. Teaching encompasses not only classroom time, which is actually only a small proportion of the job, but class prep, office hours, conferencing with students, and grading (especially grading). It's also common to keep up with professional trainings. Research in an English Department requires that you publish with peer-reviewed journals and publish books with university presses. It also includes presenting at conferences. Service can encompass anything from serving on committees, directing thesis students, working in academic publishing (which is unpaid), and anything else.
What general advice would you give to a Writing Instructor?
Alexander Velasquez: My general advice to any graduate beginning their career in their field is to continue to learn and be a student of your craft. Be open to learning new things because you never know how they will improve your skills and qualifications. For example, I am currently learning video editing. I never thought I would bother to learn video editing, but it makes me a more versatile instructor being able to give students the option of doing video projects, combining and editing them, and having a digital record of what students have learned in the classroom. And given the rise of online learning, it's important nowadays to be an effective instructor both in the traditional in-person format and within the digital landscape.
What Writing Instructor skills would you recommend for someone trying to advance their career?
Susi Ferrarello Ph.D: Besides the lifelong learning that you can gain thanks to philosophical work in so many areas such as AI, healthcare, HR, social media etc. philosophy can help enhance effective communication, digital literacy, cultural competence, epistemic awareness, skills in applied ethics, and policy analysis which will be valuable for addressing pressing societal challenges.
What will help Writing Instructors increase their earning potential?
Susi Ferrarello Ph.D: I would suggest the students try to imagine themselves in as many fields as possible and be as courageous as possible with their dreams. Graduating in philosophy opens many more doors than one would expect. So, it is important to check with one's own inclination and see if and how they can get where they would like to be.
Eladio Bobadilla Ph.D.
Assistant ProfessorUniversity of Kentucky
History, Latin American, Caribbean, and Latino Studies
What hard/technical skills are most important for Writing Instructors?
Eladio Bobadilla Ph.D.: Writing skills are essential. A good historian must be able to communicate with other specialists and non-specialists alike and to write educational, accessible, and nuanced material for public consumption.
Dr. Mark Fulk Ph.D.
Associate ProfessorSUNY Buffalo State
Department of English
What skills will help Writing Instructors earn the most?
Dr. Mark Fulk Ph.D.: I believe that the critical thinking skills that can only be developed through intensive, deep reading are their most valuable asset. It makes them thinkers, intellectually and emotionally strong--something we desperately need in America today. They are active and engaged citizens who really excel at being self-motivated and engaged, and that is a valuable skill set to bring to any workplace.
What skills stand out on Writing Instructor resumes?
Dr. Mark Fulk Ph.D.: Their involvement in many kinds of experience through the English major, including the study of literature/culture and their experiences as writers and thinkers. Through involvement in opportunities such as writing tutoring, which is done via the department, publishing, and internships, our majors can be leaders in the work in which they are invested, helping to manage and guide others.
What hard/technical skills are most important for Writing Instructors?
Dr. Mark Fulk Ph.D.: Most of these have to do with their ability to write and think. Their critical thinking skills and self-motivation make them valuable contributors to the workplaces they join. Because they are trained to be self-motivated, they tend to need less oversight to ensure the success of the project(s) they are completing, making for less direct administrative need. They have been trained to break apart a problem and see (and solve) the problem's component parts through the process of critical thinking. Trained in a meta-discourse, they do not become outdated when one formal system in their field becomes obsolete, but they see beyond systems to larger issues.
What soft skills should all Writing Instructors possess?
Dr. Mark Fulk Ph.D.: English majors, while many are introverted thinkers, are good workers on group projects. They are affable and adaptable, good conversationalists who are also good listeners. They allow others to find their own voice and do their work while contributing their own insights. They are great for being engaged in culture and perpetuating the kinds of self-directed learning that is expected of English majors inside and outside the classroom.
What soft skills should all Writing Instructors possess?
David Stefancic: Being a storyteller.
Caprice Moore
Assistant ProfessorMorningside University
School of Business
What skills stand out on Writing Instructor resumes?
Caprice Moore: While graduating with a business communications degree is exciting, entering an uncertain job market might not be. The "new normal" created by the COVID-19 pandemic has affected what employers are looking for. Let's talk about what skills might give you a leg up in your quest to kick start your career.
As a recent graduate, you have a multitude of potential opportunities in front of you, even in the current climate of economic uncertainty. The ability to take advantage of such opportunities depends on how well your skills and abilities shine through on your resume. You should always adjust your resume to the description of the job you are applying for. For example, if you wish to work as a dedicated Communications Specialist, it would be wise to include things like project management, strategic planning, and content creation on your resume.
Are you looking for guidance as you navigate the ups and downs of searching for a new job? A qualified coach can help you hone your resume, define your career goals, and possibly land your dream position!
What skills will help Writing Instructors earn the most?
Caprice Moore: The national average pay for a communications major is around $62,000. However, you might be able to make more by developing and showcasing specific skills, such as:
-Marketing. The base pay for a marketing manager is more than $100,000, while the mid-career median salary of a Vice President of Marketing is more than $162,000.
-Strategic planning. The mid-career median salary of a Director of Strategic Alliances is roughly $160,000
-Account management. The mid-career median pay of a Global Account Manager is more than $138,000.
Dr. Maria Bergstrom
Academic Advisor:Humanities and Modern Languages, Lecturer: Writing and Literature, Humanities Internship CoordinatorMichigan Technological University
Department of Humanities
What general advice would you give to a Writing Instructor?
Dr. Maria Bergstrom: Even in the remote work and online world, I think networking remains the most critical skill for job-seekers. You can send out hundreds of resumes online, but it's the personal connections and hard work of meeting people and sharing your story with them that will get you a job (and later, a promotion). Students now need to learn how to use online resources (like LinkedIn or alumni databases and networking opportunities offered by their college or university) to connect with people in the field or industry where they want to work.
What technology do you think will become more important and prevalent for Writing Instructors in the next 3-5 years?
Dr. Maria Bergstrom: I think those working in communication will be doing even more with analytics to understand how users and customers are interacting with their content. Some understanding of data--what it can and can't tell you, will become even more critical as we can gather ever more data about users.
What skills stand out on Writing Instructor resumes?
Geoffrey Ashton: The "soft" and "hard" skills listed below in Professor Leonard's replies are widely valued when determining the merits of a potential Philosophy Instructor. However, Philosophy Instructors will typically highlight certain specializations and competencies on their resumes. This can include areas of expertise that are organized historically (e.g., Ancient Greek Philosophy, Modern Philosophy, 20th Century Philosophy), culturally (Asian Philosophy, Latin American Philosophy), and more "traditional" sub-fields that are seen to transcend historical, cultural, and other boundaries (Ethics, Epistemology).
What soft skills should all Writing Instructors possess?
Geoffrey Ashton: This and the next question are somewhat difficult to answer since many of the skills that one learns through training in Philosophy are difficult to measure by purely "objective" standards and are widely transferrable to other fields of activity. In this respect, the skills that one develops in Philosophy are by and large "soft." I would include the following as some of the most important "soft skills" in Philosophy: (1) present complex ideas with precision and clarity, both orally and in writing; (2) dialogue with others and engage views that are similar to or different than one's own while maintaining critical distance and open-mindedness; and (3) solve problems in creative ways ("think outside the box").
What hard/technical skills are most important for Writing Instructors?
Geoffrey Ashton: Having given the above answer, I would highlight that the skills that one develops in Philosophy are not purely subjective or impossible (or even difficult) to measure. Philosophy does involve cultivating certain "hard skills"-even if these skills are still widely applicable to fields of activity outside of Philosophy. Among others, the "hard skills" of Philosophy that come to mind are logic and critical thinking (e.g., how to identify and evaluate evidence and arguments).
What skills will help Writing Instructors earn the most?
Geoffrey Ashton: Philosophy Majors actually do very well in terms of salary earnings. Philosophy is one of the highest-earning majors for mid-career salaries (higher even than majors such as Marketing, Biology, and Accounting). One reason for this is that the skills that one develops through Philosophy training are so useful for succeeding in any given profession. Once an employee learns the technical knowledge and procedures required for a given job, they are much more likely to use their knowledge and skills in valuable ways because they have already developed those "soft," easily transferrable skills of Philosophy (e.g., critical and innovative thinking, ability to clearly articulate oneself, capacity to nurture dialogue). It also bears noting that Philosophy is an extremely valuable Major for those planning to go on to Medical School, Law School, and Graduate School generally. Consider that, of all Majors, Philosophy Majors score the highest on the MCAT, LSAT, and the Verbal and Analytical Writing portions of the GRE.
In collaboration with Nick Leonard.
Steve Fink Ph.D.
Professor of Religious StudiesUniversity of Wisconsin-Eau Claire
Department of Philosophy and Religious Studies
What skills will help Writing Instructors earn the most?
Steve Fink Ph.D.: There may be some exceptions, but my understanding is that having a Ph.D. will basically guarantee a higher salary. I also think it's common for religious studies instructors to earn more at research-focused institutions (unlike places like UW-Eau Claire that emphasize teaching).
Dr. Richard Volkman
Professor of Philosophy, Chair, Department of Philosophy, Coordinator, Religious StudiesSouthern Connecticut State University
Department of Philosophy
What skills stand out on Writing Instructor resumes?
Dr. Richard Volkman: The vast majority of Philosophy majors do not go on to teach in the field, but the question is about those few who do, so I will address that. I will also make it clear along the way why there is a misunderstanding in the very title "Philosophy Instructor." We do not purport to be giving anyone simple instructions! I will nonetheless submit to this unfortunate and possibly misleading title :-)
Obviously, the most important skill for a Philosophy Instructor is effective teaching, which is notoriously difficult to document and measure. This is especially true of Philosophy since the key ideas are all essentially contested and subject to heated dispute. One cannot simply give a standardized test with fill-in-the-bubble multiple-guess to discern the effectiveness of a Philosophy Instructor. Being good at Philosophy is not about knowing a bunch of stuff so much as knowing how to interrogate pretensions to knowledge. So, it will not do to measure a qualified instructor by students' mastery of this or that particular doctrine or content. Instead, we look for something that might be characterized as "The Philosophical Attitude." I probably can't do the idea justice in a brief summary, but it mostly consists of a standing disposition to submit every claim to rational scrutiny, including one's own most beloved commitments.
All this is often misunderstood outside the discipline as supposing there are "no right answers," but it is instead a humble response to the readily apparent fact that none of us really know what the right answers are to the questions that really matter. It is precise because we nonetheless believe that there ARE "right answers" that rational scrutiny is so important. It will not do to take the answers to such important questions from authorities or tradition or whatever feels good, since none of these can claim settled knowledge; these profound questions demand a serious inquiry that each of us has a responsibility to perform for ourselves. The excellent Philosophy Instructor helps students to see the value of this attitude for themselves by modeling it in a dynamic conversation.
Thus, the Philosophy Instructor does not Instruct, for she does not claim to know the right answers. This is at the heart of Socrates' defense against the charge that he corrupts the youth: He explains that he cannot corrupt them by teaching false doctrines, for he has no doctrines. In the end, he only knows that he does not know, and this makes him wise. The philosopher (literally, "lover of wisdom") will come to this wisdom by seeing it in action in the person of the so-called instructor.
So, although a background knowledge of the history of philosophical thinking and its many controversies is necessary to lead the conversation in the classroom, the skill that really stands out is a demonstrated ability to lead the discussion in a way that will model the Philosophical Attitude. This usually involves a certain humility and generosity of spirit to coax young minds into the discussion (to give it a name, we might call it the Way of Socrates), but I've also seen brazen and hyperbolic declarations work to provoke students to participate, as in: "You have no free will! Tell me why I'm wrong!" (we might call it the Way of Nietzsche). There are many other ways as well, including mixtures and successive iterations of the aforementioned. Which style is most appropriate will depend on the teacher and the students. This indicates the value of another skill: The ability to discern which style will be most effective with respect to this cohort of students on this topic.
These skills are not easily documented on a resume. In that context, one has to rely on educational attainment, teaching experience, and recommendations to narrow candidates in advance of an interview. During the interview, it generally becomes apparent whether the candidate manifests the Philosophical Attitude and can impart it to students. Even better than an interview is actually observing their classroom performance, which is a typical part of the hiring process, especially for tenure-track positions.
What soft skills should all Writing Instructors possess?
Dr. Richard Volkman: The "soft skills" would be those mentioned above and especially the ability to model the Philosophical Attitude in a way that students can relate to, with the good judgment to know what style of engagement is likely to be effective with a particular set of students. In philosophical research, the "hard skills" predominate, but the fluid interaction in the classroom that allows a conversation to blossom is at the foreground of effective teaching.
What hard/technical skills are most important for Writing Instructors?
Dr. Richard Volkman: The earnest rational scrutiny that characterizes the Philosophical Attitude requires an ability to move between concrete and abstract with precision and clarity. These skills are honed in the rigorous study of classic texts and logic. These constitute the "hard skills" of Philosophy, in my estimation. In rigor and abstraction, they are comparable to math (the logic of mathematicians and philosophers is the same logic). In-depth, capaciousness, and meaning, are comparable to the exegetical and heuristic skills of a literary scholar. Different schools of thought will emphasize some of these hard skills over others, but each of these skills is necessary for sophisticated philosophical discourse of all kinds, including both scholarship and in the classroom.
What skills will help Writing Instructors earn the most?
Dr. Richard Volkman: Most philosophers lucky enough to make a career in the field are relatively unconcerned with earnings. Just getting a full-time position already approaches winning the lottery.
However, Philosophy majors with just an undergraduate degree perform remarkably well, earning more at mid-career than other non-STEM majors (and many STEM majors). These students of philosophy are not usually working in Philosophy, and they were not hired because of their credentials as Philosophers. Rather, the rigorous and critical thinking they have grown accustomed to in adopting the Philosophical Attitude makes them unusually good at creative problem solving and getting "outside the box." These are very marketable skills in a wide range of endeavors.
We don't generally come to the Philosophical Attitude as a means to get rich, but it turns out that careful and clever thinking that keeps its humility before the unknown is a path to wealth. One famous story about Thales, widely considered the first philosopher in the Western tradition, has it that he was once rebuked to the effect of, "If you're so smart, why aren't you rich?" Thales got to thinking and realized a plan to buy up all the olive presses in the region during the off-season at low prices, only to have cornered the market in time for the following year's bumper crop. Thus did he respond to the critics of philosophy by becoming rich through the application of careful thinking and insight. The stats show that many Philosophy BAs regularly accomplish this in their own various careers and market endeavors.
There are probably better and more recent stats on this, but the claim about the earning power of the Philosophy BA is documented at https://www.theatlantic.com/notes/2015/09/philosophy-majors-out-earn-other-humanities/403555/.
Paolo Palmieri
Associate ProfessorUniversity of Pittsburgh
Department of History and Philosophy of Science
What skills stand out on Writing Instructor resumes?
Paolo Palmieri: Broadness of views, knowledge of classical and modern languages, diversity in teaching style, and philosophical thought.
What soft skills should all Writing Instructors possess?
Paolo Palmieri: Being a lover of minds and of bodies.
What hard/technical skills are most important for Writing Instructors?
Paolo Palmieri: Access to primary sources in their original languages
What skills will help Writing Instructors earn the most?
Paolo Palmieri: The higher the salary you earn in philosophy, the lower the chances of being a great philosopher.
What hard/technical skills are most important for Writing Instructors?
Walter Greason Ph.D.: Ability to learn multiple managerial and technical platforms rapidly; facility with both quantitative and qualitative data and the capacity to discern multiple forms of mixed research methodologies.
Michael Cornelius Ph.D.
Professor of English, Program Director MAHUMWilson College
English Department
What hard/technical skills are most important for Writing Instructors?
Michael Cornelius Ph.D.: While college-and college students-are increasingly digital, students are becoming less and less technical. Even compared to 10 years ago, my students' technical knowledge has significantly declined. That is why I encourage my students to become proficient in some useful software suite, such as Adobe Creative Cloud. Taking one or two classes in any software suite is tremendously beneficial and can help an applicant to really stand out from other English majors.
What soft skills should all Writing Instructors possess?
Michael Cornelius Ph.D.: Communication and care. Communication in all of its forms-written, oral, public speaking, and interpersonal, one-on-one communication abilities are all vital. A confident communicator can work wonders in many fields.
Add to that care. The study of English is not just the study of language; it is the study of those narratives that shape and dominate humanity and the means through which we make and understand them. I can't think of a better way to learn and know people. But that should come through as an ethos of care. If you want to teach, you must care for your students. No matter the field an English major may find themselves in, an ethos of care will serve them well.
What skills stand out on Writing Instructor resumes?
Michael Cornelius Ph.D.: In the academy, we often talk about English majors teaching students vital skills in critical thinking, communication, research, and analysis. An English major can be handed a project and know how to research the necessary components, compile them together in a clear and consistent format, and present that material to a client or supervisor with confidence. And I think the skill that really unites all of these aspects of the English major is independence. In our field, we ask students to articulate the rudiments of pragmatics, identify the meaning inherent to a seventeenth-century poem, and punch back at the masterpieces of the canon. No student can tackle such a diverse learning platform without a streak of independence that teaches them that, yes, scholars have been analyzing and deconstructing Shakespeare for 500 years, but no one has quite seen the text the way you have, and that's why you need to write about it. Heck, in a national conversation about higher education that strongly suggests that any major without a specific job title in its name should not even be considered, it takes someone who is a bit of a maverick to choose a major in English. But that independent streak serves our students really well in their careers and lives beyond college.
On a resume, I look for independence in that projection completion mode: acting as editor for student media; presenting a paper at a conference; writing a theatrical work; publishing; internships; etc. Anything that shows me that the applicant can tackle a project and get it done is what I am looking for.
What skills will help Writing Instructors earn the most?
Michael Cornelius Ph.D.: Self-advocacy. I am not suggesting every English major rush to their boss and demand a big raise, but our culture continually suggests one should apologize for majoring in a liberal arts field. I don't buy it. English majors are amazing at solving problems, facilitating communication, researching ideas, developing programs-they are, in short, the total package. And they have a tremendous capacity to learn new skills and new abilities. This is why students from my college, for example, end up in a huge variety of subject fields. We need to understand the value we bring to any organization as an English major.
Mike Schleeter
Associate Professor and Chair of PhilosophyPacific Lutheran University
Philosophy Department
What skills stand out on Writing Instructor resumes?
Mike Schleeter: At a Liberal Arts institution like PLU, the skills that most stand out on Professor of Philosophy resumes are 1) teaching skills and 2) research skills. These skills are best evidenced by teaching evaluations and scholarly publications/presentations, respectively.
What soft skills should all Writing Instructors possess?
Mike Schleeter: The most important soft skills include the ability to explore and explain complex ideas in understandable and compelling ways to students at different levels of exposure to the discipline and the ability to formulate research projects and bring them to fruition.
What hard/technical skills are most important for Writing Instructors?
Mike Schleeter: The most important hard skill, particularly in the context of the pandemic, is the ability to deliver course content effectively in an online modality.
What skills will help Writing Instructors earn the most?
Mike Schleeter: The soft skills described above are necessary for the achievement of both tenure and promotion and their associated increases in rank and compensation.
Francesco Ciabattoni Ph.D.
Professor in Italian Literature in Georgetown College, Interim Director of Global Medieval StudiesGeorgetown University
Italian Department
What soft skills should all Writing Instructors possess?
Francesco Ciabattoni Ph.D.: Communication skills, problem-solving skills, work ethic, flexibility, and interpersonal skills. These are all the result of a well-rounded humanistic formation, on which Georgetown University places great emphasis. Our goal is "Cura Personalis": the education of the whole person.
What skills stand out on Writing Instructor resumes?
Francesco Ciabattoni Ph.D.: Many skills are important, especially the knowledge of texts and manuscripts. However, there is a growing request to apply knowledge of even remote times and works to current themes in today's America. Without modernizing excessively, I think it is important to understand the past to build a better future, so a cultural awareness of the literary, social, and historical dynamics of the middle ages can serve us well in living the present and shaping the future.
What skills will help Writing Instructors earn the most?
Francesco Ciabattoni Ph.D.: The ability to understand the world we live in and the world we come from. That is the best way to live a fulfilling life and earn money, respect, and happiness.
Adam Ellwanger Ph.D.
Professor of EnglishUniversity of Houston - Downtown
College of Humanities & Social Sciences
What hard/technical skills are most important for Writing Instructors?
Adam Ellwanger Ph.D.: Writing, Editing, Teaching, Reading.
What skills stand out on Writing Instructor resumes?
Adam Ellwanger Ph.D.: When applying to be an instructor of English, your resume itself must be clean and totally without error. If you can't produce impeccable writing, why should your prospective employers believe that you can teach others to do so? A clean, complete, well-formatted resume reflects that you are a strong writer and editor, and these are critical skills. Of course, if you want to be an English instructor, some experience as a teacher is strongly preferred -- even if that is in informal contexts (e.g., leading training sessions at a previous place of employment or serving as a teaching assistant in graduate school).
What soft skills should all Writing Instructors possess?
Adam Ellwanger Ph.D.: It is also important that you speak well -- that you are a good conversationalist. People in education want to hire people who will be collegial co-workers and have a dynamic classroom presence.
What skills will help Writing Instructors earn the most?
Adam Ellwanger Ph.D.: If you can document training in technical communication, professional writing, or rhetoric (as opposed to simply literature and/or creative writing), skills related to those sub-fields are highly valued by the corporate world and employers in the private sector -- the places that tend to pay people with backgrounds in English the most.