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Toronto, Canada
Cambridge, Canada
Milton, Canada
Aurora, Canada
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McGill Writing Centre Winter 2027 Courses
The McGill Writing Centre is inviting applications for Course Lecturers to teach Winter 2027 courses (undergraduate and graduate) posted during this October 1-15, 2026, period.
Application deadline: October 15 at 11:59PM.
ALL applications for current postings must be submitted within Workday.
Please indicate in the appropriate fields in Workday:
-the maximum number of courses you wish to teach;
-which courses you wish to be considered for in order of preference (please create ONE single list COMBINING ALL courses, undergraduate and graduate, in ranked order);
-if you have taught them before.
Please also upload the following documents in the CV field in Workday:
1) Your updated CV [REQUIRED]
2) Brief cover letter (if you are applying to teach a course you have not taught before or for which you have not previously received Teaching Qualification Requirement recognition) [IF APPLICABLE]
McGill University is an English-language university where most teaching and research activities are conducted in the English language, thereby requiring English communication both verbally and in writing.
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Teaching Qualification Requirements (TQRs) for all courses are listed below the course details.
Please note:
Start and end dates of UNDERGRADUATE CONTRACTS: 2027-01-05 to 2027-05-07.
Undergraduate course Salary:
3-credit course teaching current rate: $11,824
Note about Make Up Days: On Tuesday and Wednesday, April 13–14, the normal Tuesday & Wednesday schedules of course lectures, labs, and conferences will be replaced by Friday & Monday schedules.
Please note that there is a possibility that the day/time/location could change.
Winter 2027 course details:
Before applying, please note that to work at McGill University, you must be both authorized to work in Canada and willing to work in the province of Quebec at the campus where the position is based / located.
McGill University is an English-language university where most teaching and research activities are conducted in the English language, thereby requiring English communication both verbally and in writing.
TEACHING QUALIFICATION REQUIREMENTS (TQR) for WCOM courses in this posting:
The Teaching Qualification Requirements (TQRs) delineate the education, experience, and other requirements to teach a course. To ease legibility in the posting, the third section of “other requirements” is listed here first and applies to all WCOM courses.
“Other requirements” that apply to ALL WCOM courses:
Applicants must:
1. demonstrate an ability to design structured course materials, including learning activities, based on the course description and target audience;
2. demonstrate an ability to foster learning by establishing a positive classroom dynamic, involving learners in various activities, and managing student participation and group interactions effectively;
3. demonstrate an ability to communicate clearly and effectively in the language of the course, both orally and in writing;
4. provide evidence of an ability to use a variety of technologies to support student learning;
5. provide evidence of how they keep abreast of advances in the field of expertise relevant to the course in question;
6. demonstrate the ability to carry out the duties and obligations of a course lecturer in a respectful and timely manner;
7. demonstrate the ability to work with the Faculty of Arts and University administration to address class management issues in a constructive and timely manner.
TQRs for WCOM 203 – Introduction to Creative Writing:
Education:
•MFA in Creative Writing (preferred), or graduate degree in a closely related field.
•Evidence of having received training in the teaching of creative writing at the post-secondary level.
Experience:
•Experience teaching workshop-based creative writing courses at the post-secondary level.
•Experience teaching post-secondary-level creative writing courses that cover multiple genres.
•Recent and relevant publications in at least one genre of creative writing.
•Awards and honours for published creative work is a definite asset.
TQRs for WCOM 206 – Communication in Engineering:
Education:
•Graduate Degree (PhD preferred) in Rhetoric, Composition, Business and Professional Communication, or a closely related field.
•Evidence of having received training in the teaching of written and oral communication for professional purposes.
Experience:
•Experience teaching written and oral communication at the post-secondary level.
•Experience teaching written communication to students with a wide range of English language abilities is an asset.
•Experience teaching Engineering or Science students is an asset.
TQRs for WCOM 250 – Research Essay and Rhetoric:
Education:
•Graduate Degree (PhD preferred) in Rhetoric, Composition, or a closely related field.
•Evidence of having received training in the teaching of written communication for academic purposes.
Experience:
•Experience teaching written and oral communication at the post-secondary level.
TQRs for WCOM 255 - ESL: Research Essay and Rhetoric:
Education:
•Graduate Degree (PhD preferred) in Rhetoric, Composition, or a closely related field.
•Evidence of having received training in the teaching of written communication for academic purposes.
Experience:
•Experience teaching written communication to second-language learners at the post-secondary level.
TQRs for WCOM 314 – Communicating Science:
Education:
• Graduate Degree (PhD preferred) in Science Communication, Journalism, Communication Studies, or a closely related field.
• Evidence of having received training in the teaching of science communication or science-focussed journalism is a strong asset.
• Evidence of having received training in communicating research findings to broad audiences is a strong asset.
Experience:
• Knowledge of current science journalism and science communication conventions and practices.
• Recent experience producing science journalism and/or communicating research findings to broad audiences.
• Established career as a science writer or science journalist is a definite asset.
• Experience teaching written and oral communication to science students is a strong asset.
• Experience using and supporting students’ use of current digital platforms, including social media, is a strong asset.
• Experience creating podcast or radio programs is an asset.
TQRs for WCOM 333 – Writing Creative Nonfiction:
Education:
• MFA in Creative Writing (preferred), or graduate degree in a closely related field.
• Evidence of having received training in the teaching of creative writing at the post-secondary level.
Experience:
• Experience teaching workshop-based creative writing courses at the post-secondary level.
• Experience teaching post-secondary-level creative nonfiction writing (either as a standalone course or within a multi-genre course) and/or recent publications in at least one subgenre of creative nonfiction relevant to the course.
• Awards and honours for published works of creative nonfiction, including but not limited to literary journalism, are a definite asset.
TQRs for WCOM 642 – Cornerstones of Academic Writing:
Education:
• Graduate Degree (PhD preferred) in Rhetoric, Composition, or a closely related field.
• Evidence of having received training in the teaching of written communication for academic purposes.
Experience:
• Experience teaching written communication at the post-secondary level.
• Teaching experience related to course topics, such as how to apply structural principles that govern academic writing.
TQRs for WCOM 645 – ESL: Fundamentals of Academic Writing
Education:
• Graduate Degree (PhD preferred) in Rhetoric, Composition, or a closely related field.
• Evidence of having received training in the teaching of written communication for academic purposes.
Experience:
• Experience teaching written communication to second language learners at the post-secondary level.
• Teaching experience related to course topics, such as teaching students how to apply structural principles that govern academic writing.
TQRs for WCOM 652 – Fundamentals of Academic Presentations:
Education:
• Graduate Degree (PhD preferred) in Rhetoric or a closely related field.
• Evidence of having received training in the teaching of presentation strategies and oral communication skills.
Experience:
• Experience teaching oral communication at the post-secondary level.
• Teaching experience related to course topics, such as soft skills, voice modulation, and non-verbal communication techniques for academic presentations.
TQRs for WCOM 661 – Literature Review I: Summary and Critique:
Education:
• Graduate Degree (PhD preferred) in Rhetoric, Composition, or a closely related field.
• Evidence of having received training in the teaching of written communication for academic purposes.
Experience:
• Experience teaching written communication at the post-secondary level.
• Teaching experience related to course topics, such as how to summarize, critique, and synthesize scholarly literature.
TQRs for WCOM 662 – Literature Review II: Establishing Scholarly Niches:
Education:
• Graduate Degree (PhD preferred) in Rhetoric, Composition, or a closely related field.
• Evidence of having received training in the teaching of written communication for academic purposes.
Experience:
• Experience teaching written communication at the post-secondary level.
• Teaching experience related to course topics, such as how to synthesize scholarly literature with the aim of framing original research.
McGill University is committed to equity and diversity within its community and values academic rigour and excellence. We welcome and encourage applications from racialized persons/visible minorities, women, Indigenous persons, persons with disabilities, ethnic minorities, and persons of minority sexual orientations and gender identities, as well as from all qualified candidates with the skills and knowledge to engage productively with diverse communities.
At McGill, research that reflects diverse intellectual traditions, methodologies, and modes of dissemination and translation is valued and encouraged. Candidates are invited to demonstrate their research impact both within and across academic disciplines and in other sectors, such as government, communities, or industry.
McGill further recognizes and fairly considers the impact of leaves (e.g., family care or health-related) that may contribute to career interruptions or slowdowns. Candidates are encouraged to signal any leave that affected productivity, or that may have had an effect on their career path. This information will be considered to ensure the equitable assessment of the candidate’s record.
McGill implements an employment equity program and encourages members of designated equity groups to self-identify. It further seeks to ensure the equitable treatment and full inclusion of persons with disabilities by striving for the implementation of universal design principles transversally, across all facets of the University community, and through accommodation policies and procedures. Persons with disabilities who anticipate needing accommodations for any part of the application process may contact, in confidence, accessibilityrequest.hr@mcgill.ca.
All qualified applicants are encouraged to apply; however, in accordance with Canadian immigration requirements, Canadians and permanent residents will be given priority.