Position: Marketing Assistant & Community Support Specialist
Reports to: Marketing Director
Type: Part time, 30 hours/week. M-F regular schedule with occasional need for evening or weekend shift.
Rate: $18/hour
Start Date: As soon as possible

Hugo House Mission:
Hugo House is a nonprofit literary arts organization located in Seattle with a 20-year history as the city's hub for writers. In the fall of 2018, Hugo House moved into a new facility in the heart of the city, which has enabled dramatic growth in classes and event programming. One of the nation’s leading community-based centers for the literary arts, Hugo House has a vision to open the literary world to anyone who loves books or has a drive to write. Hugo House offers year-round creative writing programming for adults and youth, including everything from single-day classes to year-long workshops, readings and events, open mic nights, and summer writing camps.

Position Overview:
Hugo House is looking for a Marketing Assistant to support the planning, coordinating, and implementation of organizational communication strategy designed to increase the visibility of Hugo House and its programs. Additionally, the Marketing Assistant will help run Hugo House’s front desk, providing outstanding community support both in-person and virtually. This position will require some in-person work that cannot be done remotely.

Marketing Assistance (66%)
The Marketing Assistant will work closely with the Marketing Director in implementing Hugo House's communications strategy, including:

  • Plan and write copy for Hugo House's social media, including Twitter, Facebook, and Instagram.
  • Create email newsletters in Mailchimp.
  • Design graphics for social media, advertisements, and other promotional outlets for upcoming classes and events.
  • Design print collateral as assigned.
  • Assist with layout and copyediting for Hugo House's quarterly class catalog (InDesign).
  • Assist with updating the Hugo House website (WordPress).
  • Keep Hugo House's website, Facebook page, and community calendars in Seattle updated with event listings.
  • Manage the Hugo House blog (planning, soliciting blog posts from teachers, writing interview questions for visiting writers, and prepping posts in WordPress).
  • Track monthly analytics report and social media audit.
  • Track monthly Google Analytics.
  • Manage Hugo House’s Google Ads.
  • Other duties as assigned.

Community Support Services (33%)
The Community Support Specialist will provide excellent customer service to students, teachers, members, and all House visitors; assist with event and class production, as well as administrative needs; and maintain Hugo House’s COVID safety measures and ensure visitor comfort.

  • Work shifts at Hugo House’s front desk as assigned.
  • Greet visitors and speak to the mission and resources of Hugo House.
  • Answer phones and conduct customer service requests via phone, email, and in-person interactions.
  • Maintain building security and appearance, including daily opening and closing of Hugo House.
  • Set up classroom technology and provide tech assistance for teachers and students as needed.
  • Liaise with registrar, operations team, and other team members to complete daily tasks.
  • Serve as office contact for those working from home.

Position Qualifications:

  • Share Hugo House’s commitment to building an antiracist organization
  • Passionate about the literary arts and Hugo House’s mission
  • 1-2 years of marketing and communications experience
  • Excellent writing, editing, and verbal communications skills
  • Savvy and creative with content marketing
  • Strong graphic design skills
  • Experience with Photoshop, InDesign, Illustrator
  • Skilled in social media strategy (Facebook, Instagram, Twitter)
  • Experience using a CMS (Word Press)
  • Proficiency with Microsoft Office (Mac platform)
  • Experience with email platforms (Mailchimp)
  • Knowledge of web analytics

We encourage applications from BIPOC (Black, Indigenous, and people of color) and other people underrepresented in literary arts administration. Hugo House is committed to becoming an antiracist organization and strives to remove barriers that might discourage any person from working here. It is Hugo House’s intent to maintain a diverse work force that represents our community. Our approach to diversity is intended to provide not only equal employment opportunities to minorities, women, and persons with disabilities, but also to recognize and value people with ethnic, cultural, and other differences, such as religion, ancestry, language, national origin, culture, age, gender, sexual orientation, and marital status.


Please fill out the course information as completely as possible. Submit by January 10th for priority consideration for the Summer 2022 catalog. Questions? Contact the Education team: education@hugohouse.org 

If you haven't yet taught at Hugo House, PLEASE be sure to attach your resume/CV and teaching philosophy. We also recommend familiarizing yourself with our previous course offerings before submitting. See extra notes & tips below!

If we are interested in programming your class, we will be in touch with you.


When selecting courses, we are looking for a fit with our current curricular needs, including a balance of genre, skill-level required of the students, and platform (such as workshop, generative, reading). When hiring teachers, we consider a combination of prior teaching experience, publication history, and the strength of teaching evaluations from Hugo House or other institutions. We're equally committed to hiring a teaching corps that's representative of different and diverse backgrounds, including but not limited to diversity of ethnicity, sexual orientation, gender, age, religion, ability and culture.

An education committee of Hugo House staff members and rotating instructors reviews all class proposals. The committee members represent a range of ages, ethnicities, genders, religions and backgrounds. 

The basics:

  • A two-hour, multi-week class may be scheduled Mondays through Thursdays at 10 a.m., 1;10 p.m., 5 p.m., or 7:10 p.m., or weekends from 10 a.m.-noon, or 1 p.m. - 3 p.m.
  • A one-day class generally meets for three hours, either from 10 am - 1 pm or from 1-4 p.m. We occasionally run longer one-day classes or two-day classes, depending on space availability.
  • Alternate schedules may be possible. Please ask. 
  • COVID-19: The majority of classes are being held online through Zoom or Wet Ink. Please indicate if you are willing to teach in-person using the class location selection.
  • Generally, class enrollment is set at a maximum of fifteen and a minimum of five. If fewer than five students register for a class, it will be cancelled.
  • Pay rate for classes is $10.50 per teaching hour times the number of registered students in your class, and $11.00 per teaching hour after teaching at Hugo House for 30 course hours. In other words, a 3-hour class with 15 students at the $10.50 rate will be $10.50 x 15 x 3 = $472.50


When submitting a course description, please consider it your job application. It should be clear, concise, and free of typos. If you're including writers you'll be reading, their names should be spelled correctly. When a student reads your class description, they should think, "I like the way this person writes! I bet I could learn something from them!" Not: "I'm not sure how this person got a job as a writing teacher!" Our team may edit your course description for clarity and/or length, but we strongly prefer when course descriptions come in the door having been thoroughly thought through and proofread. 

Here are some tips for a great course description: The description should tell us what the class is about, why the topic is worth investigating, what's going to happen (generative writing? workshopping? discussion?), and what students can expect to come away with (a new story? three new poems? a better understanding of metaphysics?). Here are a couple of great examples:

Minor Feelings: An Asian American Reckoning Each week we will discuss an essay from Cathy Park Hong’s provocative new book of essays, Minor Feelings, and freewrite about our own personal  experiences as Asian Americans, interrogating themes such as: coming of  age, the model minority myth, class, the white gaze, microaggressions,  shame, family, language, and community. Let’s get personal and political  as we examine what connects us or holds us apart in a candid and safe  space for exploration.  

Intro to the Short Story “Where does one begin?” asks Amy Hempel in an essay on short stories. Her answer: “With obsession and nerve and ground worth reporting on.” This two-day introduction lays down a few simple but fundamental craft concepts related to writing short stories. Students will generate and share new work in class while we look at the bold and felicitous work of pros like Hempel, Denis Johnson, Amy Tan, Jamaica Kincaid, Donald Barthelme, and Sandra Cisneros. Students should be willing to risk vulnerability and intimacy. They can expect to come away with two beginnings to new short stories.

Finally, we're often asked about what gaps need to be filled in our catalog. We can't know this until class proposals come in each quarter, but one good way to answer this question for yourself is to look at the current quarter's catalog. What gaps do you see? What unique knowledge or viewpoint can you offer? What have you been reading that's really wound you up? What's happening in the world or around town that you'd like to interrogate? We love fresh, weird ideas and classes that aren't the same old, same old. World literature, translation, and multilingual courses are encouraged. Courses for beginning writers, or folks who don't even think of themselves as writers are encouraged. Courses in partnership with or inspired by other groups or organizations in town are encouraged (such as a writing or reading class based on an exhibition at the Wing Luke or NW African American museum, a writing class in conjunction with the launch of a book like Recipes for Refuge, or the like); we're happy to help arrange a collaboration if applicable.  

At Hugo House, we present more than 100 events each year, ranging from readings of new work commissioned as part of our Literary Series to book launches for emerging writers. If you're interested in reading or presenting an event in our space, please complete the following form. Please submit a CV and sample of your work.

For rental requests, please visit our rentals page.


Welcome to the submission portal for youth teaching artists at Hugo House. Please read the descriptions of youth programs on our website to familiarize yourself before applying as a teaching artist with us.

We are currently hiring teaching artists for youth workshops during the 2021-2022 school year.

Youth Workshops

  • Targeted towards youth in grades 5th-12th. Specific grade ranges for your class should be narrower. 
  • Workshops will be focused toward writing genres of your choosing. Feel free to be creative!
  • Workshops take place within a single quarter: Fall (September-December), Winter (January-March), or Spring (April-June).
  • Sessions will be scheduled on weekdays (after school hours) or weekends, depending on your schedule and Hugo House Zoom/Room availability.
  • Generally, enrollment is set at a maximum of fifteen and a minimum of five students per workshop. If fewer than five students register for a workshop, it may be cancelled.
  • Pay rate for youth workshops is $120 per 60-minutes of in-person teaching. This rate is intended to also include outside work you do for your workshop (prep, giving feedback, reflection, etc.)
  • Currently, all workshops are held via Hugo House Zoom classrooms, however, we are also looking into slowly introducing in-person workshops for youth.


  • True Crime for Teens: Teenage life is full of drama! Drawing from  personal experiences with baffling behaviors, untrustworthy characters, and local gossip, students will write suspenseful, mysterious stories for and about modern teenage life, reflecting on how these experiences shape their relationships with others and with themselves. For students in 9th-12th grade. Takeaways: Students will come away with an outline plotted for their own true crime story, detailed descriptions of their main characters, a scene that effectively uses dialog to move the plot forward, and tips to help students complete their stories moving forward!
  • I Write Myself: Who am I? What do I believe? What is my identity? Students will reflect on these questions, and others, as they read and write poetry to explore and express the many facets of their unique identities. For students in 7th-8th grade. Takeaways: Students will leave this workshop with 3-5 completed poems affirming and celebrating themselves while also skillfully utilizing poetic devices like repetition, metaphor, alliteration, etc.
  • The Hero's Journey: Throughout time and across cultures, hero stories have entertained our imaginations and reflected some of the best storytelling to be found, however, many of these stories portray outdated stereotypes about who is a hero and what makes a villain. In this class, students will analyze diverse hero stories to begin writing their own epic quest, filled with heroes, villains, and landscapes reflecting their own values about what it means to be heroic. For students in 5th-6th grade. Takeaways: Students will leave this workshop having built their own world for this journey, including characters, creatures, and all other elements to write their own heroic story.


When selecting classes and/or workshops, we are looking for a variety curricular content, including a balance of genre, age-level, skill-level required of the students, and the potential for the workshop experience to also enhance students' social/emotional development. 

When hiring teaching artists, we consider a combination of prior teaching experience, publication history, active engagements in the literary/arts world, strength of teaching evaluations from either Hugo House or other institutions, and strength of the submitted workshop proposal(s), including a teacher's ability to differentiate instruction, incorporate social/emotional learning, and teach to social justice themes. If you are new to teaching with Hugo House youth programs, we will also request an interview with you.


In order to contract with Hugo House, teachers must submit a W9 and UBI (Unique Business Identifier - only for Washington state residents) number with their contract. Please contact youth@hugohouse.org with any questions or concerns regarding this process.

Hugo House