Workshop Descriptions

MLA Citation presents students with the basics of citing a quotation or paraphrased statement within their work and creating corresponding works cited entries using current MLA style guidelines. Students are introduced to the reasoning behind citation, which includes how to avoid plagiarizing, and to the types of sources that must be cited. The coach reviews works cited page formatting and will provide access to our MLA citations template. Through review of sample in-text citations and works cited entries, students will test their knowledge of MLA citation and practice citing sources. 

 

APA Citation presents students with the basics of citing a quotation or paraphrased statement within their work and creating corresponding reference list entries using current APA style guidelines. Students are introduced to the reasoning behind citation, which includes how to avoid plagiarizing, and to the types of sources that must be cited. The coach reviews reference page formatting and will provide access to our APA citations template. Through review of sample in-text citations and reference list entries, students will test their knowledge of APA citation and practice citing sources. 

Integrating Source Material will begin with a broad discussion of the multifaceted problem of plagiarism. During the workshop, the coach works with students to define what plagiarism is, to identify instances of plagiarism, and to consider the consequences of plagiarism and why documenting and citing sources is essential to learning and successful college level work. The coach discusses the processes of creating a summary or paraphrase and reviews why one might be chosen over the other to make the best use of an outside source or to better support a claim. Additionally, students will consider how to effectively incorporate directly quoted source material, use signal phrases to integrate cited text, and appropriately cite source material with in-text citations. 

Outlining introduces students to using outlines as part of their writing process. The coach introduces a variety of informal and formal outlines, including any that are pertinent to the form of essay/writing assignment the students are working on. Students discuss why writers might use outlining and when in the writing process outlining can be helpful—not just as a pre-writing and planning strategy but also as a revision strategy. 

Making Inferences introduces students to the important reading skill of making and describing inferences. The workshop asks students to consider the differences between making a prediction and making an inference and asks them to practice making inferences with various types of materials including visual images and written passages.  The coach introduces students to a four-step procedure for making inferences about written texts and asks students, working in small groups, to discuss and apply the procedures to a short excerpt.  

Textbook Strategies introduces students to a variety of techniques for utilizing their textbooks more efficiently, including previewing the textbook and becoming familiar with organizational text elements. Students will practice appropriately managing time by assessing the difficulty of a sample textbook chapter. The coach also introduces/reviews the strengths of the SQ4R (survey, question, read, recite, record, review) method of studying to improve comprehension and increase recall. Students, working in pairs, practice SQ4R with a passage in the sample chapter.

While this workshop is constructed around a sample print chapter, an instructor can provide a chapter from the course textbook.

In Managing Public Speaking Anxiety, students learn that public speaking is a skill that can be improved, not an innate talent. Students will identify their discomfort levels in public presentations and understand the negative thoughts that can produce apprehension in these situations. The coach guides students through the steps of reframing negative thoughts as positive thoughts and offers specific strategies that will help students to alleviate their public speaking anxieties.  

Oral Citations introduces students to why we cite sources, what information should be cited, and essential components of an oral source citation. Students learn the difference between primary and secondary sources; the distinctions between print, online, and web sources; and the differences between quoting and paraphrasing sources. Students practice developing oral citations from sample sources. 

Creating Infographics introduces students to strategies for creating data-driven arguments and narratives in infographic form. The coach emphasizes the importance of reliable data, focused topics, and professional graphic design elements.  The workshop will provide a step-by-step process of drafting and revising visual data. 

If students are in a computer classroom, they can begin to work on their infographics during the workshop. 

The Effective PowerPoint Slides workshop outlines the basic rules for achieving a balanced, professional, attractive, and compelling presentation that will deliver an effective message. Students learn how the design, pace, and layout of a PowerPoint deck can lead to a successful presentation that clarifies ideas and engages an audience.

If students are in a computer classroom, they can begin to work on their slides during the workshop. 

Commas for ELS presents students with ways to use this punctuation mark and addresses typical comma mistakes. Students review important terminology and concepts related to sentence structure that help them understand where to place commas. They work to correct the most common usage errors and then create new sentences to apply what they have learned.

MLA In-Text Citations for ELS  presents students with the basics of attributing and citing a quotation, paraphrased statement, or summary within their work. Students are introduced to the reasoning behind citation in academic writing and the types of information that require citations to avoid plagiarizing. They learn the difference between narrative and parenthetical citations and five primary ways of integrating outside sources into their writing. Students engage in activities that help them test their knowledge of MLA citations and practice citing sources. The workshop may be adapted to address the content or sources from previous classroom assignments or research topics provided by the instructor or students. Available via Zoom.  

Oral Citations for ELS introduces English language learners to why we cite sources, what information should be cited, and three components of an oral source citation. 

Students learn the difference between primary and secondary sources; the distinctions between print, online, and web sources; and the differences between quoting and paraphrasing sources. Students practice developing oral citations from sample sources appropriate for English language learners. 

Run-on Sentences for ELS explores what makes a sentence a sentence and introduces the two most common forms of run-on sentences: comma splices and fused sentences. Students review how run-on sentences can affect meaning and the reader’s understanding of the text. Working in groups, students will practice using conjunctions and punctuation to revise a paragraph. 

Thesis Statements for ELS defines the term “thesis statement” and emphasizes why an effective one is important for any essay. Students are introduced to elements of a strong thesis statement and what writers should avoid when composing a thesis. 
Students practice identifying effective thesis statements and work collaboratively to improve weak thesis statements. Students then create their own thesis statements on a topic provided either by the coach or for their current writing assignment. 

Making Inferences for ELS introduces English language learners to the important reading skill of making and describing inferences. The workshop helps students understand what it means to make an inference and allows them to practice with various types of materials including visual images and written passages. The coach introduces students to a four-step procedure for making inferences about written texts and asks students, working in small groups, to discuss and apply the procedures to a short excerpt.   

Integrating Source Material for ELS will begin with a broad discussion of the multifaceted problem of plagiarism. During the workshop, the coach works with students to define what plagiarism is, to identify instances of plagiarism, and to consider the consequences of plagiarism and why documenting and citing sources is essential to learning and successful college level work. The coach discusses the processes of creating a summary or paraphrase and reviews why one might be chosen over the other to make the best use of an outside source or to better support a claim. Additionally, students will consider how to effectively incorporate directly quoted source material, use signal phrases to integrate cited text, and appropriately cite source material with in-text citations.