Workshop Descriptions

In-Text Citations presents students with the basics of attributing and citing a quotation or paraphrased statement within their work. Students are introduced to the reasoning behind citation in academic writing, which includes how to avoid plagiarizing, and they are introduced to the types of sources that must be cited, four primary ways of integrating outside sources into their writing, and tips to avoid possible pitfalls in citation. Students engage in activities that help them test their knowledge of MLA citation and to 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. 

During Works Cited, the coach helps students navigate the MLA style of bibliography by explaining its necessary elements and their placement and reinforces this information by reviewing sample entries. Students then work together to formulate correct citations for the types of sources they will be using in their current assignment. It is helpful for instructors to include relevant sources when requesting this workshop, so we can customize the samples students will be working with to review the formatting and to create citations. The coach also reviews the nuts and bolts of formatting the works cited page and will provide access to our MLA citations template, in addition to other illustrative handouts. Available via Zoom.

In-Text Citations presents students with the basics of attributing and citing a quotation or paraphrased statement within their work. Students are introduced to the reasoning behind citation in academic writing, which includes how to avoid plagiarizing, and they are introduced to the types of sources that must be cited, four primary ways of integrating outside sources into their writing, and tips to avoid possible pitfalls in citation. Students engage in activities that help them test their knowledge of APA citation and to 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. 

During References, the coach helps students navigate the APA style of bibliography by explaining its necessary elements and their placement and reinforces this information by reviewing sample entries. Students then work together to formulate correct citations for the types of sources they will be using in their current assignment.  

It is helpful for instructors to include relevant sources when requesting this workshop, so we can customize the samples students will be working with to review the formatting and to create citations. The coach also reviews the nuts and bolts of formatting the references page and will provide access to our APA references template, in addition to other illustrative handouts. Available via Zoom.  

Paraphrase, Summary, Quotation asks students to discuss these three activities as they currently practice/understand them and clarifies the subtle benefits of using each when researching and writing papers or creating multi-modal projects.  Since students often confuse summary and paraphrase, one of the main activities in the workshop asks students to create one or the other with a partner.  Students discuss the processes of creating a summary or paraphrase and consider why one might be chosen over the other to make the best use of an outside source or to better support a claim.

This workshop can be adapted to use a shared text students are already reading for class, a text the coach chooses, or students’ current research materials depending on an instructor’s goals and the nature of the assignment students are currently working on. Available via Zoom. 

The Avoiding Plagiarism workshop tackles the multifaceted problem of plagiarism.  During the workshop, the coach works with students to define what plagiarism is, whether intentional or unintentional, and how to identify instances of plagiarism in examples. Students are asked to consider the consequences of plagiarism and why documenting and citing sources is essential to learning and successful college level work. The coach introduces students to procedures to avoid unintentional and patchwork plagiarism; to the accurate use of direct quotation, summary, and paraphrase; to the use of signal phrases to integrate cited text; and to the appropriate ways to include in-text citations. In pairs or small groups, students examine and discuss plagiarized paragraphs and suggest ways to resolve the plagiarism.

These workshops are designed to include examples, sources, and citations appropriate to writing with APA or MLA, and to introduce plagiarism for any class that requires written work (essays, research, papers, speech outlines, and multi-modal work). Available via Zoom. 

 

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. 

Revision asks students to consider what revision is, how it is different from proof reading or copy editing, and why it is important for improving writing. Students are introduced to important elements to be considered before and while revising, beginning with the requirements of their assignment. The coach guides students through methods for revising the draft they are writing, including asking students to think about their specific goals for revision. Students work in pairs or small groups to identify, discuss, and begin to implement revision strategies. This workshop works best if students have a draft to revise. 

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.