In Class Workshops

Below, you will find a list of workshops currently offered as in-class support for faculty members.

Presentation: Introduction to the Center for Writing
Length of Time: 15 Minutes
Recommended Use: Early in the semester. This presentation is a good way to introduce students to the Center and our services.

 One or two tutors will attend your class and:

  • Explain the role of the Center for Writing in students’ academic lives
  • Explain the difference between a remedial writing center and KSC’s Center for Writing
  • Discuss the different ways students can use the Center throughout the writing process i.e. brainstorming, outlining, research techniques
  • Talk about how to make appointments
  • Demonstrate how to prepare for a tutoring session
  • Discuss confidentiality and tutor feedback forms sent to faculty
  • Talk about the value of required visits and the necessity to make appointments in advance

Group Discussion: Demystifying ITW
Length of Time: 30 minutes
Recommended Use: Early in the semester or just as students are focusing on a specific area of research.

NOTE: Faculty are encouraged to ask their students to prepare their questions in advance of this discussion. 

Tutors will informally discuss their experiences with ITW highlighting not only their difficulties and frustration with the writing process, but the benefits and rewards. Tutors will also explain tools or techniques that helped them such as closely attending to peer feedback, carefully managing time, and paying strict attention to deadlines. Students are encouraged to ask questions and share their concerns with tutors who have successfully completed the course.

Workshop: Opinion vs. Academic Argument
Length of Time: 45 minutes
Recommended Use: During the first half of the semester, as students are preparing to research and/or write their first draft. The objective is to have peer tutors explain the distinction between having an opinion and making a case.

 One or two tutors will explain:

  • The concept of debatability vs. commonplace arguments
  • How research supports students’ claims
  • How academic arguments contribute to moving us forward in our own thinking
  • How counter arguments and multiple perspectives help strengthen and ultimately support a writer’s credibility
  • How to disagree with sources in a respectful and logical way
  • Provide samples of both opinions and arguments

Workshop: How to Incorporate Research Into Your Paper
Length of Time: 30-50 minutes
Recommended Use: 
After Draft 1 is completed.

The objective of this workshop is to show students how to use information to support their own text and also to review the basic vocabulary of research (in-text citations, paraphrasing vs. quoting directly, signal phrases, etc.). After a brief review of Graff, Birkenstein, and Durst’s chapter, tutors will share a useful handout with all the critical research terms, and discuss a 3-part formula for incorporating material into students’ papers. This discussion will be followed by a small group exercise and questions about students’ involved projects.

NOTE: Students are required to pre-read Chapter 3, “The Art of Quoting,” from Gerald Graff and Cathy Birkenstein’s book They Say, I Say. When you register for the workshop, Cyndi Glover will send you a PDF of the chapter so that you can share it with your class.

Workshop: The Reverse Outline
Length of Time: 30-50 Minutes
Recommended Use: After Draft 2 is completed. Students must bring a printed copy of their papers to class in order for this workshop to be effective.

The reverse outline is a very useful technique for helping students organize their writing to see where there are gaps, repeated information, or problems with sequencing the material. Reverse outlines also help to identify and strengthen the thesis statement. In this workshop, students will label each paragraph summarizing the contents and then analyze the logic of the argument as it is presented in the paper.

Workshop: How to Effectively Read and Edit A Final Draft
Length of Time: 30-50 Minutes
Recommended Use: After a final revision and just before submission. Students must bring a draft to class in order for this workshop to be effective.

Students often confuse revision with editing thus missing one final opportunity to correct any mechanical errors, strengthen word choices, and attend to things such as typeface, point size, and pagination. Tutors will explain effective ways to proofread and edit a final draft; working in pairs, students will trade papers and attempt to edit each other’s work with guidance from both peer tutors and faculty.


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