UWC Workshops

Request a UWC Writing Workshop or Video

Summer 2022 Workshop Requests

Fall 2022 Workshop Requests

Each semester, the UWC supports faculty by facilitating in-person and virtual writing workshops on a variety of topics. Each workshop is interactive, co-hosted by faculty and a UWC consultant. The UWC consultant facilitates the workshop and leads students through slides and activities designed to support and promote students’ writing and thinking. Students are able to ask questions of both the consultant and instructor.

You may also request custom workshops, pre-recorded workshop videos, short videos on a variety of writing topics, custom videos, or PDF slide decks of any of our writing workshops. Previews of videos and downloadable slide decks are available at UWC—Instructor Resources on Canvas. Email [email protected] to join.

Please allow two weeks' notice for standard workshop requests and one month's notice for custom workshop requests. Please allow six weeks' notice for custom video requests.

Workshop Descriptions

Descriptions of each topic are provided below. If you don't find what you need, email the UWC Workshop Coordinator, Rhonda L. McCaffery, at [email protected] to discuss creating a custom workshop.

  • Introduction to the UWC for Undergraduates

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    Duration: Approximately 15 minutes

    Advance Preparation for the Class Visit: None

    Class Visit Goals: Typically done in the first few minutes of class, this brief Introduction to the Writing Center is a way to support and encourage students to use our great resources. Students meet a UWC writing consultant and learn about the variety of services the University Writing Center offers.

    Ideal Time for this Class Visit: Beginning of semester or upon introducing students to their first writing assignment

  • Introduction to the UWC for Graduate Students (UWCGS)

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    Duration: Approximately 15 minutes

    Advance Preparation for the Class Visit: None

    Class Visit Goals: Typically done in the first few minutes of class, this brief Introduction to the Writing Center for Graduate Students is a way to support and encourage graduate students to use our great resources. Students meet a UWCGS writing consultant and learn about the variety of services the UWCGS offers.

    Ideal Time for this Class Visit: Beginning of semester or upon introducing students to their first writing assignment 

  • AMA (American Medical Association), 10th edition: Citations Overview

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    Duration: Approximately 45–60 minutes

    Advance Preparation for the Workshop: Students should have access to research articles they will be using in a writing assignment. If students are on computers or laptops, they can practice using the AMA system as we go through the steps in the workshop.

    Workshop Goals: The goals of the AMA: Citations Overview workshop are to introduce students to the basics of AMA citations. Students will learn the values and priorities of AMA as well as the general function and types of AMA citations and formatting.  This workshop also demonstrates for students how to locate and use reliable resources to assist them with AMA. This workshop is designed for students new to using AMA.

    Ideal Time for this Workshop: When students have a writing assignment involving research in AMA

  • Analysis & Synthesis

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop: Students should have access to two or more research articles they will be using for a project.

    Workshop Goals: The goals of the Analysis and Synthesis workshop are to teach students how to analyze a research article and how to look for and track common threads among research articles. Reading/annotation tips, such as the silver dollar method, will be introduced in this workshop to help students discover important points from articles.

    Ideal Time for this Workshop: Concurrent with assigning a writing assignment that involves academic research

  • Annotated Bibliography: Genre Analysis

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop: Students should have access to one research article they will be using for a project. If students are on computers or laptops, they can follow steps covered in the workshop to begin creating their annotated bibliographies.

    Workshop Goals: The goals of the Annotated Bibliography workshop are to inform students about typical components and formatting for annotated bibliographies using APA Style. Students will look at a sample annotated bibliography to uncover the purpose and value of this genre of writing. Reading/annotation tips, such as the silver dollar method, will be introduced in this workshop to help students discover important points from articles to include in annotations.

    Ideal Time for this Workshop: Concurrent with assigning an annotated bibliography

    Note: This workshop uses APA Style. If you would like this workshop presented in another citation style, email the workshop coordinator at [email protected] upon requesting this workshop.

  • APA (American Psychological Association), 7th edition: Citations Overview

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    Duration: Approximately 45–60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The goals of the APA 7th edition: Citations Overview workshop are to introduce students to the basics of APA 7th edition in-text citations and reference lists. Students learn what APA is, the values and priorities of APA Style, and the general functions and types of APA citations. This workshop demonstrates for students how to locate and use reliable resources to assist them with APA Style. This workshop is designed for students new to using APA style.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing an assignment requiring APA 7th edition format

  • APA (American Psychological Association), 7th edition: Formatting Student Papers

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop: If students are on computers or laptops, they can create an APA 7th edition formatted document as we go through the steps in the workshop.

    Workshop Goals: The goals of the APA 7th edition: Formatting Student Papers workshop are to inform students of basic APA 7th edition formatting requirements—how to set up an APA 7th edition student paper. Students will learn about the APA title page, header, and a general preview of in-text citations, writing in APA style, and creating reference lists. This workshop is designed for students new to APA 7th edition style.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing an assignment requiring APA 7th edition format

  • ASA (American Sociological Association), 5th edition: Citations Overview

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    Duration: Approximately 45–60 minutes

    Advance Preparation for the Workshop: Students should have access to research articles they will be using in a writing assignment. If students are on computers or laptops, they can practice using the ASA system as we go through the steps in the workshop.

    Workshop Goals: The goals of the ASA: Citations Overview workshop are to introduce students to the basics of ASA citations. Students will learn the values and priorities of ASA as well as the general function and types of ASA citations and formatting.  This workshop also demonstrates for students how to locate and use reliable resources to assist them with ASA. This workshop is designed for students new to using ASA.

    Ideal Time for this Workshop: When students have a writing assignment involving research in ASA

  • CMOS (Chicago Manual of Style), 17th edition: Author-Date

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    Duration: Approximately 45–60 minutes

    Advance Preparation for the Workshop: Students should have access to research articles they will be using in a writing assignment. If students are on computers or laptops, they can practice using the Chicago Manual of Style Author-Date system as we go through the steps in the workshop.

    Workshop Goals: The goals of the Chicago Manual of Style: Author-Date workshop are to introduce students to the basics of Chicago Style citations. Students will learn the values and priorities of Chicago Style as well as the general function and types of Chicago Style citations and formatting. They will look at a sample paper and receive a brief introduction to Turabian style for formatting the paper. This workshop also demonstrates for students how to locate and use reliable resources to assist them with Chicago Style. This workshop is designed for students new to using Chicago Style.

    Ideal Time for this Workshop: When students have a writing assignment involving research in Chicago Style

    Note: If you would like this workshop presented in Chicago Manual of Style: Notes-Bibliography style, email the workshop coordinator upon requesting this workshop at least two weeks in advance of the desired workshop date.

  • Composing Coherent Sentences & Paragraphs (Known-New Technique)

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    Duration: Approximately 45-60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The Composing Coherent Sentences & Paragraphs workshop introduces the Known New Technique to students. The Known New Technique is a method of writing coherent sentences and connecting them together using known information before using new information. Each sentence begins with information readers already know and ends with information that is new to the reader. This same concept can be applied on a larger scale to paragraphs. The workshop contains simple examples and then provides five steps to examine and revise a passage of complex writing similar to that found in many scientific and technical disciplines.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing a writing assignment

  • Composing Effective Paragraphs

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    Duration: Approximately 45–60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The goals of the Composing Effective Paragraphs workshop is to teach students elements of and techniques for composing effective paragraphs. It addresses grouping (breaking information down into paragraphs); lists four elements of an effective paragraph (unity, using topic sentences, coherence, and development); and provides two methods to help with paragraph composition: the Known-New Technique, which helps with coherence, and the I.C.E. Method, which helps with paragraph development. Students will practice identifying the four elements within a paragraph and methods used to compose the paragraph effectively.

    Ideal Time for this Workshop: Concurrent with the planning or early composing stages of a writing assignment

     

  • Crafting Sentences

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    Duration: Approximately 45-60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The goal of the Crafting Sentences workshop is to help students understand the building blocks of sentences to improve their own writing. The workshop will introduce students to basic sentence types, phrases, clauses, and guidelines for accurately punctuating sentences.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing a writing assignment

  • Developing Thesis Statements & Organizing Your Writing (Combo)

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop: Students should have access to two or more research articles they will be using for a project.

    Workshop Goals: Developed upon special request for an undergraduate course, this workshop combines elements of the Thesis Statements and Organizing Your Writing workshops. The goals of the workshop are to both

    • help students understand the work a thesis statement does for a piece of writing, and
    • help students think about how to strategically and consciously structure writing assignments in ways that are effective for the particular assignment.

    Students will look at a sample thesis statement and discuss/evaluate characteristics that strong thesis statements share. Students will then draft a thesis statement on their topic during the workshop. This workshop also provides students with ways to approach and get started on writing assignments, and (time permitting) students will practice mapping out plans for writing assignments using one of several organizational methods.

    Ideal Time for this Workshop: When students are drafting a thesis statement for a writing assignment

  • IEEE Style In-Text References

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    Duration: Approximately 45 – 60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The IEEE In-Text References workshop teaches students how to format in-text references in IEEE style, as well as ways to use the source material in their texts, including summarizing, paraphrasing, and quoting. It also teaches students how to integrate the material using the ICE method rather than making a "data dump."

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing an assignment requiring IEEE citation format

  • IEEE Style Reference Lists

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    Duration: Approximately 45 – 60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: This workshop teaches students how to format a reference list using IEEE style.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing an assignment requiring IEEE citation format

  • Incorporating Evidence: AMA, APA, ASA, CMOS, or MLA

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The goal of the Incorporating Evidence workshop is to help students understand how to effectively and ethically incorporate research into their own writing. The workshop provides strategies for directly quoting, summarizing, and paraphrasing material.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing a research writing assignment

    Note: Be sure to specify the style your discipline uses for this workshop. APA is the default style.

  • Literature Review: Genre Analysis

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The goals of the Literature Review workshop are to inform students about typical components and formatting for literature reviews. Students will look at a sample literature review to uncover the purpose and value of this genre of writing. A brief discussion of integrating sources in APA is included as well as a discussion about how to synthesize sources.

    Ideal Time for this Workshop: Concurrent with assigning a literature review

  • MLA (Modern Language Association), 9th edition: Citations Overview

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    Duration: Approximately 45–60 minutes 

    Advance Preparation for the Workshop: None

    Workshop Goals: The MLA: Citations Overview workshop introduces students to the basics of MLA citations. Students will learn the core elements of MLA 9 works cited entries, look at works cited lists and entries for different types of sources, and learn different in-text citation formats including the I.C.E. method for using direct quotes. This workshop is designed for students new to using MLA Style.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing an assignment requiring MLA format

     

    Note: MLA 8 was out of date as of April 2021. Beginning in May 2022, the UWC will no longer support MLA 8 in workshops or consultations.

  • Organizing Your Writing

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    Duration: Approximately 30–45 minutes

    Advance Preparation for the Workshop: If you would like to provide one of your writing assignments to work with as our example, email it as an attachment to the workshop coordinator. Or, we can provide a sample writing assignment to work with in the session.

    Workshop Goals: The goals of the Organizing Your Writing workshop are to help students think about how to strategically and consciously structure writing assignments in ways that are effective for the particular assignment. Students will practice mapping out plans for writing assignments using different methods. This workshop also provides students with ways to approach and get started on writing assignments, including strategies to prevent writer’s block.

    Ideal Time for this Workshop: Concurrent with introducing a new writing assignment

  • Organizing Your Writing Using IEEE Style

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    Duration: Approximately 60 minutes

    Advance Preparation for the Workshop:  If you would like to provide one of your writing assignments to work with as our example, submit it as an attachment in the workshop request form.

    Workshop Goals: The goals of the Organizing Your Writing workshop are to help students think about how to strategically and consciously structure writing assignments in ways that are effective for the particular assignment. This version of the Organizing Your Writing workshop is tailored to GACET students using IEEE Style. Students will learn IEEE article structure as well as common organizational strategies for text. Students will practice mapping out plans for writing assignments using different methods.

    Ideal Time for this Workshop: Concurrent with introducing, researching, or drafting an assignment requiring IEEE article format

  • Peer Review

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    Duration: Approximately 45–60 minutes (about 30 minutes to present the information; in the remaining time, ideally, students will participate in peer review)

    Advance Preparation for the Workshop: Students should have a draft/piece of writing with them to peer review during the workshop. 

    Workshop Goals: The goals of the Peer Review workshop are to give students strategies, practical advice, and assurance on best practices for reviewing their peers’ writing. Students will also apply these strategies during this workshop by engaging in an authentic peer review.

    Ideal Time for this Workshop: Concurrent with asking students to peer review one another’s writing

  • Position Paper: Genre Analysis

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    Duration:  Approximately 45-60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: In the Position Paper workshop, students will learn typical components of position papers and strategies for approaching this type of writing. Students will consider the purposes of position statements and look closely at sample statements as well as a sample position paper and outline for this type of writing. Emphasis will be placed on connecting claims and evidence with reasons to lead the reader through the evidence-based position paper.

    Ideal Time for this Workshop: Concurrent with assigning a position paper

  • Prewriting Strategies Workshop (Why Nursing Paper)

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    Duration: 60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: Prepared for the NURS 110 course, this interactive workshop teaches students prewriting strategies using the "Why Nursing Is/Is Not for Me" paper. Using the assignment sheet and rubric, students will work together to analyze the assignment's purpose, brainstorm the paper's contents, and create an outline. Following the workshop, students can use additional prewriting strategies introduced in the slides to help them continue working on their own.

    This workshop can be adapted to work with other classes and papers.

    Ideal Time for this Workshop: Concurrent with assigning the "Why Nursing" paper

  • Reading in College

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    Duration: Approximately 30–45 minutes

    Advance Preparation for the Workshop: If you would like to provide a 1-2 page sample of one of the readings you assign to work with as our example, email it as an attachment to the workshop coordinator. Or, we can provide a sample reading to work with in the session.

    Workshop Goals: The goals of the Reading in College workshop are to help students acquire strategies and learn best practices for approaching, understanding, and working with college-level reading assignments. The PRICE, SQ4R, and Silver Dollar methods are introduced, and students will apply these strategies during this workshop using a selected passage.

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing a reading or research assignment

  • Revising & Polishing Your Writing

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    Duration: Approximately 45–60 minutes

    Advance Preparation for the Workshop: Students should have a draft/piece of writing with them to review during the workshop.

    Workshop Goals: The goals of the Revising & Polishing Your Writing workshop are to help students learn strategies, hear practical advice, and become familiar with best practices for revising and polishing their writing. This workshop focuses on writing as a process and stresses the importance of reflecting on and rethinking one’s own writing in relation to audience and purpose. Students will learn about Higher-, Middle-, and Later-Order concerns and apply the revision strategies they learn to their own drafts. Students will learn how to make a revision plan and also acquire strategies for polishing a piece of writing.

    Ideal Time for this Workshop: Concurrent with when students have completed the first drafts of their papers

  • Thesis Statements

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    Duration: Approximately 30–45 minutes

    Advance Preparation for the Workshop: Students should have completed research or readings and be ready to draft a thesis statement. Please email the workshop coordinator any instructions and/or rubrics you provide to students.

    Workshop Goals: The goals of the Thesis Statement workshop are to help students understand the work a thesis statement does for a piece of writing. Students will look at sample thesis statements and discuss/evaluate characteristics that strong thesis statements share. The workshop presenter will work with the instructor’s goals/preferences for the thesis statement. Students will draft a thesis statement on their topic during the workshop, and we will discuss revising this draft individually and with peers.

    Ideal Time for this Workshop: When students are drafting a thesis statement

  • Understanding Assignment Expectations

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    Duration: Approximately 45-60 minutes

    Advance Preparation for the Workshop: None

    Workshop Goals: The Understanding Assignment Expectations workshop takes students through the process of reading and interpreting an assignment and rubric. Emphasis is on defining and then discovering specific information about five areas instructors often have expectations for papers within: purpose, audience, evidence, writing style, and "rules" (citation styles, page limits, etc.). The interactive portion has students examining the assignment sheet and rubric for an assignment's purpose and the rest of the time is spent on describing what each of the other expectations consist of and offering questions they can ask to guide their paper planning. Students will leave with an understanding of how to read any writing assignment and understand their task and what is expected of them/the paper. 

    Ideal Time for this Workshop: Beginning of semester or concurrent with introducing students' first writing assignment

  • Writing in College

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    Duration: Approximately 30–45 minutes

    Advance Preparation for the Workshop: If you would like to provide one of your writing assignments to work with as our example, email it as an attachment to the workshop coordinator.  Or, we can provide a sample writing assignment to work with in the session.

    Workshop Goals: The goals of the Writing in College workshop are to help students think about successful ways to approach writing assignments in college, including a discussion about the writing process and mapping out a plan for approaching college-level writing assignments. Students will apply these strategies during this workshop using a selected assignment.

    Ideal Time for this Workshop: This workshop is typically presented at orientations for new students

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