In-Class Workshops must be scheduled at least two weeks prior to your desired visit date. Given that the workshops are intended to facilitate conversation among students and instructors, primary course instructors must be present in class on the day the workshop is delivered. Course instructors should review the workshop script and be prepared to provide necessary materials. Specific arrangements for workshops will be made by email correspondence.
Writing Studio workshops are designed by our consultants for use in the classroom. These workshops focus on different elements of academic writing and have the following goals in mind:
Each workshop runs approximately 45 minutes and includes a discussion of writing strategies, a consultant-facilitated conversation with the instructor and students about writing conventions relevant to the course, and at least one writing activity. We are happy to present up to two workshops per class, per semester.
Instructors are important participants in the workshop conversations, and should plan to contribute relevant materials and be present on the day of the workshop. Several of the workshops are designed to work in conjunction with a class assignment.
Please click on the links below to see the script and required materials for each workshop.
Writing Studio Workshops 2012
Transitioning to College Writing—This workshop is designed mainly for 100-level courses and is most appropriate toward the beginning of the semester. It encourages students to be aware of their own writing process as well as the conventions of academic argument. With the assistance of the instructor, we discuss both the nature of academic discourse as a conversation with the ideas of others and the demands of the course for which the students are writing.
Brainstorming: Getting Started—This workshop assists writers with discovering ideas and sharpening the focus of their essays. Using a prompt provided by the instructor, we work through several exercises to generate new material.
Revision—This workshop assists students with the revision of a paper they have already drafted, focusing on large-scale concerns like argument, analysis, and structure. We work through three revision activities, beginning with a brief exercise in which students rearticulate the main claims of their papers, followed by an exercise designed to identify organizational problems. For the third activity, students may choose one of four exercises, allowing them to focus on their specific needs.
Organizing Research Papers—This workshop guides students in structuring and planning research papers. Using an organizational grid, students will focus on meaningfully categorizing and evaluating their research in light of a focused research question.