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You might consider using more than one workshop in a class, especially if you are interested in the thesis statement workshop. It can be paired really well with almost all our other workshops.Faculty in the past have found scheduling more than one workshop has been exponentially useful for their students.
Early in the Writing Process
Writing As Process: Handling Writers Block & Making Time To Write (50 to 75 minutes)
This workshop explores two of the major impediments to strong writing: the physical and mental manifestations of writer’s block as well as the struggle to spread writing out over a long period of time. Students will assess their writing process and create their own strategies for breaking through what is keeping them from writing.
Useful for: graduate level classes; instructors wanting their students to learn how to quit writing at the last minute.
Brainstorming: The Cycle of Generating an Electric Idea (50-75 Minutes)
This workshop is ideal for the first two weeks of a writing assignment. It breaks down several myths about writing in order to aid students in their thinking process. After discussing what it means to have and develop a ‘good idea,’ students will engage in writing activities geared to start them on their writing project.
Middle of the Writing Process
Developing a Thesis Statement (50 minutes)
Writers learn how to craft a thesis statement around a narrow topic and stance and then refine it by brainstorming document content.
Useful for: everyone! Always. With this one it is important to tell us where they are in the research/writing process, as well as how you define/evaluate a good thesis statement.
Building Strong Paragraphs (50 to 75 minutes)
Participants learn how to write clear topic sentences and to revise paragraphs for unity, coherence, and adequate development. Writers also practice using transitions and signposts within and between paragraphs.
Re-seeing a Draft
Responding to Peers' Writing (50-75 Minutes)
This workshop prepares writers to respond to peers’ writing through a demonstration of effective feedback practices followed by a peer response session.
Faculty should make grading rubrics available before this workshop.
Revising a Draft (50-75 Minutes)
Writers explore the differences between revision and editing and the importance of both in the writing process. They learn revision techniques and then revise their own work.
Writing a Literature Review (50 minutes)
During the workshop, writers learn to incorporate sources into a focused review of the literature for a specific research project.
Faculty should make evaluation criteria available before this workshop.
Creating Poster Presentations (50 minutes)
Participants follow a four-step process to create informative and visually appealing posters for class or conference purposes.
Writing in APA Style (50 Minutes)
Writers are introduced to the rationale behind APA Style. Discussion topics include integrating sources and avoiding plagiarism, paraphrasing and direct quotations, in-text citations, and reference lists.
Writing in MLA Style (50 Minutes)
Writers are introduced to the rationale behind MLA Style. Discussion topics include integrating sources and avoiding plagiarism, paraphrasing and direct quotations, in-text citations, and works cited lists.
Writing in Chicago Style (50 Minutes)
Writers are introduced to the rationale behind Chicago Style. Discussion topics include integrating sources and avoiding plagiarism, paraphrasing and direct quotations, in-text citations, footnotes, and bibliographies.
Do none of the above fit your goals for your students? We can create a workshop specific to a course project. Please contact Terese Thonus at 785-864-2398 or at firstname.lastname@example.org.