Writing Center offers workshops

Michelle Abbott

Reporter

The college’s Writing Center is offering a series of workshops this spring to help students improve their rhetorical skills. All are invited to ask questions, be inspired and gain more understanding in essay composition.

The workshops offered include thesis statements, sentence structure, research essays and summaries.

The first workshop “Thesis Construction: The Basics” will be at 1 p.m. and 4:30 p.m. May 13 at the Connection Café. It’s a look at the thesis statement with Andrew Crook, college writing consultant.

Crook takes students on a practical journey through learning the specifics of developing a strong thesis statement, providing them with an edge on their next writing assignment.

“Kill the Comma Splice,” a workshop composed by college writing consultant Molly Noss, will be presented by Andrew Crook and Hannah Dominguez at 11 a.m. and 4:30 p.m. May 30 at the Connections Café. It’s a close-up look at sentence structure. Those struggling with comma placement and sentence structure will learn the value of semicolons and conjunctions in essay writing.

“The Anxiety-Free Research Process” is a workshop written and offered by college writing consultant Meghan Hesketh, detailing every part of the research process. It will be 9 a.m. and 4:30 p.m. May 8 at the Connections Café. Those who find themselves not knowing where to begin in the research process can come and learn helpful tips for acquiring resources and be guided through the writing process.

“Summary: Short and Sweet” is offered by the college’s writing consultant Bethany Atwood. It will be at 10 a.m. and 4:30 p.m. May 21 at the Connections Café. Learn the steps to the summary process with this workshop.

Those struggling with finding the right words to summarize can attend and learn more about writing a short, sweet summary.

These interactive writing workshops last 10-15 minutes and provide a good source for students to get their questions answered.

They offer an opportunity for students to get perspective from peers, which may be less intimidating than asking a professor.

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