Fall '22 workshops marked "Remote/Zoom" will be held via Zoom. To receive the Zoom link, please complete the following steps:

1. Click on the blue Accudemia logo above or on the ARC's main webpage: https://arc.ucr.edu/
2. Log on to Accudemia. Use your SID as both the User ID and the password.
3. Click on "New Appointment"
4. For Service, choose "WSP - Remote Tutoring"
5. For Activity, search for "WSP Workshop: Reading - Remote" and choose the date you want to attend.
6. NOTE: You will have to use the "Prev" and "Next" buttons or the calendar icon to select the date. 

You will automatically receive a link to the workshop in your UCR email.

Click the titles to the left to see lists of reading topics and dates. 

Reading for Understanding: 

Adjusting Reading Practices

This 30 minute session will look closer at common reading strategies and student responses to reading assigned texts. We will look at using strategies for specific reading situations that increase reading engagement. A self assessment of reading practices will also be available. Feel free to take this assessment prior to the workshop: https://forms.gle/MfCM7p6BU7Q4mzEE6

 "Identifying Main Ideas" 

This 30 minute workshop will focus on reading for the "main idea" in a paragraph. We will also look at how the main idea can be presented in a topic sentence or be an implied idea in the paragraph.  

Navigating STEM Review Articles

This 30 minute workshop will address the organization of STEM and behavioral science review articles. We will observe topic flow and the purpose of specific sections. Feel free to bring your own article as we will be looking at the purpose of specific sections in breakout rooms.

Navigating STEM Research Articles

This 30 minute workshop will address the common organization of "original research articles." We will be looking at various STEM and behavioral science articles. Feel free to bring your own article as we will be looking at the purpose of specific sections in breakout rooms.

 "Reading Assignment Prompts" 

This 30 minute workshop will focus on reading and annotating assignment prompts. Similar to reading writing prompts, we will address language that (1) contextualizes/situates the assignment, (2) directive verbs, and (3) how to clarify expectations for the assignment based on the prompt. Attendees should feel free to come with question, as there will be time at the end of the workshop to discuss specific concerns. 

"Reading Like a College Student"

This 30 minute workshop will present different types of readings/texts and the roles they may play in your courses. During this workshop we will look at college reading practices that will enhance reading efficiency and for understanding. 

Understanding Point of View in Popularized Science Articles

This 30 minute workshop will look at the role of the author in reporting research that was originally communicated to a specialized field/audience and how the author establishes credibility for the ideas presented. We will also look at how the author manages the complexity of original research articles for a less specialized audience. Articles will be used from Scientific American and Science Daily.

Metacognitive Reading

Inquiry Focused Reading 

This 30 minute workshop will address ways to identify questions that guide students' reading and/or text selection. We will also look at questioning ideas from texts and making connections to other sources. Attendees should feel free to bring texts that they are working in their classes. There will be time to use reading strategies with these or sample texts. 

Reading Grammatically

Identifying  Points of View in Assigned Readings:  Understanding First Person, Second Person, and Third Person Perspectives

Available by request.

NOTE We will look at how these pronouns affect points of view. 

This 30 minute workshops will address functions of prepositions (on, in, at, to) and the relationship these words create between nouns. (EXAMPLE:  The instructor sat on the desk. vs. The instructor sat in the desk.)

Comma Usage

This 30 minute workshop will address comma usage for: listing, separating independent clauses, introductory phrases/clauses/words, and separating nonessential words/phrases (information).

Engineering Focused Reading Workshops

1. “How Engineers use Language: A look at forms of communication”

In this 30 minute workshop, attendees will explore the purpose of specific types of writing and how the writer/engineer frames their audience. As we read, we usually become aware of when a text feels familiar or unfamiliar. This workshop will look at  identifying the purpose, audience, and formality of types of writing in the field of engineering.

2. "Advanced Reading Practices for Engineering Articles: Original Research"

This 30 minute workshop will address the common organization of "original research articles." We will be looking at pre-selected Engineering articles. Students should feel free to bring articles they are reading as we will be looking at the purpose of specific sections. We will also be looking at the different purpose between an "original research article" and a "review article."

3. "What do Engineers say about Previous research? Making Connections to Review Sections in articles"

During this 30 minute workshop, attendees will look at how the author connects previous research/studies in an effort to focus and contextualize the research they deem important. Attention will be placed on the specific topics, methods, and variables authors highlight as they focus the topic and purpose of their article. This session will focus on review sections from various engineering articles. 

4. “Analyzing Assumptions in Engineering Research Articles”

In this 30 minute workshop, attendees will learn to recognize the author’s/researcher’s assumptions about research topics. This includes recognizing what is assumed to be common knowledge for the audience and what is considered novel, or new.

5. "When STEM Concepts Become Popularized"

This 30 minute workshop will look at the role of the author in reporting research that was originally communicated to a specialized field/audience and how the author establishes credibility for the ideas presented. We will also look at how the author manages the complexity of original research articles for a less specialized audience. Articles will be used from Scientific American and Science Daily.