Writing & Reading Support Program (Undergraduate)
Writing & Reading Tutoring Schedule
(April 10 - June 9)
|Monday||9:00 AM - 6:00 PM|
|Tuesday||9:00 AM - 6:00 PM|
|Wednesday||9:00 AM - 6:00 PM|
|Thursday||9:00 PM - 6:00 PM|
|Friday||9:00 AM - 4:00 PM|
Online (Zoom) Sessions
(April 10 - June 9)
|Monday||9:00 AM - 6:00 PM|
9:00 AM - 6:00 PM
|Wednesday||9:00 AM - 6:00 PM|
|Thursday||9:00 PM - 5:00 PM|
|Friday||12:00 PM - 3:00 PM|
WSP Appointment Activities
Spring 2023 Writing/Reading support Activities
Click on this link to see a list of Writing Support activities.
*This list includes the activity title as they appear in Accudemia, the ARC's scheduling system.
Week 6 Reading Circle: Topic: "Challenging Academic Identities" May 10th, from 3:00 to 3:45p.m.
Week 10 Study Events: "Float into Finals" on June 8th, 6:30 to 8:30p.m. & "Study Jam" on June 11th
The Writing & Reading Support Program (WRSP) supports UCR undergraduate students through 1 to 1 consultations and workshops. Our writing & reading tutors are undergraduate students from multiple majors across the UCR campus. We can provide you writing and reading assistance in any academic discipline during any stage of your writing process, pre-writing to finalizing drafts. Writing tutors are a complement to in-class instruction and instructor office hours. How To Prepare for Your Appointment
To schedule an appointment for writing and/or reading support, please click on the blue Accudemia Login button at the left side of the screen to access our digital appointment system or call the ARC at (951) 827-3721. Only currently enrolled UCR undergraduate students may meet with ARC tutors.
**Please note that students may only make two appointments per week for writing/reading assistance, not including workshops.**
Registering for Workshops
Spring '23 workshops will be "in-person" here at the ARC or marked "Remote" and held via Zoom. To sign up for a workshop, please complete the following steps:
(These steps work similarly for 1 to 1 tutoring sessions.)
- Click on the blue Accudemia logo the left side of your screen.
- Log on to Accudemia. (First time logging in? Use your SID as both the User ID and the password.)
- Click on "Schedule Appointment" at the bottom of the page, or use the "Quick" dropdown menu at the top of the page and select "New Appointment."
- For Service, choose "Writing Support - Remote" or "Writing Support - In-Person."
- For Activity, search for "WSP Workshop" and choose the activity/workshop subject (ex. Grammar, Writing, Reading, or Formatting) and the date you want to attend. (See WSP workshop schedule below.)
- NOTE: If you have trouble, you can also search by date or tutor name.
- You will have to use the "Prev" and "Next" buttons or the calendar icon to select the date.
- Click on the the green box with the available time you want.
- Click "Confirm" in the green box when you are ready to finalize the appointment.
For remote workshops/sessions, you will automatically receive a link to the workshop in your UCR email.
Click the titles below to see the list of workshop topics and dates.
Writing and Reading Workshops
Workshops are open to all UCR undergraduates. Spring 2023 workshops will be hosted via "in-person" or Zoom/remote. Please check each date for one of the two formats. Register through Accudemia to receive the Zoom meeting link.
The Writing Cycle
This 30 minute workshop/presentation will address the “writing cycle” and the recursive steps that are included in the cycle: prewriting, drafting, revising, and editing. NOTE: There is a separate workshop focused on reading writing assignment prompts.
Wednesday, April 12 from 3:00 to 3:30 (In-Person at the ARC, Skye Hall, Room 156)
Plagiarism: What it is and how to avoid it!
During this 30-40 minute workshop/discussion, we will address what plagiarism is, why it is a serious matter, and how you can avoid it. The session will begin with some informal discussion with attendees about their experience and understanding of plagiarism. We will then discuss the significance of reading, understanding, and citing sources. It is appropriate for attendees to bring in specific and/or general questions about plagiarism.
Thursday, April 13 from 3:00 to 3:40 (In-Person at the ARC, Skye Hall, Room 156)
Tuesday, May 2 from 11:00 to 11:40 (In-Person at the ARC, Skye Hall, Room 156)
Outlining Your Paper
This 30 - 40 minute workshop will address outlining strategies for approaching drafts of essays and papers. Attendees will practice developing main ideas, identifying evidence, analyzing the significance of the evidence, and connecting the analysis back to the thesis. Attendees are encouraged to come with questions or a writing assignment that they would like to develop an outline for. (NOTE: Ask the tutors about reverse outlining.)
Thursday, April 20, from 3:00 to 3:40 (In-Person at the ARC, Skye Hall, Room 156)
Thursday, May 4, from 10:00 to 10:40 (In-Person at the ARC, Skye Hall, Room 156)
Writing Introduction Paragraphs & Thesis Statements
This 30 to 40 minute workshop will focus on the purpose, or function, of introductions. We will look at such elements of an introduction as: hooking the audience, establishing the range and relevance of the topic, establishing the purpose of the text, and writing a thesis statement. Attendees should feel free to bring specific questions to the workshop.
Wednesday, April 26, from 3:00 to 3:40 (In-Person at the ARC, Skye Hall, Room 156)
Tuesday, May 23, from 3:00 to 3:40 (In-Person at the ARC, Skye Hall, Room 156)
Writing Body Paragraphs
This 30 to 40 minute workshop will focus on the purpose, or function, body paragraphs. We will look at “topic sentences,” supporting evidence, and explaining the connection between the evidence, topic sentence, and thesis statement. Attendees should feel free to bring specific questions to the workshop.
Tuesday, April 25, from 10:00 to 10:40 (In-Person @ the ARC, Skye Hall, Room 156)
This 30 minute workshop will focus on how to write well-rounded conclusion paragraphs. We will take a look at the four steps "typically" required of a conclusion paragraph – summary, synthesis, “So what?” and zoom out – and describe how to tackle each step, as well as what each step entails. Those in attendance should feel free to bring any questions they may have about this topic!
Wednesday, May 3, from 3:00 - 3:40 (In-Person at the ARC Skye Hall Room 156)
Reading & Writing for In-Class Essays
This 30 minute workshop will focus on reading and annotating writing in-class 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 and writing situation. We will also be looking at outlining essay drafts (thesis statements, topic/controlling idea sentences, and evidence) to organize ideas you want to communicate. You should feel free to come with questions as there will be time at the end of the workshop to discuss specific concerns.
TBA (In-Person @ the ARC, Skye Hall, Room 156)
This 30 to 40 minute workshop will present four common sentence types: 1) the simple sentence, 2) the compound sentence, 3) the complex sentence, and 4) the compound-complex sentence. Additionally, we address sentence chunks, such as independent clauses and dependent clauses. The goal is to increase awareness of sentence control and clarity.
Tuesday, April 18, from 3:00 to 3:30 (In-Person @ the ARC, Skye Hall 156)
Wednesday, May 10, from 10:00 to 10:30 (In-Person @ the ARC, Skye Hall 156)
Basic Grammar 1
This 30 minute workshop will review basic grammar like: parts of speech (ex. nouns, adjectives, verbs, and adverbs), subject-verb agreement, and punctuation (ex. commas, periods, and semicolons). The goal of this workshop is to review some basic grammar terms and concepts that are essential to communicating ideas clearly.
Thursday, April 27, from 10:00 to 10:30 (In-Person @ the ARC, Skye Hall 156)
Basic Grammar 2
This 40 minute workshop will review basic grammar including: verb tenses, prepositions (ex. in, on, at) and punctuation (ex. commas, periods, and semicolons). The goal of this workshop is to review some basic grammar terms and concepts that are essential to communicating ideas clearly.
Wednesday, May 3, from 10:00 to 10:40 (In-Person @ the ARC, Skye Hall 156)
Reading & Discussion Circle
This 30 to 45 minute session is an informal reading and discussion of a short article. The article will focus on a topic related to student life. The goal of this session is to develop comfort talking about a reading. Feel free to ask questions, share opinions, or simply listen to the surrounding conversation. (Walk-ins welcomed!)
Wednesday, May 10, from 3:00 to 3:40 (In-Person @ the ARC, Skye Hall, Room 156)
How to Annotate Readings/Texts
This 30-40 minute workshop will focus on reading and responding to texts (ex. essays, articles, books, etc.). While reading a text, we might highlight ideas and words that stand out to us. When these highlighting marks and underlines begin to lose focus--yet look colorful--we need to be able to annotate the text with questions, phrases and words that help us make connections to the text, topic, author, and/or class situation we are reading it for. This workshop will include strategies for annotating (assigned) readings and making relevant connections.
Tuesday, April 25, from 3:00 to 3:30 (In-Person @ the ARC, Skye Hall, Room 156)
Tuesday, May 9, from 2:00 to 2:30(In-Person @ the ARC, Skye Hall, Room 156)
Understanding STEM Articles
This 40 minute workshop will address the common organization of "original research articles" and "review articles." We will be looking at pre selected STEM and behavioral science articles. Feel free to bring your own article as we will be looking at the purpose of specific sections. We will also be looking at the difference between an "original research article" and a "review article."
Thursday, May 11, from 11:00 to 11:40 (In-Person @ the ARC, Skye Hall, Room 156
Sample Articles below:
Two sample research articles (Samples will be analyzed during the workshop.)
Two sample literature review articles (Samples will be analyzed during the workshop.)
Sample science article for general audience
MLA Citation Style
In this 30 minute workshop, we will address MLA "in-text" citations and the "Works Cited" page. Some attention will be given to paper format. However, the goal will be to highlight the format MLA prescribes and the function of the format.
Wednesday, April. 19 from 2:00 to 2:40 (Remote via Zoom)
APA Citation Style
This spring quarter, the School of Education will be holding APA workshops during Weeks 3 and 6. Please click on this link to see details for each workshop.
In this 30 minute workshop, we will address APA "in-text" citations and the "References" page. Some attention will be given to paper format. However, the goal will be to highlight the format APA prescribes and the function of the format.
Summer 2023 TBA (In-Person at the ARC, Skye Hall, Room 156)
Citations and Formatting
- APA Citation Guide (6th Edition)
- APA Formatting Guidelines (6th Edition)
- 7th Edition Coming Soon
- Chicago Manual of Style Guide (17th Edition)
- MLA Citation and Formatting Guidelines (9th Edition)
- How to Cite Quotes and Paraphrases in MLA and APA
- Paraphrasing vs. Summarizing
- Formatting Long/Block Quotes
- Grammar & Syntax
Understanding the Writing Assignment
- Writing Conclusions
- Conclusions Video (8 min.)
- Introduction to Body Paragraphs Overview Video (4 min.)
- Writing Topic Sentences Video (8 min.)
- Outlining Body Paragraphs Video (>5 min.)
- Using Quotes and Paraphrases Video (>5 min.)
- Also, see "Citations and Formatting" tab above.
- Writing Conclusions
Types of Research Writing
- Writing a Literature Review: http://guides.lib.ucr.edu/c.php?g=171030&p=1126747
- Abstracts: Using and writing abstracts (14 min.)
- "Who's Afraid of Peer Review?" by John Bohannon from Science.org
or let us say; "reading," is more than recognizing and saying the words on a page or screen. What we do when we read is complex; we apply knowledge of sounds, letters, grammar, content, written communication, and much more. College readers also consider who texts are written for, when the texts were written, and the purpose of specific texts. The goal for reading support is to highlight college reading practices essential to reading for understanding. We aim to assist students as they develop their college reading skills and apply their comprehension and insights to their "writing and communication."
Reading for Understanding
- This handout will provide a quick review of "parts of speech" with definitions and examples. https://arc.ucr.edu/document/parts-speech-quick-review
- Click on this link for "Methods for Close Reading" handout.
- This essay provides strategies for reading and understanding writing assignments.
- Metacognitive Reading Phrases: Reading to connect with texts
Artices About Reading
- Reading like a writer
- Reading and understanding writing assignments
- The passive voice in scientific writing: This 2014 article addresses the usage/practice of writing in the passive voice for scientific communications.
These information cards will help you use the Writing and Reading Support services.
How to Prepare
for Your Appointment
- Bring materials and information related to your writing task such as writing prompts, instructor feedback, drafts, readings/articles, etc.
- If you have questions about your writing or the assignment, bring them to your appointment.
- Be open to ideas, questions and suggestions about your writing.
- Be willing to work with the tutor to improve your skills as a writer.
- Use the "Notes" section of your "Appointment Details" to communicate with your tutors.
- Appointments are one-on-one and last between 30 and 50 minutes.
- Students may only make two appointments per week with writing tutors, and the two appointments may not be back to back.
- Students who miss 3 appointments in a quarter will be unable to make more appointments for the rest of the quarter.
- "No Shows" do not count as cancellations. Cancellations have to be completed prior to 24 hours before the appointment.
- Students meeting with professional staff are limited to 3 appointments per project.
- Students should not contact the writing tutors using their email. Instead, use the "Notes" section under "Appointment Details" in Accudemia, or feel free to email Jay Spencer at Joseph.Spencer@ucr.edu.
- Graduate students should contact the Graduate Writing Center by going to gwc.ucr.edu
Cancelling an Appointment
(Only for 24 hours or more in advance)
To cancel a scheduled appointment in the List view:
- Select the appointment(s) you want to cancel and click the Cancel Appt button at the top of the screen.
To cancel a scheduled appointment in Appointments view:
- Click on the appointment you want to cancel in the list.
- Now click the Cancel button on the top of this page.
- A popup window with the option to cancel the appointment should appear now.
- Select Cancel and the appointment will be marked as canceled.
Interested in Working as a Writing and Reading Tutor?
Key Responsibilities Include the Following:
-Independently facilitate one-on-one tutoring sessions and small group workshops.
-Assess student’s level of content knowledge, comprehension, and study skills as well as offer appropriate recommendations.
-Utilize effective tutoring strategies including questioning techniques, positive reinforcement, active listening, and constructive feedback.
-Devise alternate support methods for students with varying abilities, skill levels, and need.
-Complete paid pre-term and in-service training to learn strategies that support student success and promote independent learning.
-Maintain accurate and timely records documenting student participation in tutoring activities.
-Communicate with supervisory staff as needed.
-Minimum of sophomore status with 2 quarters in residence at UCR.
-3.0 cumulative and quarter GPA with a 3.3 GPA or above in writing-related courses/subjects.
-Demonstrated record of leadership, maturity, and academic excellence.
-Demonstrated interpersonal skills and cross-cultural sensitivity.
-Ability to work effectively with diverse populations of students.
-Demonstrated capacity for discretion, diplomacy, and confidentiality.
-Demonstrated resourcefulness, problem-solving skills, and effective listening skills.
This position is only open to current UCR undergraduate students enrolled during the 2022-2023 school year. Visiting, Extension, or non-UCR students are not eligible.
PLEASE NOTE: Applications submitted solely through Handshake will not be considered. Please complete the application on the ARC's website submit application materials on the ARC Student Employment Form. You may also bring a hard copy of the application, writing sample, and your unofficial transcript to the ARC's front desk during operating hours.