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Using formal, syntactical, and mechanical conventions
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•
•
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Research
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Using library tools - catalog, database, Find Text+, RefWorks
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•
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Technology
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Using Microsoft Excel
Using Microsoft PowerPoint
•
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Examples of student assignments/projects, Fall 2009
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I am getting help with my thesis and my human subject consent letter. I am conducting a user study
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I had to construct a graph for my lab report. The graph consisted of mean absorption vs. time. I didn't
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a outline for my speech
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books/articles.
Personal statement for graduate application
Class Standing of APC Users, Fall 2009
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I feel more confident in my abilities after visiting the APC.
I am comfortable putting into practice what I worked on today.
The strategies I learned today will help me with other academic projects.
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The APC offers a valuable service to the EMU community.
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•
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more hours (evenings, weekends, Fridays)
more consultants
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Other comments from APC Users, Fall 2009
The person who helped me gave me her full attention and I really appreciated that and she was just as
excited about my project as I am...
I had an awesome experience at the APC. The employees were very congenial and very, very helpful!
It was wonderful to sit down and discuss certain items with knowledgeable people. It really inspired
me to dig deep when writing this paper.
Your tutoring have a great positive attitude and a readiness to help and encourage. Therefore, my
confidence in my writing skills has improved and I am improving.
….I was taught different tools to help me in my writing that I could apply again to other papers.
•
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“Because I don’t have other people to help me, I don’t think I can even pass the classes I am
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“[When asked if the APC helped them pass a class] 4.0!!” (Student)
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you.” (Student)
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research project, but that we could help…” (Staff)
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marked all over her essay. The student said, ‘but I don’t know what I’m doing wrong.’” (Staff)
“I think it teaches them that research is a time-consuming process, and it isn’t just something
that you can walk up to a desk and get answers to, in most cases.” (Staff)
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“I think this student had never quite articulated to herself that she spoke a kind of English
that was not the same as Standard English. By suggesting that it was just fine to speak the
way she did but at the same time that she would need to master the formal style, I helped her
gain perspective on her struggles with writing while keeping her dignity.” (Staff)
1
3
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“The student seemed confused and discouraged. I asked the student to verbally explain what
was in the article without looking at the article. As the student spoke, I jotted down notes.
After the student finished explaining the article to me, I showed the student my notes and
explained that this was verbal explanation was his summary. The student seemed greatly
relieved and said that he thought he could now complete his assignment.” (Staff)
Students Develop the Ability to Think Through an Assignment
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“Student taking humanities course… appeared self-conscious...Waited two weeks to come in,
described assignment (write a parody), mapped out approach to assignment (genre, etc.) What
did she need to do?, had her define parody, she began to describe "parity"” (Staff)
“I started the session by asking each of them to interpret for me what they thought the
assignment meant and what they thought their first steps might be. They talked with each
other, looked in their notes and agreed they needed to ask their prof. some questions.” (Staff)
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“Some of the people who helped me get to know the assignment and all the instructions and
consider that when they review my writing and give me suggestions and correct my
grammatical mistakes.” (Student)
“Throughout the activity, the student was able to organize her ideas and her paper. The
student left saying that she felt like she was capable of placing her “like” ideas together,
therefore creating a more coherent essay.” (Staff)
Students Gain a Sense of Reliable Support
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“[Why did you come to the APC?] Because I don’t have other people to help me.” (Student)
1
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“They were a great help. In fact, I came back two more times before I had all of my research
completed. The first time we were both sure I had everything that I would need to write the
paper. However, many of the articles did not work out. I returned and we tackled the
question from different angles with different databases.” (Student)
“[I]f accidentally I find the same person I think that is more helpful because they already
know what it is about and what I need help with.” (Student)
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“I’m not sure of the benefits, as no one has come back to me and said “Hey, I got an A”, but it
seems they would be quite stuck if they did not have the service based on where they are
when I see them”. (Staff)
“Education is about not knowing, what do you do in those instances where you don't know? APC seen as a place where not knowing is okay.” (Staff)
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:
“Please keep the APC program open. It is so helpful and the tutors are so nice. I am very
happy with your program and appreciate it a lot.” (Student)
“[T]hanks for all that they do, if I could change anything it would be the hours.” (Student)
“I think you guys are doing a great job.” (Student)
B
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1
5