Title:
Writing Center Program Plan 2015-16
Plan Type:
Program
OPR:
Dean, Learning Resources
Collaborative Groups:
Writing Center Advisory Committee, English Department, ESL
Department, BSI Committee
References:
SCC College Goals, Recommendations of the Student Success Task
Force
SECTION I: Strategic Information
A. PROGRAM DESCRIPTION AND PURPOSE :
The Writing Center’s purpose is to help Sacramento City College students become more effective,
confident, and independent writers by providing students with writing assistance in any discipline
within the SCC curriculum. The Center also promotes student writing skills by providing interested
faculty with information about and discussion of methods for improving writing. In addition, the
Center provides training and experience for students who want to become writing tutors. Through its
services and activities, the Center promotes a culture of writing across the SCC campus.
Connections to SCC Goals and Recommendations of the Student Success Task Force
The Writing Center’s mission is directly linked with SCC’s Goal A, to “deliver student-centered
programs and services that demonstrate a commitment to teaching and learning effectiveness and
support student success in the achievement of basic skills, certificates, degrees, transfer, jobs and
other student educational goals” and Goal C, to “improve organizational effectiveness through
increased employee engagement with the college community and continuous process improvement.”
The Writing Center’s mission also supports the Student Success Task Force recommendation to
“require students showing a lack of college readiness to participate in support resources.”
Writing Center Organization
The Writing Center operates under the oversight of a faculty coordinator who reports to the Dean of
Learning Resources. The coordinator works with faculty, staff, and administrators to further develop
the Writing Center. This includes exploring options for services and assessment in consultation with
the SCC Writing Center Advisory Committee and the Tutoring Work Group and staying
knowledgeable about trends at other college Writing Centers through active participation in the
Northern California Writing Centers Association. The Writing Center Coordinator collaborates with
instructors across the disciplines to help identify and meet the needs of their students and also offers
resources for faculty. In addition, the coordinator trains and supervises the Writing Center staff and
student tutors.
Current Staffing
The only permanent positions at the Writing Center are the faculty coordinator position and a fulltime instructional assistant position. The clerk position is filled by part-time temporary staff members.
Two English faculty members and two ESL faculty members currently serve in the Writing Center
and are paid stipends, and temporary IA’s also work on the main campus and at the outreach centers.
2
Writing Center Advisory Committee
The Writing Center Advisory Committee is composed of ten to fifteen SCC faculty members from
across the disciplines, the Dean of Learning Resources, the Dean of Language and Literature, and the
Associate Vice President of Instruction, and it meets two to four times per semester to discuss current
center events and programs and to engage in planning for the future.
B. ENVIRONMENTAL SCAN
The Writing Center has been affected by the five-year district-wide freeze in hiring of staff and, to a
lesser extent, by the number of qualified student tutors available from semester to semester. The pool
of well-qualified tutors who apply for Writing Center tutor jobs varies from semester to semester, and
hiring fewer tutors sometimes affects the number of students that the Writing Center can
accommodate. More significantly, the Writing Center has been affected by the district-wide freeze on
new staff positions. In spring of 2014, two temporary instructional assistants leaving the Center to
take other jobs and the lack of other qualified temporary part-time IA’s led to a reduction in the
number of students from ESL courses that the Writing Center could accommodate. In May of 2014,
the Writing Center was able to hire a permanent instructional assistant, and having one permanent IA
should mitigate some of the inconsistencies that have resulted in the past from having no permanent
staff. This new position also will make summer tutoring much more consistent and more effective.
The Writing Center still needs a permanent 10-month clerk for the front desk, which currently is
staffed by part-time temporary clerks. The front-desk is extremely busy; the number of student
contacts (times the clerks helped someone at the front desk) was 4,445 in spring of 2014. Turnover
among part-time temporary clerks and the difficulty of finding clerks who can perform all of the
required tasks for the current temporary clerk pay rate lead to gaps in coverage when clerks leave.
When the Writing Center has no front-desk clerk, instructional assistants have to work the front desk
taking them away from being able to work with students in an instructional capacity.
At the college level, the Writing Center also has been affected by the English Department’s adoption
of an accelerated program for basic composition and externally by the limitations placed on the
number of times students can repeat courses. Students in English Writing 51 now face a more
rigorous basic writing course, and the course includes students with a broader range of skill levels
because the 40 and 50 levels were collapsed into one course. This has made it even more important
for many of these students to obtain additional support. The limits to repeatability also mean that
students have fewer chances to be able to succeed in writing courses, and this presents challenges for
students in basic skills writing courses. The number of English Writing 51 students coming to the
Writing Center has increased, and this likely is related to the factors mentioned above.
In spring of 2014, the number of students who came in for help with English courses (as recorded in
OnTrack) increased by 136 students from the prior semester, and ENGW 51 accounted for the largest
increase among individual English classes.
In the last two years, Writing Center instructional assistants also have noticed that more students who
are not ready for even the lowest level of ESL classes are enrolling in ESL courses and coming to the
Writing Center for tutoring assistance. This means that we are seeing more students who have no
English language fluency and need tutors who have experience with very basic English language
learners. It is possible that this may be related to the closing of local adult schools.
3
C. MULTI-YEAR DIRECTIONS OR STRATEGIES
1.
2.
3.
4.
Facilitate students’ increased understanding of concepts necessary for successful completion of
their writing assignments
Promote students’ improvement in specific skills or competencies necessary for their success
with course writing assignments
Promote students’ increased understanding of what they can do to improve specific aspects of
their writing
Develop programs and services that meet students’ needs and are responsive to college, district,
and statewide initiatives
SECTION II: Operational Review and Plan
A. REVIEW OF ACCOMPLISHMENTS OF PREVIOUS YEAR’S WORK
The number of IA and clerk hours requested in the Writing Center’s Program Plan was funded for the 2013-14
year, allowing the Center to increase the number of students tutored and the number of tutoring visits at the
main campus in Fall 2013 and Spring 2014 as well as beginning to offer some workshops in West Sacramento.
The Writing Center also began placing tutors in some ENGW51 classes when faculty members requested
tutors to assist them in class.
Procedures
Staff Writing Center with IA’s to provide students
with one-on-one assistance to improve writing, help
to supervise student tutors as necessary, tabulate
assessment data, develop and deliver workshops,
maintain website, and generate instructional
handouts.
Fully
Funded
Outcomes
Results/Progress
Yes
Student assessment of learning
and effects on behavior, IA
assessment of learning,
satisfaction surveys, workshops
delivered, workshop evaluations
See appendices for usage
statistics and survey
assessment data
Yes
Number of students served and
tutoring hours, student satisfaction
survey question about front desk
help
See appendices for usage
data and Appendix 2, item
10, for evaluation of help
at front-desk
Staff Writing Center with student tutors who will
provide students with one-on-one assistance to
improve writing skills
Yes
Student assessment of learning
and effects on behavior, IA
assessment of learning,
satisfaction surveys, coordinator
evaluations
The Center had adequate
tutor coverage during the
2013-14 year. See
appendices for survey and
assessment data.
Staff writing center with faculty who can assist
students in the Writing Center through workshops
and one-on-one sessions
Yes
Student assessment of learning
and effects on behavior, faculty
assessment of learning,
satisfaction surveys, workshops
delivered, workshop evaluations
See Appendix 2 for survey
and satisfaction
information
Fifty-five hours per week of part-time temporary
IA coverage
Staff Writing Center with clerks to facilitate student
use of Writing Center services including filling out
necessary paper work, matching students with
appropriate tutors, IA’s, or faculty members,
engaging in record-keeping, and entering data
necessary to track student usage via Microsoft Access
Fifty-four hours per week of temporary clerk
coverage for 32 weeks
4
Offer writing support for summer session students by
providing a temporary instructional assistant for
summer session for 18 hours per week for 9 weeks.
Yes
Student assessment of learning
and effects on behavior, IA
assessment of learning,
satisfaction surveys
See Appendix 1 for usage
statistics
Coordinate efforts with Deans at outreach centers to
provide writing support for students
N/A
Writing tutoring available at
outreach centers and adjusted to
meet centers’ needs as expressed
by Deans and staff members
Writing Center
Coordinator checked in
each semester with
outreach staff to assess
needs
Provide writing support for students at West
Sacramento Center by staffing the Center with a parttime temporary instructional assistant for 19 hours
per week for 32 weeks
Yes
Same measures as on main
campus (see above)
See appendices for usage
data
Provide writing support for students at Davis Center
by staffing the Center with a part-time temporary
instructional assistant for 8 hours per week for 32
weeks.
Yes
Same measures as on main
campus (see above)
See appendices for usage
data. In spring 2014, the
Center was unable to
provide IA hours for Davis
because two temporary
IA’s left and could not be
replaced.
Support recording, analysis, and evaluation of
student data through a Survey Monkey subscription
in order to facilitate assessment
Yes
Writing Center data tracked using
Survey Monkey
Results of Writing Center
surveys and campus-wide
survey tallied using Survey
Monkey and used for
assessment
Develop materials for presentations to be offered in
courses and then give presentations
N/A
Material developed for
presentations, workshops
delivered
Material developed and
workshops given for four
HCD courses and one
English course
Add information about Writing Across the
Curriculum to the Writing Center website, including
links to useful resources
No
Material added to website
Not completed in 2013-14
but should be completed by
in 2014-15
Explore additional means of delivering services
N/A
Recommendations for additional
services
Options for online tutoring
were researched, and the
Writing Center developed
a plan for a pilot for Fall
2014, currently being
implemented
5
B.PROGRAM OBJECTIVES FOR THE PLANNING YEAR:
OBJECTIVES:
1.
Offer individual writing tutoring sessions for students at the Writing Center and the
outreach centers
Expected Outcomes/Measures of Merits:
 Students’ written assessment of what they learn in tutoring sessions and their perception
of its effects on future behavior
 Results of student learning and satisfaction surveys, including student assessment of
tutors’ ability to promote independent learning
 Observation and assessment of tutoring sessions by coordinator or instructional assistant;
peer tutor, instructional assistant, and faculty tutor assessment of student progress
 Results of college-wide tutoring surveys
 Number of students signing in on OnTrack sign-in system and number of students served
according to Access totals
 Total number of hours recorded on OnTrack sign-in system and number of visits recorded
in Access
2.
Offer writing workshops for students in the LRC and in students’ classes
Expected Outcomes/Measures of Merits:
 Student attendance totals at workshops
 Results of satisfaction surveys from workshops
3.
Provide online writing tutoring in order to offer equivalent services for online students
Expected Outcomes/Measures of Merits:
 Student usage data
 Results of student tutoring surveys
4. Provide additional online resources related to writing for students and faculty via the
Writing Center website
Expected Outcomes/Measures of Merits:
 Maintenance and updating of website
 Capturing workshops and posting online for students to view
5. Provide in-class writing tutors for 5-6 sections of ENGW51 and linked group tutoring in
the Writing Center
Expected Outcomes/Measures of Merits:
 Survey feedback from faculty using tutors
 Students’ written assessment of what they learn in tutoring sessions and their perception
of its effects on future behavior
 Results of student learning and satisfaction surveys, including student assessment of
tutors’ ability to promote independent learning
 Assessment of tutoring sessions by tutors and coordinator
6
PROCEDURES AND RESOURCE REQUIREMENTS: 2015-16
Procedures
Timing
Responsible
Party
Resources
Required
Staff Writing Center with part-time IA’s to
provide students with one-on-one
assistance to improve writing, help to
supervise student tutors as necessary,
develop and deliver workshops, generate
instructional handouts, and assist with
record-keeping.
Objectives 1, 2, and 4
Ongoing
Dean of Learning
Resources, Writing
Center Coordinator
Facilitate student use of Writing Center
services by staffing the Center with clerks
to provide customer service, make
appointments, fill out necessary
paperwork, match students with
appropriate tutors, IA’s, or faculty
members, engage in record-keeping, and
enter data necessary to track student usage
via Microsoft Access
Objectives 1, 2, and 3
Ongoing
Writing Center
Coordinator, Dean
of Learning
Resources
Fifteen hours per
week of part-time,
temporary IA
coverage for 32
weeks (the Writing
Center also is
funded through BSI
for 20 hours per
week of IA time for
work with basic
skills students)
48 hours per week
of temporary clerk
coverage for 32
weeks
Staff Writing Center with student tutors
who will provide students with one-on-one
assistance to improve writing skills (spring
and fall semesters and summer session)
Objectives 1
Provide in-class tutors for 6 sections of
ENGWR 51 per semester
Objective 4
Ongoing
Writing Center
Coordinator
3,100 hours of
tutoring
Requested through
Tutoring Program Plan
Ongoing
Writing Center
Coordinator
Staff Writing Center with faculty who can
assist students in the Writing Center
through workshops and one-on-one
sessions
Objectives 1, 2, and 3
Expand online writing tutoring (begun as a
pilot in fall 2014)
Objective 3
Create a space for online tutoring. A
request was made in the LTAT Unit Plan
to use LRC 119 as a room for online
tutoring for the Writing Center and the
Learning Skills and Tutoring Center (see
LTAT 10)
Objectives 3
Offer writing support for summer session
students on main campus by providing IA
coverage
Objectives 1, 2, and 3
Ongoing
Writing Center
Coordinator, Dean
of Language and
Literature
864 hours of
tutoring time
plus 18 hours per
week of part-time
temporary IA time
for fall
Four faculty
stipends per
semester
Tutoring hours requested
through Tutoring Program
Plan
Temp IA: $3,864.96
Benefits: 231.90
Total: $4,096.86
$24,000 plus benefits
($2,688)
Total: $26,688
Fall 2015
Writing Center
Coordinator,
Writing Center IA
Writing Center
Coordinator,
Learning
Resources Dean,
Operations
15 hours per week
of temporary IA
time for 32 weeks
See LTAT 10 in
LTAT Unit Plan
$ 6,441.60
Benefits:$386.50
Total: 6,828.10
See LTAT 10 in LTAT Unit
Plan
None, as long as
permanent IA
position remains
filled
No additional cost
Summer
2015
Summer
2015
Writing Center
Coordinator,
Learning
Resources Dean
Projected Costs
Temporary IA: $6,441.60
Benefits:
($386.50)
Total: $6,828.10
*Temporary Clerk:
$15,682.56
Benefits: ($940.95)
Total: $16,623.51
7
Procedures
Timing
Responsible
Party
Resources
Required
Projected Costs
Provide writing support for students at
West Sacramento Center by staffing the
Center with part-time temporary IA’s
Objectives 1 and 2
Offer writing support for summer session
students in West Sacramento Center by
providing IA coverage
Objectives 1 and 2
Provide writing support for students at
Davis Center by staffing the Center with a
part-time temporary IA
Objectives 1, and 2
Work with 3-5 faculty members in
departments other than English to have
tutors do brief visits to their classes early
in the semester with the goal of increasing
the number of students who visit the
Writing Center from those classes
Objective 1
Support recording, analysis, and evaluation
of data through Survey Monkey
subscription
Objectives 1 and 2
Explore additional means of delivering
services and ways of making services more
effective and efficient
Objectives 1, 2, 3, 4, and 5
Total requested from discretionary
funds
Ongoing
Writing Center
Coordinator, staff
at outreach center
32 hours of IA time
per week for 32
weeks
Summer
2015
Writing Center
Coordinator, staff
at outreach center
14 hours per week
of IA coverage for 9
weeks
Total: $14,566.60
$1690.92
($101.46)
Total: 1,792.38
Ongoing
Writing Center
Coordinator, staff
at outreach center
8 hours of IA time
per week for 32
weeks
$3,435.52 plus benefits
($206.13)
Total: $3,641.65
Fall 2015
and spring
2016
Writing Center
Coordinator
None beyond the
tutoring hours
already requested in
the Tutoring
Program Plan
No additional cost
Ongoing
Writing Center
Coordinator
One-year
subscription
$204 for a one-year
subscription
Ongoing
Writing Center
Coordinator
No additional
resources
None
$13,742.08 plus benefits
($824.52)
$81,269.20
($20,000.63 for outreach
centers)
*The Writing Center is requesting a permanent clerk through the Learning Tutoring and Academic Technology
Department’s unit plan. If this hire is approved, the Writing Center would not need 48 hours of temporary clerk time. It
would need only eight hours of temporary clerk coverage.
DATE: NOVEMBER 2014
REVIEW CYCLE: Annual
8
Writing Center Program Plan Appendix 1: Tutoring Usage Statistics
Writing Center Tutoring Statistics from Fall 2008 to Spring 2014, Main Campus
Fall 2008
Students who signed up for HS1000: 450
Students who signed in on Track-It: 235
Tutoring hours recorded in Track-It: 1,120
Spring 2009
Students who signed up for HS1000: 501
Students who signed in on Track-It: 362
Tutoring hours recorded in Track-It: 1,400
Fall 2009
Students who signed up for HS1000: 588
Students who signed in on Track-It: 436
Tutoring hours recorded in Track-It: 1,313
Spring 2010
Students who signed up for HS1000: 601
Students who signed in on Track-It: 460
Tutoring hours recorded in Track-It: 1,285
Fall 2010
Students who signed up for HS1000: 555
Students who signed in on Track-It: 419
Tutoring hours recorded in Track-It: 1,276
Students tutored according to Access totals: 460*
Student tutoring visits according to Access totals: 1,223
Spring 2011
Students who signed up for HS 1000: 666
Students who signed in on Track-It: 532
Tutoring hours recorded in Track-It: 1,795
Students tutored according to Access totals: 569
Student tutoring visits according to Access: 1,787
Fall 2011
Students who signed up for HS1000: 659
Students who signed in on Track-It: 549
Tutoring hours recorded in Track-It: 2,107
Students tutored according to Access totals: 620
Student tutoring visits according to Access: 2,024
9
Spring 2012
Students who signed up for HS1000: 655
Students who signed in: 520
Tutoring hours recorded in Track-It: 1,820
Students tutored according to Access totals: 594
Student tutoring visits according to Access: 1,800
Fall 2012
Students who signed up: 691
Students who signed in: 509
Tutoring hours recorded in Track It: 1,986
Students tutored according to Access totals: 582
Student tutoring visits according to Access: 1,600
Spring 2013
Students who signed up: 695
Students who signed in: 530
Tutoring hours recorded in Track It: 1,585
Students tutored according to Access totals: 638
Student tutoring visits according to Access: 1,995
Fall 2013
Students who signed up: 709
Students who signed in: 487
Tutoring hours recorded in Track It: 1,410
Students tutored according to Access totals: 653
Student tutoring visits according to Access: 2,093
Spring 2014
Students who signed up: 738
Students who signed in: 547
Tutoring hours recorded in Track It: 1,975
Students tutored according to Access totals: 677
Student tutoring visits according to Access: 2,196
*In fall of 2010, we added an additional means of measuring how many students come to the Center. This count is taken
from the student intake forms and entered into a Microsoft Access database. It provides a more accurate total of students
seen than Track-It.
Summer Session Main Campus
Summer Session 2011
Students Served: 54
Number of Student Visits: 125
Summer Session 2012
Students Served: 77
Number of Student Visits: 161
10
Summer Session 2013
Students Tutored: 91
Number of Student Visits: 220
Summer Session 2014
Students Tutored: 111
Number of Student Visits: 316
Statistics for West Sacramento and Davis Writing Assistance
West Sacramento
Fall 2011
Students Tutored: 20
Student tutoring Visits: 64
Spring 2012
Students Tutored: 31
Student tutoring Visits: 104
Fall 2012
Students Tutored: 37
Student Tutoring Visits: 147
Spring 2013
Students Tutored: 32
Number of Student Visits: 116
Summer 2013
Students Tutored: 16
Student Visits: 33
Fall 2013
Students Tutored: 67
Student Visits: 194
Spring 2014
Students Tutored: 46
Student Visits: 207
Summer 2014
Students Tutored: 19
Student Visits: 49
11
Davis
Spring 2012
Students Tutored: 12
Number of Student Visits: 39
Fall 2012
Students Tutored:13
Number of Visits: 24
Spring 2013
Students Tutored:16
Students Served: 57
Fall 2013
Students Tutored: 20
Student Visits: 60
Spring 2014*
Students Tutored: 13
Student Visits: 31
The Writing Center was unable to provide Davis with any instructional assistant hours in Spring 2014 because it could not
find enough part-time temporary IA’s meeting district hiring requirements to staff the main campus, West Sacramento,
and Davis, so the only tutoring in Davis was one student tutor working a few hours per week.
12
Students Tutored – Access Totals
750
675
600
525
450
375
300
Fall 10
460
Spring 11
569
Fall 11
620
Spring 12
594
Fall 12
582
Spring 13
638
Fall 13
653
Spring 14
677
Spring 13
1995
Fall 13
2093
Spring 14
2196
225
150
75
0
Student Visits – Access Totals
2400
2200
2000
1800
1600
1400
1200
1000
800
600
400
200
0
Fall 10
1223
Spring 11
1787
Fall 11
2024
Spring 12
1800
Fall 12
1600
13
Student Sign-ins on Track-it
500
450
400
Students
350
300
English
250
ESL
200
Other
150
100
50
0
Fall 09 Spring Fall 10 Spring Fall 11 Spring Fall 12 Spring Fall 13 Spring
10
11
12
13
14
14
Writing Center Program Plan Appendix 2: Tutoring Assessment
Student Evaluations, Summary for Most Recent Semester: Spring 2014
(201 completed responses during a two-week survey period in March)
1.
What is the course for which you received writing assistance today?
English classes:
57%
ESL classes:
20%
Other:
23%
2.
What are the main areas you came to the Writing Center for help with today?*
Understanding the assignment:
Getting started:
Organizing:
Doing research:
Citing sources:
Using correct grammar:
Using punctuation:
Other:
21%
26%
50%
7%
17%
43%
30%
15%
*Answers total more than 100% for this question because students can circle more than one
choice.
3. What did you learn in today’s tutoring session? Please be specific.
Ninety-five percent of the students who responded were able to name something specific that
they learned in their tutoring sessions.
4. Based on what you learned in your tutoring session, what (if anything) will you do
differently the next time you complete a similar writing assignment?
Eighty-five percent of students who responded were able to name something they would do
differently the next time they complete a similar assignment.
5. Overall, how helpful and effective was this tutoring session?
Excellent:
Good:
O.K.:
Needs Improvement:
Poor:
84%
14%
2%
0%
0%
15
Please give us your opinion about whether your tutor accomplished the goals below.
6. The tutor explained problems or errors and taught me how to fix them rather than
correcting them for me.
Strongly Agree:
Agree:
Disagree:
Strongly Disagree:
Not Applicable:
80.5%
18%
.5%
1%
0%
7. Is there anything that could have made your tutoring session more helpful?
Students who left this question blank: 16%
Students who said no, nothing could be improved about their tutoring session: 56%
Students who said that something about the session could have been improved: 28%
Of the 28% of students who said something could have been improved,
Thirty percent said having more time would have improved the session.
Fourteen percent identified something that they wish they had done differently (for example,
being on time or bringing the assignment).
Seven percent said, “yes” the session could have been improved but did not indicate how.
Two percent said they wish the Writing Center had more walk-in hours available.
The other 47% gave specific, unduplicated answers. Most of these were suggestions for how
the tutor could have improved the session. Others were less serious answers—like providing
food or not allowing tutors to leave the Writing Center when they graduate.
8.
The tutor encouraged me to participate in the session.
Strongly Agree:
70%
Agree:
28%
Disagree:
1%
Strongly Disagree:
1%
9. The tutor helped me feel more confident about my writing.
Strongly Agree:
73%
Agree:
24%
Disagree:
2%
Strongly Disagree:
1%
Not Applicable:
0%
16
10. How helpful was the clerk who assisted you at the Writing Center front desk?
Excellent:
80.5%
Good:
17%
O.K.:
2%
Needs Improvement:
.5%
Poor:
0%
Excerpts from Students’ Narrative Comments (typed exactly as written by students)
Questions:
3. What did you learn in today’s tutoring session? Please be specific.
4. Based on what you learned in your tutoring session, what (if anything) will you do
differently to improve your writing the next time you complete a similar writing
assignment?
3. I learned the specifics on how to reorganize my paper to make it flow and transition better.
4. I will outline my paper first and revise my paper before rewriting it for the final time
3. MLA citing in text
4. cite properly
3. That my writing has improved since I have been attending.
4. Do more research
3. how to put a paper together and collect ideas.
4. As[k] the teacher more questions
3. I learned how to cite my resource for my research paper, how to identify a working thesis,
and how to make sure my examples/details are related to my working thesis.
4. I will brainstorm, start the assignment in advance, and make sure my work stays on topic.
3. I learned how to do my 1st literature review.
4. I know how to do a literature review on my own.
3. I learned to pay attention to run-on sentences and include commas and periods where
needed.
4. slow down and take time to re-read my finished paper.
3. that I need more detail in my paragraphs and make them more organized
4. try to put more detail
3. How to go in depth with my ideas for the body of my essay
4. Be more detailed with my example in my essay
17
3. Differences between in class essay & at home essays
4. work on proper details in the body paragraphs of my in class essays
3. How to follow the prompt correctly
4. To follow the instructions
3. How we can expand a paragraph with more supporting details
4. I will write a longer essay with more supporting details.
3. fixing my run-on, fragments, comas and more
4. look through it and read it more carefully
3. organizing body of essay, thesis sentence
4. Be aware of these items mentioned above
3. proper structure, better use of outline, and best way to summarize information
4. making outline, write on subject not sources
3. I learned about focusing on my thesis and providing examples.
4. I will try to focus on my writing skills and try to work on staying on topic.
3. I learned that the only way to be great at your sentences is if you read.
4. I will read more often and write more.
3. to proof read out load and review comma handout
4. proofread out loud
3. I was able to organize my thoughts, make them concise and connected, and get my points
across for the subject I am working on.
4. Answer the who, what, why, when, and how because by answering these questions I will be
able to put my ideas down.
18
Writing Center Program Plan Appendix 3: Workshops for 2011-12 and 2012-13
Writing Center Workshops
Semester
Number of Workshops
Total Number of Attendees
Fall 2011
36
256
Spring 2012
39
174
Fall 2012
47
195
Spring 2013
39
218
Fall 2013
48
273
Spring 2014
55
285
The second column is the number of workshops held. The third column is the total number of students who
attended the workshops during the semester listed. The workshops cover various aspects of planning, writing,
and editing papers as well as grammar topics and citation styles.
Workshop Satisfaction
Percentage of students who rated the overall effectiveness of the workshop excellent, good, o.k.,
needs improvement, and poor in response to the question “Overall, how helpful and effective did you
find the workshops?”
Fall 2011
Excellent: 78%
Good: 18%
O.k.: 4%
Needs Improvement: 0%
Poor: 0%
Spring 2012
Excellent: 66%
Good: 30%
O.k.: 3%
Needs Improvement: 1%
Poor: 0%
Fall 2012
Excellent: 68.5%
Good: 27.5%
O.k.: 3%
Needs Improvement: 1%
Poor: 0%
19
Spring 2013
Excellent: 69.5%
Good: 27.5%
O.k.: 3%
Needs Improvement: 0%
Poor: 0%
Fall 2013
Excellent: 69%
Good: 27%
O.k.: 3%
Needs Improvement: 1%
Poor: 0%
Spring 2014
Excellent: 65%
Good: 30%
O.k.: 3%
Needs Improvement: 2%
Poor: 0%