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Showing your writing to a stranger can be intimidating. To help students feel more comfortable about coming to the UWC, many instructors invite one of our consultants to their class to give a ten-minute presentation. This presentation provides all the essential details about the center (hours, location and policies) and allow students to ask questions about how we can meet their individual needs. If requested, we can provide copies of the UWC brochure and a “Getting the Most from your visit to the UWC” handout which details what students should expect when visiting.
This presentation advises students on how to research and write in an academically responsible way. Specifically, it defines plagiarism and academic dishonesty; discusses why academic honesty is important; and advises students on some best practices for avoiding plagiarism in their own writing. This presentation does not cover all the discipline- or style-specific rules for citing sources. It is intended to be generally applicable to any academic or professional discipline that adheres to Western notions of intellectual and academic honesty.
This presentation introduces students to some of the salient expectations and conventions of university-level writing. It explores the intellectual and stylistic standards that are unique to writing in college and gives students an opportunity to practice applying these standards to a sample piece of writing. It also dispels certain “myths” that new college students tend to belive about writing, such as “good writers write quickly and effortlessly.”
The abstract presentation provides students with the definition and purpose of abstracts, as well as strategies and tips to compose their abstract for an intended audience. This presentation is also equipped with a workshop activity that allows students to jumpstart their writing process in class. The activity shows students how to pull information from their larger work to draft content for their abstract. If students have not yet drafted their larger work, or if you feel this activity does not fit for your class, please let your presenter know. Please keep in mind that skipping the activity will shorten the presentation.
This presentation focuses on the basics of writing college-level papers. It is applicable to writing in all academic genres and all disciplines. We walk students through strategies for writing planning, for creating and structuring papers, and for revising papers. This presentation is particularly effective for new college students and for students in Substantial Writing Component courses or other courses that require at least one major writing assignment.
This presentation discusses best practices for planning, creating, and revising lab reports in the hard and social sciences. It covers the different sections of a report (title, abstract, materials and methods, etc.) and details the goals of each. It also advises students on cultivating the concise, direct, and active sentence-level style that is particularly important in science writing.
This presentation is divided into three parts. The first part walks students through the basics of writing a literature view by explaining how conventions and expectations vary across disciplines, and asks students questions about their current project to jumpstart their brainstorming process. The second part introduces students to common challenges we often face when writing literature reviews, and the third part offers multiple solutions to these challenges. The presentation concludes with a “Further Reading” list, directing students to other helpful source material.
This presentation helps students develop and write effective personal statements for graduate school, medical school, law school and beyond. The presentation covers topics such as “what is the admissions committee looking for?” and provides a framework for students’ writing whether applying to professional schools or individual graduate programs.
This presentation is applicable to research papers that support thesis statements or answer non-experimental research questions. It outlines how to plan, create, structure, and revise research papers, with a focus on constructing arguments. It closely resembles the Writing in Process presentation, but focuses more closely on successful paragraphing, supporting claims, and integrating evidence.
In addition to a presentation on Writing Personal Statements, we also offer a presentation on constructing resumes and cover letters. This presentation advises writers on how to construct visually and rhetorically effective resumes, and how to write cover letters to accompany those resumes.
This presentation introduces the UWC’s new services for graduate students, including consultations, writing groups, retreats, and workshops. It is available for graduate seminars, orientation events, and informal graduate student groups. Printed brochures on UWC Graduate Services are also available upon request.
Designed for graduate students, this presentation addresses many of the common challenges of transitioning to graduate-level writing, including: working in new genres, determining your audience’s expectations, and tackling long, complex projects. We suggest solutions to these challenges and introduce the UWC’s services for graduate writers. This presentation is available for graduate seminars, orientation events, or informal student-led groups.
Designed for graduate students, this presentation introduces the benefits of writing groups, which provide structure, accountability and encouragement. The presentation includes an overview of the UWC’s group services for graduate writers, strategies for asking for help with writing and giving feedback on others’ work, and ideas for how to start your own writing group. This presentation is available for graduate seminars, orientation events, or informal student-led groups.
This workshop is a version of the Revising Essays and Research Papers workshop that has been modified for peer review. It is applicable to thesis-driven essays and papers that focus on non-experimental research. During a Peer Review workshop, a UWC presenter will lead your students through a peer review process in which they will read a partner’s paper and review it for the clarity and coherence of its thesis, main claims, evidence, analysis, and conclusion. Students should have a peer review partner and should come prepared with 1) a paper copy of their draft to share with their parter and 2) writing utensils in at least three different colors.
This presentation offers simple and straightforward advice for writing clear, direct sentences without resorting to complicated grammar rules. It also includes activities for students to practice the discussed writing strategies. The UWC will provide activity handouts, and the presenter will review the answers, as well as the process for arriving at the answers.
This workshop is applicable to thesis-driven essays and papers that focus on non-experimental research. Specifically, it asks students to locate and think critically about the essential elements of their papers: introduction, thesis/research question, body paragraphs, claims, evidence, conclusion. It also provides tips for sentence level editing and clean-up. Students should come prepared with 1) a paper copy of their draft and 2) writing utensils in at least three different colors.
This workshop is applicable to papers that focus on experimental, objective-driven research and that contain the typical lab report structure (title, abstract, materials and methods, etc.) Specifically, it asks students to locate and think critically about the essential elements of their papers, such as their objectives, background and context, main claims, etc. Students should have a peer review partner and should come prepared with 1) a paper copy of their draft and 2) writing utensils in at least three different colors.
This presentation gives suggestions on how to select an accountability partner, provides a structure for keeping holding you and your partner accountable, and outlines strategies for setting and keeping goals using mental contrasting.
In the University Writing Center, many of our consultants and administrative staff members are also instructors at UT Austin. Accordingly, in addition to supporting student writers, we also offer support for instructors and teaching assistants who are responsible for responding to student writing. Our 45-50 minute Improving Responses to Student Writing presentation outlines strategies that instructors and teaching assistants can use to maximize the effectiveness of the feedback they give their students. Please request your Improving Responses to Student Writing presentation at least two weeks in advance.
UWC Presentations can train instructors and TAs to deliver any of our presentations or workshops, and can provide supplemental materials, such as Peer Review worksheets or UWC Handouts, to help with the presentation or workshop. Presentation and Workshop Training Sessions are ideal for instructors of multi-section courses who want to offer their students UWC writing support while simultaneously providing their TAs with extra pedagogical training. Simply decide what presentation or workshop you’d like the training to focus on and request the training session at least two weeks in advance.