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Writing Workshops

Workshop calendar: spring 2024.

Want to make your sentences clearer? Unsure of where to start with articulating a research problem? Wondering how to organize your essays? This semester, the Expository Writing Program at NYU is offering a set of online and in person workshops. Some workshops are designed for undergraduate students only and others for undergraduate and graduate students; make sure to sign up for the appropriate workshop. 

Full workshop descriptions after the calendar!

(You need to be logged into your NYU account to access the registration forms and zoom links.)

------------------------------

Close Reading: Making Sense of Complex Texts (for undergraduate students only) 

Have you ever been assigned a reading that's rich with ideas and information, but it's hard to get a handle on it? Ever had a hard time untangling or pinning down certain sections of a dense essay or article? This workshop will introduce reading strategies that help you break down and master the main ideas and claims in complicated texts so that they are easier to grasp, and you can use them confidently in your own writing!

With Professor Natalia Andrievskikh

Wed, Feb 14, 3 - 4:15 pm, on Zoom

Register here

Grammar & Flow: Improving Sentence Clarity (for undergraduate students only) 

Curious about improving the flow of your writing? Want to revise awkward, passive sentences into clear, active ones? Join one of our small group Sentence Clarity Workshops, led by an EWP professor, where you will learn key strategies for improving the style of your writing, and apply what you've learned to your own draft. 

With Professor Joshua Weber

Thurs, Feb 8, 4 - 5:15 pm, on Zoom

With Professor Sahar Romani

Wed, Mar 13, 3 - 4:15 pm, in person 

I Have to Do … What? Breaking Down the Parts of an Academic Paper (for undergraduate or graduate students) 

In this workshop, you will learn about what readers expect from academic writing in the humanities. We will break down the different parts of an academic paper, like the literature review, the problem, the methods, etc. Using examples from both professional and student writers, we'll show you different ways your writing can be structured, and we’ll share specific words and phrases to help your readers follow your logic.

With Professor Alessia Palanti

Mon, Mar 11, 2 - 3:15pm, on Zoom

Mapping Meaning: Essay Structure and Organization (for undergraduate students only) 

Are you often unsure how to organize your various thoughts on the page? Are you worried about overwhelming your readers with too many ideas that don’t flow in a clear, logical order? In this workshop, we will discuss the difference between a simple essay structure, which risks redundancy, and a complex essay structure, where each idea purposefully leads to the next. We will then introduce several tools that writers use to structure their essays in a way that guides readers through the logical arc of their prose. At the end of the workshop, we will offer a chance to practice applying those tools to your own writing. You are invited to bring a recent essay draft.

With Professor Mark Braley

Friday, Feb 9, 11 - 12:15 pm, in person 

Register here   

Avoiding Plagiarism: Easy and Effective Citation (for undergraduate students only) 

Avoiding plagiarism is a crucial responsibility in university and professional work. But did you know that most plagiarism among students occurs accidentally, often bringing unexpected issues and challenges? In this workshop, a professor from NYU's writing program will guide you through step-by-step strategies you can use to clearly represent and correctly cite source material so plagiarism can be avoided.

With Professor David Foley 

Thurs, Feb 15, 3:30 - 4:45 pm, in person

Writing as Exploration: Approaches to the Multi-Step Draft (for undergraduate students only) 

Rather than relying on an innate talent, academics approach writing as a practice that can be developed and honed with attention and time. In this workshop, we will discuss writing as a way of thinking. We will discuss habits of mind and practical tools that help academics both generate new ideas and complicate or extend their initial ideas in a continuous way. To do so, we will turn to Writing Studies research that illuminates how experienced writers (academics, journalists, and editors) differ from inexperienced writers in their daily practice. In light of this research, we will discuss writing as a multi-step process: one that allows writers to explore, push, and complicate their thinking about a problem while taking intellectual risks and often surprising themselves. The tools and metacognitive practices we will discuss in this workshop are designed to serve writers in academic projects as well as beyond academia, in the world today.

With Professor Tania Friedel

Fri, Feb 16, 1:30 - 2:45, in person

Refining Your Academic Writing: From Voice to Sentence Construction (for undergraduate or graduate students) 

The workshop will examine academic writing in two interconnected scales: the macro level, the tone, ethos, and voice of writing as a whole, and the micro level, the construction of complex sentences, diction, and word choice. Challenging received notions about academic writing, we will focus on strategies on how to make our scholarly prose lucid, compelling--even beautiful--and learn how to more eloquently express your authorial ethos.  

With Professor Noelle Molé Liston  

Fri, Feb 23, 2 - 3:15 pm, on Zoom

Information Overload: How to Research Strategically (for undergraduate or graduate students) 

It’s easy to get lost in your research, overwhelmed by the sheer breadth of writing about your chosen subject and losing your focus along the way. This workshop will introduce strategies for arriving at meaningful and manageable research questions. We will also discuss how to narrow your search to discover relevant source material. Finally, we will apply these strategies to your individual assignments to help you gain a better understanding of your research goals.

With Professor Alessia Palanti 

Mon, Feb 26, 2 - 3:15pm, on Zoom 

Putting Sources in Conversation: Writing the Literature Review  (for undergraduate or graduate students) 

An in-depth look at arguably the most important (and daunting!) section of an academic paper: the literature review. In this workshop, we will look at model literature reviews from a variety of disciplines to better understand the structure, goals, and purpose. We will then consider different rhetorical strategies for putting texts in conversation as well as explore how you can create a space within this conversation to assert your own argument or position. Finally, we will introduce a schema for categorizing sources by their rhetorical function to gain more insight into the kinds of sources we need to orchestrate a substantive conversation and compose a thoughtful literature review.

With Professor Zach Udko

Wed, Feb 28, 4 - 5:15 pm, on Zoom

Register here 

Thinking Through the Clutter: Writing a Grant Proposal (for DURF grant only)

How can you articulate the complexity of your research project in just a handful of pages? How do you write for both an inside and outside reader, revealing the pointed intervention you are making within the discipline while also arguing for the broader significance of your research? This workshop will introduce fundamental principles of writing proposals that travel across disciplines by uncovering the formal and rhetorical structures that make up the genre. We will read professional models and explore practical strategies for mapping out your research problem in context of your discipline, as well as introduce helpful free-writing strategies to get you started.  Note: this workshop is designed with undergraduate DURF applicants in mind. 

With Professor David Ellis

Wed, Mar 13, 7 - 8:30 pm

In Person / 726 Broadway, 7th Floor, Room 701

Help! I’m Applying to Grad School! Writing a Statement of Academic Purpose for Doctoral Programs

Nearly all grad programs require a statement of academic purpose as part of the application. This workshop is focused on advice for doctoral students, though the advice generally holds true for Masters programs. In it, you will identify what parts of your experience you should focus on, clarify the expectations of your audience/selection committee, discuss commonly held misconceptions about narrative hooks and generalizations, offer advice on securing letters of recommendation and review the drafting process. You’ll leave with a clearly defined list of writing tasks and research priorities.

With Professor Joe Califf

Wed, Apr 10, 2 - 3:15 pm, in person 

Thinking Through the Clutter: Writing a Grant Proposal (open to ALL GRANTS and all students)

How can you articulate the complexity of your research project in just a handful of pages? How do you write for both an inside and outside reader, revealing the pointed intervention you are making within the discipline while also arguing for the broader significance of your research? This workshop will introduce fundamental principles of writing proposals that travel across disciplines by uncovering the formal and rhetorical structures that make up the genre. We will read professional models and explore practical strategies for mapping out your research problem in context of your discipline, as well as introduce helpful free-writing strategies to get you started. 

Tues, Apr 16, 7 - 8:15 pm 

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Writing a Research Paper

For students and researchers in the natural sciences who are new to scientific writing or wish to improve the quality of their written output

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This is the first edition of the ‘Writing a Research Paper’ course. We recommend you take the updated, second edition of the course even if you have already started this older version.

'Writing a Research Paper' focuses on how to write an effective, clear and concise article that will appeal to a broad audience as well as attracting the attention of your peers.

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This course is delivered by 19 Nature Portfolio journal Editors, giving researchers an unparalleled insight into the scientific writing process. Our panel of experts include:

Gemma Alderton

Former Senior Editor, Nature Reviews Cancer

Tanguy Chouard

Senior Editor Biology, Nature

Elisa De Ranieri

Editor in Chief, Nature Communications

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Chief Editor, Nature Reviews Physics

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Chief Editor, Nature Ecology & Evolution

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Chief Editor, Scientific Data

Federico Levi

Senior Editor, Nature Physics

Leonie Mueck

Former Senior Editor Physical Sciences, Nature

Sadaf Shadan

Anke sparmann.

Senior Editor, Nature Structural and Molecular Biology

Chris Surridge

Chief Editor, Nature Plants

Liesbeth Venema

Chief Editor, Nature Machine Intelligence

Bart Verberck

Regional Executive Editor, Springer Nature

Alexia-Ileana Zaromytidou

Chief Editor, Nature Cell Biology

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The shortness of the videos allows me to fit them in between work and research. This format also meant that I could take in the information bit by bit.. Postdoctoral student, United States

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• Summer Research Writing Workshop
• Student Resources

The Summer Research Writing Workshop helps graduate students at Illinois Institute of Technology cultivate their writing skills and achieve their research goals. Geared toward students who are ready to start writing about their research, every participant who completes the workshop will have a finished dissertation chapter or publishable journal/conference article prepared for submission by the end of the workshop.

Students will begin the workshop by formulating and scheduling specific writing goals, and will intensely plan and write throughout the sessions. The workshop is designed by writing expert Hannah Ringler , assistant teaching professor of humanities at Illinois Tech, and is crafted to teach students to master the mechanics and conventions of academic writing, understand and adhere to submission guidelines and publication standards, and write excellent research papers in a hands-on workshop environment. The cohort is capped at 12 students to ensure that every student gets the attention and support to succeed.

Student Testimonials

Hear what past Summer Research Writing Workshop participants have to say!

“This is different from what I learn in MMAE. However, as I have a lot of writing to do as a graduate student, this was very helpful in understanding the academic writing process, which I would not have gotten exposed to in graduate school otherwise.”

“I learned about catering my writing toward different technical audiences, methods of outlining, responding to paper corrections, and a number of other things.”

“I felt I learned a lot of behind-the-scenes of writing a paper.”

“I learned not only the way to write professionally, but culturally. I have learned a lot about the English culture while joining this program.”

“I learned the way to finish a professional thesis. It is so useful.”

Workshop Dates

The Summer Research Writing Workshop is a non-credit, four-week academic writing workshop for graduate students in any discipline. Students will meet in person from 10 a.m.–noon on Monday to Friday, which includes a writing lab session to work one-on-one with the instructor to integrate feedback. Enrollment is on a first-come, first-serve basis.

The Summer 2024 workshop runs July 15–August 9, 2024.

Workshop Instructor

The Summer Research Writing Workshop is designed by Hannah Ringler, an assistant teaching professor and director of writing in Illinois Tech’s Department of Humanities. Ringler has extensive experience in academic writing and publication, having taught and tutored students in academic writing for more than seven years. She is an expert in writing across disciplines, including areas such as computer science, engineering, the natural sciences, and humanities.

The Summer 2024 workshop will be taught by an outside writing expert (TBD), though still using Ringler’s design.

Registration and Fees

Please use the following form to request registration for a graduate student: https://forms.office.com/r/HsCrkM3iTh .

The workshop fee is $2,000 per student. This fee may either be paid directly, or advisers may pay this fee on behalf of their students if allowable by their funding guidelines. If using a sponsored project or grant to pay this fee, please ensure funds are budgeted and approved appropriately and contact OSRP for assistance or questions.

Questions can be directed to instructor Hannah Ringler at [email protected] . 

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Scholarly Research & Writing Workshop Series

Isabell C. May, PhD Director

[email protected]

UMB Writing Center 621 W Lombard Street Room 307 Baltimore, MD 21201

P 410-706-7725

James E. Wright Associate Director

[email protected]

Spring 2024 Hours

Monday 10-3, 5-8

Tuesday 4-8

Wednesday 10-1, 6-8

Thursday 12-7

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Saturday 10-1

Hours subject to change. Please check the online scheduler.

Interested in pursuing a career in academia? Join one or more workshops in our workshop series  Scholarly Research & Writing,  where you will learn research-based practices for teaching in transnational, globalized classrooms, especially in the areas of health and human sciences; strategies to enhance research and writing skills in a variety of genres; and other areas that contribute to a successful career in higher education. Faculty guest speakers from UMB as well as other institutions will facilitate interactive workshops and presentations and provide resources to further explore a career in research and teaching.

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Writing and Research Workshops - Fall 2022

The Graduate Writing Center offers a wide variety of writing workshops, ranging from general to more specialized topics. We also provide information on selected campus offices that provide assistance with research, data management, and data analysis.

All workshops are conducted on Zoom unless otherwise noted.

Past Workshops

Workshop Videos

General Workshops

Strategic Reading Drew Fleshman, Comparative Literature, Graduate Writing Center Consultant Jesslyn Whittell, English, Graduate Writing Center Consultant Feeling overwhelmed by your reading lists? Concerned that you are missing the point of what you have just read? Are you taking pages of notes for every article you read? This workshop will cover effective reading and note-taking strategies so that you read more efficiently, assess your reading with a critical eye, and annotate each work so that important concepts are easily accessible. Note: This workshop does not teach speed-reading techniques. 1) Wednesday, September 28th, 5:15-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109194

2) Thursday, September 29th, 5:15-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109198

Writing the Personal Statement Caroline Diehl, Psychology, Graduate Writing Center Consultant This workshop will cover strategies for writing personal statements for fellowship applications, residencies, and PhD programs. Among other topics, we will discuss organization, introductions and conclusions, and use of examples. Students from all schools and departments are welcome to attend. If you are currently working on a personal statement, we encourage you to bring your draft to the workshop. Tuesday, October 18th, 6:00-7:00 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109200

Introduction to Writing a Literature Review Marilyn Gray, Graduate Writing Center Director This workshop will cover strategies and best practices for writing a literature review, including note-taking strategies, writing process issues, and common organizational patterns. The workshop focus will be on literature reviews for original research projects but will be generally applicable to all literature reviews. Thursday, November 3rd, 5:15-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126204

Mindful Writing Retreat Sessions (Half-Day, Online) Marilyn Gray, Director, Graduate Writing Center The mindful writing retreat will integrate simple techniques from mindfulness to support the writing process and cultivate an approach to writing that fosters balance, self-care, and well-being. Please bring a current writing project because much of the retreat time will be allocated for writing. All sessions will be conducted remotely via zoom. 1) Wednesday, October 19th, 10:00 AM-12:30 PM RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126212 2) Thursday, October 27th, 10:00 AM-12:30 PM RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126213

3) Wednesday, November 9th, 2PM-4:30 PM RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1167278

Humanities Writing Workshops

Writing Successful Grant and Fellowship Applications (Humanities and Social Sciences) Estefania Castaneda Perez, Political Science, Graduate Writing Consultant Jesslyn Whittell, English, Graduate Writing Consultant Ross Fenimore, Graduate Division Fellowship Services This workshop will first briefly review funding opportunities for graduate students in humanities, social sciences, and related fields. The workshop will then focus on strategies for writing effective applications for grants and fellowships to support graduate study and research, especially for students seeking doctorates and research MAs. We will also cover tips for organizing the application process. Friday, October 7th, 1:00-2:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109203

Social Sciences Writing Workshops

Science and engineering writing workshops.

Applying for the NIH Training Fellowship Caroline Diehl, NIH NRSA Recipient, Writing Consultant This workshop will cover the application process and required components of an NIH NRSA application. We will discuss preparation, documents required, and writing strategies for the F31, but the F30 and F32 are very similar. We will also address how to find appropriate materials/resources for a complete application. Thursday, September 22nd, 6:00-7:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1071536

Applying for the NSF Graduate Research Fellowship McKenna Davis, NSF Recipient, Graduate Writing Consultant Aidan Howenstine, NSF Recipient, Graduate Writing Consultant Adriana Mendez Leal, NSF Recipient, Graduate Writing Consultant Lois Bang, UCLA Graduate Division The workshop will discuss strategies for applying for the National Science Foundation Graduate Research Fellowship. This highly competitive fellowship provides three years of fellowship funding to successful applicants. The workshop will focus on the intellectual merit and broader impacts criteria for NSF grants, the structure of the research proposal and personal statement, suggestions for writing style, and tips for Fastlane submission. Tuesday, September 27th, 5:15-6:45 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109206

Writing Successful Grant and Fellowship Applications (STEM Focus) McKenna Davis, NSF and NASA Space Grant Recipient, Graduate Writing Consultant Aidan Howenstine, NSF Recipient, Graduate Writing Center Consultant Ross Fenimore, UCLA Graduate Division This workshop will first briefly review funding opportunities for graduate students in STEM fields. The workshop will then focus on strategies for writing effective applications for grants and fellowships to support graduate study and research, especially for students seeking doctorates and research MAs. The workshop will also cover tips for organizing the application process. Friday, September 30th, 1:00-2:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109207

Practical Tips for Writing a Scientific Paper McKenna Davis, Mechanical and Aerospace Engineering, Graduate Writing Consultant Zoe Pierrat, Atmospheric and Oceanic Sciences, Graduate Writing Consultant This workshop will cover the basics of how to plan for, prepare, and organize science-specific writing, including term papers, manuscripts and abstracts. We will also cover style, common structure, active versus passive voice, and first pronoun versus third pronoun usage. We will offer tips for avoiding problems such as excess jargon and ambiguously stated hypotheses. Tuesday, October 25th, 5:15-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126214

Organizing and Managing Larger Projects (STEM focus) Aidan Howenstine, NSF Recipient, Graduate Writing Center Consultant Rob Ulrich, Earth, Planetary, and Space Sciences , Graduate Writing Consultant This workshop will give an overview of how to organize and manage large scale writing projects in STEM fields. Tuesday, November 8th, 5:15-6:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126217

Creating Effective Figures and Visual Aids for Conference Presentations and Publications Aidan Howenstine, Ecology and Evolutionary Biology, Graduate Writing Consultant Zoe Pierrat, Atmospheric and Oceanic Sciences, Graduate Writing Consultant This workshop focuses on strategies for designing effective figures and visual materials for conference presentations, publications, and other contexts. The workshop will also introduce different software packages that can be used to create high-quality figures, and offer further resources for learning these programs. Thursday, November 17th, 5:15-6:45 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126219

ESL Workshops

Writing Strategies for International Students Amelia Ino, Comparative Literature, Graduate Writing Consultant This workshop covers specifics of English communication in academic and professional settings with an emphasis on resources and self-editing skills for second language writers. We will discuss expectations for citation in the U.S. and ways to avoid plagiarism. We will address email etiquette in academic and professional communication. We will also discuss strategies and resources for improving English grammar, word choice, and style. Thursday, October 6th, 5:15-6:15 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109209

Workshops on Writing Grants and Fellowships

Writing Successful Grant and Fellowship Applications (STEM Focus) McKenna Davis, NSF and NASA Space Grant Recipient, Graduate Writing Consultant Aidan Howenstine, NSF Recipient, Graduate Writing Consultant Ross Fenimore, UCLA Graduate Division This workshop will first briefly review funding opportunities for graduate students in STEM fields. The workshop will then focus on strategies for writing effective applications for grants and fellowships to support graduate study and research, especially for students seeking doctorates and research MAs. The workshop will also cover tips for organizing the application process. Friday, September 30th, 1:00-2:30 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1109207

Applying to the Ford Fellowship Alana de Hinojosa, Chicana/o and Central American Studies, Graduate Writing Consultant Timothy Fosbury, Graduate Division Fellowship Services This workshop will cover the nuts and bolts of the three Ford Foundation Fellowships: the Predoctoral Fellowship, the Doctoral Fellowship, and the Postdoctoral Fellowship. We will review the overall mission of the Ford Foundation and discuss how applicants can approach the application documents (personal statement, past research statement, research proposal, etc) to address this mission. Discussion will include a brief roundtable with GWC Writing Consultants across the hard and social sciences who are recipients of Ford Foundation Fellowships. Thursday, October 13th, 5:15-6:45 PM This workshop will be conducted remotely via Zoom. RSVP on Handshake to receive an invitation: https://ucla.joinhandshake.com/edu/events/1126220

Statistical Software Workshops and Consultation

For walk-in consulting information, Stat books for loan, and the most up-to-date listing of seminars, please see the Statistical Consulting Services web page of the Institute for Digital Research and Education.

Research Workshops at the Library

To see the most complete, current schedule of UCLA Library advanced research workshops, consult the UCLA Library research workshop page .

Research Guides

Online research guides link to key resources and reference books for certain courses and disciplines. Subject guides, course guides, and general research guides are available.

Research Appointments Graduate students are encouraged to contact the Library's subject specialists for more specialized and personalized assistance with research, library resources, and subject databases; find a complete list of all subject specialists here .

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Writers Workshop

Using Research to Inform Theory and Practice:

As part of our mission to contribute to the intellectual and creative activities of the university, the Writers Workshop engages substantially in writing center and writing studies research. This robust scholarly activity takes place in a variety of ways, including via undergraduate and graduate courses on writing centers and writing tutoring (taught by Dr. Carolyn Wisniewski); via collaborative studies conducted by the Writers Workshop’s administrative team; and via empirical research projects led by our current and former consultants. Across our scholarship, we seek to cultivate knowledge aimed at informing writing center theory and practice, both in our local context and through presenting our work in local, regional, national, and international conference venues.

We’re Currently Researching:

Online writing tutoring.

While writing centers have long practiced online tutoring–and our need to provide and understand effective online services has only been exacerbated by the COVID-19 pandemic–little empirical work actually compares one-to-one tutoring across face-to-face and online sessions. Building on prior research conducted by current and former Writers Workshop consultants (see Wisniewski , Carvajal Regidor, Chason, Kranek, Groundwater, Mayne, & Middleton, 2021) , our writing center is in the process of researching how tutors and students experience a range of consultation modes (live online, asynchronous online, and in-person). In carrying out our mixed-method comparative approach, we aim to add to existing scholarship and to improve our own writing center pedagogy. Learn more about how our prior research has informed our current practice in this College of Liberal Arts and Sciences spotlight .

Graduate Writing Teachers’ Development of Effective Response Strategies

Dr. Carolyn Wisniewski , Director of the Writers Workshop, is continuing her research “Novice Writing Teachers’ Development of Effective Response Strategies,” which examines how graduate instructors from across the disciplines learn about and provide response to student writing. Publications are forthcoming in  Research in the Teaching of English and  Journal of Response to Writing .

Undergraduate Research in WRIT 300: Issues in Tutoring Writing:

Every fall, undergraduate students in WRIT 300: Issues in Tutoring Writing complete small-scale, empirical research projects as part of their training to work in the Writers Workshop. Previous student research has touched upon topics as varied as engineering students’ motivations for writing center use, how multilingual students’ language backgrounds impact perceptions of tutorial success, and how directive and non-directive tutoring practices take shape in writing center talk.

Our undergraduate students have also gone on to present this work via UIUC’s Undergraduate Research Symposium, which takes place in April of each year, as well as at national conferences and in writing center journals.

Publications:

Carolyn Wisniewski . “Generous Audience, Activist, Evaluator: Tutor-Teachers’ Knowledge, Practices, and Values for Response to Writing.”  Journal of Response to Writing  (forthcoming).

Brendan McGovern . “ The Writing Center’s Role in Disciplinary Writing Development: Enhancing Discourse Community Knowledge through Metacognitive Dialogue .” Praxis: A Writing Center Journal  (Summer 2022).

Allison Kranek and María Carvajal Regidor. “ It’s Crowded in Here: ‘Present Others’ in Advanced Graduate Writers’ Sessions .” Praxis: A Writing Center Journal  (2021).

Carolyn Wisniewski, María Carvajal Regidor, Lisa Chason, Evin Groundwater, Allison Kranek, Dorothy Mayne, and Logan Middleton. “Questioning Assumptions about Online Tutoring: A Mixed-Method Study of Face-to-Face and Synchronous Online Writing Center Tutorials.” Writing Center Journal (Spring/Summer 2021).

David Ward, Carolyn Wisniewski , Susan Avery, and Kirsten Feist. “Unifying Academic Research and Writing Services: Student Perspectives on a Revised Service Model.” Journal of Academic Librarianship  (2020).

Sarah Patrick.  “ Chinese International Students’ Reactions to Tutor Talk: Using Scaffolding Strategies to Support Language Acquisition in the Writing Center ” in Praxis: A Writing Center Journal (2020).

Olivia Buck.  “ Students’ Idea of the Writing Center: First-Visit Undergraduate Students’ Pre- and Post-Tutorial Perceptions of the Writing Center .” The Peer Review (2018).

International and National Conference Presentations:

“Oh Snap, the Collapse of the Multiverse: How Automated Writing Technologies Institute an Acceptance of Writing Standardization” ( Antonio Hamilton ), “(Re)embodying the Online Writing Center” ( Bri Lafond ), “Asynchronous Mediation: Written Feedback and Multilingual Tutors” ( Neal Liu ), “Asynchronous Histories: Collaborative Writing Practices from the Middle Ages to the Present” ( Liz Matresse ), and “‘Grading undermines my whole approach’: Tutor-Teacher’s Knowledge, Practice, and Values for Response to Writing” ( Carolyn Wisniewski ). 2023 International Writing Center Association Annual Conference.

“Efficient, Convenient, Collaborative: Students’ Experiences in Asynchronous Online, Synchronous Online, and In-Person Consultations” ( Carolyn Wisniewski ). 2022 International Writing Center Association Annual Conference.

“Animal Co-Workers and Makeshift Desks: The Impacts of Work-from-Home Conditions on Writing Center Practices” ( Bri Lafond ), “Retheorizing Writing Center Spaces and Collaborative Practices through Medieval Scriptoria” ( Liz Matresse ), and  “‘Helpful, Compassionate, Above & beyond’: Creating Community through Dialogic Tutoring Practices in Online Consultations” ( Carolyn Wisniewski ). 2021 International Writing Center Association Annual Conference.

“‘Present Others’ in Writing Center Graduate Sessions” ( María Carvajal Regidor), “Support and Solidarity: Graduate Writers’ Use of Writing Center-Sponsored Graduate Writing Productivity Groups” ( Allison Kranek ), “Comfort, Confidence, and Chinese International Students’ Reactions to Scaffolding Strategies in the Writing Center” ( Sarah Patrick ), and “‘It is just as effective and much easier’: A Comparative Study of Face-to-Face and Synchronous Online Tutoring” ( Carolyn Wisniewski ). 2019 International Writing Center Association Annual Conference.

“Preliminary Discussion of ‘Present Others’ Research” ( María Carvajal Regidor  and Allison K ranek ). Big Ten Academic Alliance Writing Center Directors’ Meeting.

“Influences of Writing Center Tutoring on Disciplinary Teaching Assistants’ Response to Student Writing” ( Carolyn Wisniewski ). 2018 Conference on College Composition and Communication.

“Implementing and Assessing Synchronous Online Writing Tutorials” ( Dorothy Mayne, María Carvajal Regidor, Lisa Chason, Logan Middleton , and Carolyn Wisniewski ), “A Mixed-Method Study of Face-to-Face and Synchronous Online Tutoring” ( Carolyn Wisniewski, Allison Kranek, and Evin Groundwater ), and “First-Visit Students’ Pre- and Post-Session Perceptions of the Writing Center” ( Olivia Buck ). 2017 International Writing Center Association Annual Conference.

Local Conference Presentations:

“From Online Writing Centers to Centering Writing Online”  (Bri Lafond) and “Asynchronous Histories: Collaborative Writing Practices from the Middle Ages to the Present (Elizabeth Matresse) . 2023 Gesa E. Kirsch Graduate Symposium.

“Writing Across the Curriculum Across Green Street: Observing Specialist and Generalist Tutoring for STEM Coursework”  (Nic Quero) and “Co-Author or Helping Hand: Students’ Perceptions of Writing Tutor Assistance” (Elizabeth Scherschel) . 2023 Undergraduate Research Symposium.

“The Crossroads of Disciplinary Expertise and Writing Transfer in the Writers Workshop” (Alex Gallardo ) and “Closing the Gap Between Creative Writing and Everything Else” ( Shefali Mehta ). 2022 Undergraduate Research Symposium.

“The Role of Disciplinary Expertise in Shaping Undergraduate Tutors’ Confidence in Writing Center Sessions” ( Eva Cornman ), “Exploring Writing Process and Transitioning Behavior in Developmental Writers” ( Minh Nguyen ), and “2020 vs. The Writing Tutor: Online Learning, Collaboration, and the Writer’s Responsibility in the Relationship Between Writers and Writing Tutors” ( Kat Williams ). 2021 Undergraduate Research Symposium.

“Collaborative Writing and the Links Between Writing Centers and Medieval Scriptoria” ( Elizabeth Matresse ). 2021 Gesa E. Kirsch Graduate Symposium.

“Promises Kept: Approaching Writing Center Expectations in Vulnerable Student Populations”  (Jackson Esela ). 2020 Undergraduate Research Symposium.

“From Novice to Nuanced: Examining the Writing Center’s Role in Developing Rhetorical Awareness through First-Year Composition” ( Brendan McGovern ), “An Exploration of Student Success and Subject Matter in the Writing Center” ( Katherine Powers ), and “Directive and Non-Directive Practices: An Evaluation of Tutoring Methods” ( Cherish Recera ). 2019 Undergraduate Research Symposium.

“Beyond Tutor and Writer: Figures ‘Present’ in Writing Center Consultations” ( María Carvajal Regidor  and Allison K ranek ). 2018 Gesa E. Kirsch Graduate Symposium.

“Tutor Talk Matters: Motivational Scaffolding and the Chinese International Second-Language Writer” ( Sarah Patrick ). 2018 Undergraduate Research Symposium.

“Writing Consultants-as-Researchers: Preliminary Reflections on Online Writing Tutorial Study Design” ( María Carvajal Regidor, Logan Middleton, Allison Kranek, Lisa Chason,  and  Dorothy Mayne ). 2017 Gesa E. Kirsch Graduate Student Symposium.

“The Effects of Questioning as Educational Scaffolding in Writing Center Conferences” ( Laura Bjankini ), “First-Visit Undergraduate Students’ Pre- and Post-Tutorial Perceptions of the University of Illinois Writing Center” ( Olivia Buck ), “Motivations for Undergraduate Engineering Students to Attend Writing Centers” ( Jillian Davis ), “Bridging the Gap: Domestic, Native-English Speakers and the Writers Workshop” ( Matthew Ruby ), and “Student Revision of Personal Statements after an Appointment in the University of Illinois Writers Workshop” ( Renee Tillman ). 2016 Undergraduate Research Symposium.

Awards and Grant Funding:

Neal Liu was awarded a 2023 Future Leaders Scholarship by the International Writing Centers Association to recognize his leadership skills in writing center research and administration.

Brendan McGovern ‘s “ The Writing Center’s Role in Disciplinary Writing Development: Enhancing Discourse Community Knowledge through Metacognitive Dialogue ” was nominated for the 2023 International Writing Center Association’s Outstanding Article Award.

Allison Kranek and María Carvajal Regidor ‘s “It’s Crowded in Here: ‘Present Others’ in Advanced Graduate Writers’ Sessions” won the 2022 International Writing Center Association’s Outstanding Article Award.

Eva Cornman was awarded the 2021 Undergraduate Research Symposium’s Outstanding Presentation in Learning and Human Development for her presentation “The Role of Disciplinary Expertise in Shaping Undergraduate Tutor’s Confidence in Writing Center Sessions.”

Kat Williams was awarded the 2021 Undergraduate Research Symposium’s Outstanding Honorable Mention in Multidisciplinary Approaches to COVID-19 and Its Impacts for her presentation “2020 vs. The Writing Tutor: Online Learning, Collaboration, and the Writer’s Responsibility.”

Jackson Esela was awarded the 2020 Undergraduate Research Symposium’s Poster Presentation in Education, Social Sciences & Human Behavior for his presentation “Promises Kept: Approaching Writing Center Expectations in Vulnerable Student Populations.”

Allison Kranek and María Carvajal Regidor ‘s manuscript “It’s Crowded in Here: ‘Present Others’ in Advanced Graduate Writers’ Sessions” won the Illinois English Department’s Honorable Mention in the 2020 Mary Kay Peer Essay Award contest.

Dan Zhang was awarded a Winter 2020 Ben Rafoth Research Grant by the International Writing Centers Association to support her study “Expanding the Discourse: Embodied Communication in Writing Tutorials.”

María Carvajal Regidor was awarded a 2019 Future Leaders Scholarship by the International Writing Centers Association to recognize her leadership skills in writing center research and administration.

Carolyn Wisniewski and Kristi McDuffie were awarded a 2019 Provost’s Faculty Retreat Grant to support “Innovative Student Learning through Embedded Online Writing Support,” a collaboration between the Writers Workshop and Undergraduate Rhetoric Program that integrates online writing tutoring within the newly developed online RHET 105 course.

Bruce Kovanen was awarded the 2018 Ben Rafoth Graduate Research Grant by the International Writing Center Association. This grant will help fund Bruce’s study “Interactive Organization of Embodied Action in Writing Center Tutorials.”

Carolyn Wisniewski was awarded a 2018 research grant from the Council of Writing Program Administrators for her study “Novice Writing Teachers’ Development of Effective Response Strategies.”

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Research writing and communication workshops

For research to have a real-world development impact, a comprehensive approach to research uptake and is needed in order to maximize the usefulness and use of research.

INASP has been commissioned by a wide range of international organisations to design and deliver workshops that develop stakeholder engagement and research communication skills.

Using a combination of online and face to face approaches, we draw on our expertise in participatory workshop design and adult learning approaches to enable participants to learn from each other and strengthen opportunities for dialogue.

Workshops have been delivered at the following events:

Global Young Academy: Research writing training programme 

INASP was commissioned to provide online training for up to 100 early career researchers within the Global Young Academy network to improve the researchers’ understanding of key principles, considerations and approaches in academic research writing and academic communication. Workshops were delivered online and included both synchronous and asynchronous elements.  

Academic research writing sessions focused on key issues in research ethics and publishing ethics and the journal publishing environment, including hot topics such as Open Access and ‘predatory publishing’; different factors involved in selecting an appropriate target journal for research paper submission and principles of academic writing style and structure, with a focus on writing in concise English 

University of Edinburgh: Catalyst Africa Research Workshop

The University of Edinburgh’s Centre of African Studies held a week-long ‘Catalyst Africa Research Workshop’ for Catalyst Fellows, covering a number of aspects of researcher capacity building. 

INASP provided a one-day ‘Grant writing, funding, research communication and impact workshop’ (or “How to win friends, get funding and influence people”) which included sessions on:

• Grant writing and fundraising – included essentials and tips, writing for UK grants, components of a proposal and impact pathways. 
• Research impact (facilitated remotely – looked at Doing Research Differently and how to maximise the usefulness and use of research. 
• Navigating the Open Access publishing landscape – exploring types of Open Access, practical tips and pitfalls to avoid, Open Access funding and Plan S. 
• Opportunities, collaboration and partnerships in the UK – looked at UK opportunities, finding and approaching a UK collaborator, equitable partnerships and maximising researcher profiles. 
• Communication strategies and impact – covered techniques for messaging, choosing channels and outputs, communicating in plain language, pitching to a science editor, pitching Op Eds and the experiences of a science journalist. 

AuthorAID Research Writing Workshop for LIRA 2030 

As part of the ongoing LIRA 2030 project (a five-year programme aimed at early career African scientists and implemented in partnership with the Network of African Science Academies and the International Science Council ) INASP was invited to support a training event on integrated research.  INASP designed and deliver a workshop focused on preparing, writing and publishing a research paper, writing practice, and formulating a strategy to achieve publication success.  The workshop also included sessions on key ethical issues in research and publishing and awarness of hot topics such as Open Access and ‘predatory publishing’. 

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Naylor Workshop on Undergraduate Research in Writing Studies

The Naylor Workshop on Undergraduate Research in Writing Studies brings together undergraduate students from institutions around the country (and the world) to conduct research in the broad field of writing studies.

During this workshop, you'll will work one-on-one with writing researchers in the fields of composition, rhetoric,  writing center studies, and any field related to literacy to discuss research goals and methodologies. In this intensive workshop, you’ll have the opportunity to move your proposed or ongoing research project forward toward possible presentation or publication, working side by side with national experts in writing studies, who act as mentors. Along the way, you'll learn more about refining your research question, as well as how to apply qualitative and quantitative research methods in ways that will enrich your study.

We are now accepting proposals for the 2024 Naylor Workshop! Click below to learn more.

Learn more about the Workshop

Harvard T.H. Chan School of Public Health — Principles and Practice of Clinical Research.

• Main Course
• 5-Day Immersion Course
• 3-Day Advanced Statistical Workshop
• Research Proposal Writing Workshop
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Research Manuscript Writing Workshop

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This workshop will be held online on July 28th and July 29th, 2022. This intensive workshop introduces participants to essential concepts and tools for writing and preparing research proposals. Focusing on the PPCR research proposal, participants in this collaborative-learning workshop will gain significant new insight into the logical structures and narrative pathways of persuasive arguments that are essential to effective proposal writing. We will also illustrate the principles for writing clearly and concisely in English through constructive peer review and discussion of participants' draft research proposals. Agenda subject to change. 

Location and Directions

Boston, MA.

Please note that both the July workshops and the 5-day immersion course are subject to change to virtual teaching because of the COVID-19 pandemic. Participants will be notified at least 2 months prior to the start of the programs.

What to Expect

The Research Manuscript Writing workshop is an intensive two-day course offered to participants from Boston and throughout the world who enroll in the 2022 PPCR main course component or have previously completed a PPCR course.

The two-day live intensive course will host Harvard professors who will give lectures and host group discussions. Students will participate in practical exercises.

Who Should Attend

Students who enroll in the 2022 PPCR course or have previously completed a PPCR course and are interested in writing research proposals are encouraged to apply for this workshop. 

Investment in the Future

This workshop will provide the fundamentals of research proposal writing and prepare the participant for a successful career in clinical research.

Program Content

Topics will include tools for writing and preparing research proposals, insight into the structures, logical arguments, and narrative pathways, tools for writing clearly and concisely in English, strategies for getting published in top journals. There will be exercises to practice these concepts.

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Skills for Health and Research Professionals (SHARP) Training

Nih grant writing boot camp: building a strong foundation for funding success, join waitlist | july 8-9, 2024 | livestream, virtual training, the course has reached capacity join the waitlist for the upcoming nih grant writing boot camp on july 8-9, 2024. .

The NIH Grant Writing Boot Camp is a two-day intensive boot camp combining lectures, hands-on activities, and discussions to demystify the NIH application process. This training will prepare participants to submit an NIH grant proposal that turns reviewers into advocates, positioning the applicant for success. 

Why take this training? Learn more here.

Subscribe for updates on registration and scholarship dates, deadlines, and announcements.

Jump to: Overview | Audience & Requirements | Scholarships | Locations | Instructors | Testimonials | Registration Fees | Additional Information

Boot Camp Overview

Summer 2024 dates: Livestream, online training July 8-9, 2024; 10:00am - ~5:00pm EDT.

Federal grants, particularly from the NIH, provide a critical means of support for academic research programs. Despite the importance of this support in advancing both research and researchers’ careers, training in how to obtain grants is uneven at best. This training gap leaves many researchers struggling to learn as they go, which can introduce significant stress, delay the time to a successful application, and impact their overall productivity. The good news is that training and hands-on practice can enable you to conquer grant writing, increase your chances of receiving funding, and devote more time to moving your scientific goals forward.

The 2-day NIH Grant Writing Boot Camp: Building a Strong Foundation for Funding Success will provide comprehensive training that supplies researchers with the tools to write persuasive, effective grant proposals. Through a combination of seminars, discussions, examples, and hands-on activities, with a particular focus on navigating between-the-lines on how to tailor your proposals to grant reviewers, this training will orient you to all aspects of the academic funding process (i.e., grant writing and grant strategizing), including:

• How to identify and apply for the right funding opportunities with the NIH (and beyond);
• How to position your research and yourself to make reviewers your research advocates;
• How to target your application to the right place at the right time; and
• How to write clearly, effectively, and persuasively when telling your scientific story.

The workshop will begin with a live online seminar 2-3 weeks before the 2-day boot camp to introduce the fundamentals of drafting the Specific Aims page— that oh-so-important project overview that can ‘make or break’ the reviewers’ perception of the application.

The 2-day portion of the boot camp will cover critical topics that help you package your proposal for maximum impact:

• What the Aims page captures, why it’s so important to get it right, and how to tackle it
• A comprehensive introduction to NIH funding announcements and award mechanisms: What to apply for and how to apply
• Merit review: Understanding who, what, why, and how enables you to frame your application
• Principles of good communication: How to ‘sell’ yourself and your science
• Psychology of grant review
• Tackling resubmissions for ultimate success

Attendees will leave the boot camp with:

• A foundational understanding of the NIH granting process and how it pertains to public health research
• Hard-copy reference materials for information retention & review
• A refined Aims page
• A refined NIH Biosketch

One round of written feedback for a Specific Aims page will be made available to all attendees for 3 months after the boot camp, at no additional cost, further solidifying the boot camp concepts into practical skills.

Audience and Requirements

Investigators from any institution and from all career stages are welcome to attend, and we particularly encourage trainees and early-stage investigators to participate. No prior experience in preparing or submitting NIH grant applications is necessary. However, each participant should be prepared to share* and work on an NIH Specific Aims page and an NIH biosketch. Participants who have not previously written an NIH-style Aims page and/or biosketch will have an opportunity to draft their page and receive initial feedback ahead of the on-site workshop. There are no other requirements to attend the NIH Grant Writing Boot Camp.

*Hands-on activities will use participant aims pages, and we therefore request that all participants respect the confidentiality of other attendees. Any participant who prefers not to share their research ideas may create a mock aims page to use during the boot camp.

Scholarships

Training scholarships are available for the NIH Grant Writing Boot Camp.

Summer 2024: The NIH Grant Writing Boot Camp will be a livestream, remote training that takes place over live, online video on July 8-9, 2024 from 10am EDT - ~5pm EDT. Please note this training is not a self-paced, pre-recorded online training.  

Instructors

Jessica K. Lerch, PhD, Co-Founder, CareerVolt; Founder, Significance, Innovation, Impact. Dr. Lerch earned her PhD in Neuroscience at Case Western. She then completed postdoctoral training at the Miami Project to Cure Paralysis at the University of Miami and went to a Research Assistant and then a tenure-track Assistant Professor appointment in the Department of Neuroscience at The Ohio State University in Columbus, Ohio. In late 2017, Jessica moved to a science consulting role with Eva Garland Consulting, helping small biotechnology companies and researchers across the world strategize their science to achieve over $37 million in grant funding for their R&D and early-phase clinical trial projects. Jessica started her first company, Significance, Innovation, Impact, in 2018 as a grant-writing consultant. In 2019, Jessica joined with long-time friend and colleague Dr. Sheila Cherry to launch CareerVolt, born of their shared desire to help scientists succeed in their career paths by filling skills gaps and supporting attainment of professional goals.

Sarah Bronson, PhD, Research Leadership and Success Consultant, CareerVolt. Dr. Bronson received her PhD in Biomedical Sciences from Washington University in Saint Louis, Missouri, and was a postdoctoral trainee with Oliver Smithies, DPhil at the University of North Carolina-Chapel Hill. Sarah spent her entire faculty career at the Penn State College of Medicine where she was a researcher, educator, and administrator. She is now an emeritus associate professor and associate dean. She was the co-director (2010-2020) of the nationally recognized Junior Faculty Development Program where she developed a holistic program that teased out the steps to scholarly project development as well as the path toward a sustainable and rewarding career. She was also a co-director for the Grants Academy, with a more specific focus on grant proposal development. As Director of Research Development (2014-2023) she implemented the internal awards program and the limited submission process.

Testimonials

"Having zero experience in grant writing, this boot camp exceeded my expectations! This was a great overview and I learned so much. This will serve as a tool as I prepare to think about my future research career. It was offered just in time for me to prepare with time for a grant application. I am definitely recommending this to cofellows interested in a research career." - Fellow at Children’s Hospital of Philadelphia, 2023

"The boot camp was an eye opener and worth every penny paid. The course work, the facilitators Jessica and April were amazing, and time management was top notch." - Clinician at Lagos University Teaching Hospital, 2023

"I looked forward to this boot camp each day! The leaders were so knowledgable and helpful and truly able to answer all of our questions. I walked away knowing so much more about this very complex and stressful process. It eased anxiety and the mystery of it all." - Postdoc fellow at Icahn School of Medicine at Mount Sinai and the Brain Injury Research Center, 2023

Additional Testimonials

"This course offered an opportunity to to dive deep into the craftmanship of grant writing. The course directors would provide simplified examples of grant writing strategies and give attendees an opportunity to directly apply them to an existing grant. I highly recommend this course!" - Postdoc at Harvard Medical School, 2022

"I really appreciated this boot camp. I wish I would have had this training when I was just beginning my career/right out of fellowship. The training gave a better understanding of the different grant types, better understanding of the NIH review, and how to write each section of the typical NIH application." - Faculty member at Indiana University, 2022

"What I found helpful is that their presentations and activities are designed around steps and process of writing and submitting the grant and how to think of this process from a reviewer perspective. It helps to connect dots for me between forms, tools, and actual writing." - Postdoc at University of Colorado School of Medicine, 2022

"It was quite enlightening and the instructors were engaging. Definitely worth the investment." - Staff member at APIN Public Health Initiatives, 2022

"The NIH Grant Writing Boot Camp gave me insight I otherwise would've been without. The organizers did an excellent job keeping the material unique and provided a lot of examples based on actual writing." - Student at University of Arizona, 2022

"This boot camp was excellent and a great way to formally learn the grant process. I would highly recommend this to other early career researchers who are starting to consider applying to NIH." - Faculty member at University of Miami Miller School of Medicine, 2021

"The training opened my eyes to the need for, and how to take a systematic approach to creating a quality grant application as well as prepared me to productively receive criticism for my applications in the future." - Postdoc at National University of Natural Medicine, 2021

"A thorough and balanced-pace workshop to feel ready to write an NIH grant for the first time. For someone who doesn't have time to spend on a semester-long course yet covers just as much, if not more, than other courses." - Postdoc at University of Pittsburgh, 2021

"This was excellent training.  I wish that I could have attended this years ago." - Faculty member at Jackson State University

"It was eye opening and took the mystique off of grant writing. There was virtually an answer to everything which was quite empowering!" - Research staff member at Rutgers University, 2021

"This is an engaging and interactive learning experience where you get hands-on experience writing, editing, and reviewing NIH Biosketches and Aims Pages. You will walk away prepared to send your documents to a NIH Program Officer and get going on your next grant proposal!" - Faculty member at Wake Forest University, 2020 virtual training

"It exceeded my expectations. Usually classes like this are dull, but it was engaging and actually imparted useful material." - Faculty member at New York University, 2020 virtual training

"This grant writing training gave a ton of practical tips along with real examples that helped me see how to apply those tips." - Academic Staff member at UNC Chapel Hill, 2020 virtual training

"I was extremely surprised overall by the depth of detail and new information the leaders provided. The leaders broke down the most challenging pieces of grant writing into manageable components." - Postdoc at VA Boston Healthcare System, 2020 virtual training

"Excellent workshop!  I highly recommend it to both new and seasoned investigators." - Faculty member at East Carolina University, 2020 virtual training

"It provides a comprehensive insight into the structure of a winning NIH grant. Emphasis on the specific aims section was valuable at several levels and will definitely improve one's chances of being awarded an NIH grant." - Postdoc at Oregon State University, 2020 virtual training

"This was a comprehensive and high-quality program on how to craft a competitive grant." - Faculty member at the University of Washington, 2020 virtual training

"I am actually excited to go back and apply what I've learned to future applications as well as other scientific writing. The presenters really broke down the elements and re-framed the entire process so it feels doable; and funding seems achievable." - Faculty member at University of New Mexico, 2020 virtual training

"The grant writing workshop provided a great tips to help me prepare a competitive grant. After the 2-day session, I feel confident that I can submit a well polished grant proposal that will stand out among the others." - Postdoc at Moffitt Cancer Center, 2020 virtual training

Registration Fees

*Columbia Discount: This discount is valid for any active student, postdoc, staff, or faculty at Columbia University. If paying by credit card, use your Columbia email address during the registration process to automatically have the discount applied. If paying by internal transfer within Columbia, submit this Columbia Internal Transfer Request form to receive further instructions. Please note: filling out this form is not the same as registering for a training and does not guarantee a training seat.  

Invoice Payment: If you would prefer to pay by invoice/check, please submit this Invoice Request form to receive further instructions. Please note: filling out this form is not the same as registering for a training and does not guarantee a training seat.

Registration Fee: This fee includes course material, which will be made available to all participants both during and after the conclusion of the training.

Cancellations: Cancellation notices must be received via email at least 30 days prior to the training start date in order to receive a full refund, minus a $75 administrative fee. Cancellation notices received via email 14-29 days prior to the training will receive a 75% refund, minus a $75 administrative fee. Please email your cancellation notice to [email protected] . Due to workshop capacity and preparation, we regret that we are unable to refund registration fees for cancellations <14days prior to the training.

If you are unable to attend the training, we encourage you to send a substitute within the same registration category. Please inform us of the substitute via email at least one week prior to the training to include them on attendee communications, updated registration forms, and materials. Should the substitute fall within a different registration category your credit card will be credited/charged respectively. Please email substitute inquiries to [email protected] . In the event Columbia must cancel the event, your registration fee will be fully refunded.

Additional Information

• Register for the NIH Grant Writing Boot Camp waitlist.
• Subscribe for updates on new Boot Camp details and registration deadlines.
• Contact the NIH Grant Writing Boot Camp team.

The NIH Grant Writing Boot Camp is hosted by Columbia University's SHARP Program in the Mailman School of Public Health.

Quick Enquiry

Publish your research.

Duration: 2 hours

Participants: Research scholars, early career researchers and faculty members engaged in research Minimum participants: 20

Description:

Publishing research is not just a critical need of pursuing an academic and research career, but it has significant implication for your and your organization’s success, recognition and contribution to research and knowledge. The seminar is designed to address the needs of those who are seeking to publish their research for the first time as well as those who are stuck in writer’s block and waiting for some breakthrough. This 2-hour seminar is designed to encourage and make researchers at ease in writing their research findings. In this workshop you will learn:

• The purpose of your research writing
• Overcoming your mental blocks in writing a research paper
• Layout and structure of your research paper
• Organizing your thoughts and findings to form constructive arguments
• Dealing with review comment comments and suggestions

Additional service: Get personalized feedback on your working draft from research experts (fees: 2000/-rupees per paper)

MANAGE YOUR RESEARCH TIME

Managing research timing is not just essential to produce result but also for its publication. Many research couldn’t get publish because of its old data and consequent findings that become irrelevant in the changed context. This seminar helps you to address your critical barriers in managing your research time efficiently. The seminar is designed to address the needs of both early career researchers as well as established research faculty juggling to find a balance between research and teaching timings. This 2-hour seminar is designed to empower researchers to manage their research timing so that their world load and demands of research publication do not overwhelm them. In this seminar you will learn to:

• Set an efficient timeline for your research
• Address your individual research barriers
• Overcome delays attributed to your other accountabilities
• Manage your research workload efficiently
• Produce results in the given deadlines.

Additional service: Get your research planner to manage your research timings & efficiency (charges apply).

APPLY FOR RESEARCH FUNDING

Description :

Funding is a critical research barrier, particularly when you are not aware of it. Research funding comes in multiple forms and channels. This seminar not only sheds light on various opportunities and challenges of research funding, but also suggest pathways for success. The seminar is designed to address the needs of both early career researchers as well as established research faculty to enhance their research profile by taking advantages of various funding opportunities. This 2-hour seminar is designed to empower researchers to apply and secure research funding to promote their research career. In this seminar you will learn:

• Type and nature of research funding
• Research funding for beginners, early career and established researchers
• Associated opportunities and challenges
• Meeting critical requirements
• Managing funding applications

Additional service: Get personalized support services for your research funding application (charges apply).

ENHANCE YOUR RESEARCH PRODUCTIVITY

Managing research productivity is essential to ensure your consistent growth and success in academics or research career. This seminar brings forth various strategies to enhance your research productivity. The seminar is designed to address the needs of both early career researchers as well as established research faculty to enhance their research profile. This 2-hour seminar is designed to empower researchers to manage their research workload efficiently for consistent growth and success. In this seminar you will learn to

• Plan your research outcome in advance
• Strategies to manage your research outcomes
• Overcome barriers of procrastination and delays
• Optimize your success with team work
• Avail various opportunities to add on your research productivity

Additional service: Get personalized advice to manage your research productivity (charges apply).

ALL ABOUT RESEARCH PROPOSAL

Duration: 3 hours

Participants: Research scholars, early career researchers and faculty members engaged in research Minimum participants: 10

Research begins with a research proposal. It is an essential requirement for your research career either to join as a PhD student to do research on your area of interest. This workshop not just sets the context but also removes your barriers in writing research proposal by addressing your questions and concerns. This 3- hour workshop led by a research expert enables you to:

• Learn characteristics of a winning research proposal
• Familiarize with various technicalities of a research proposal
• Understand criticality of your approach
• Organize your contents for better results
• Assess your chances for success and failure
• Get onetime personalized feedback on your working draft.

Additional service: Online sessions are also available on request for students and research scholars living out of Delhi and NCR

STEP-BY-STEP GUIDANCE ON RESEARCH PROPOSAL

Duration: 3 weeks (2 sessions per week)

Participants: Research scholars, early career researchers and faculty members engaged in research Minimum participants: 1

This 3-week long workshop is designed for those who are aiming to submit their proposal and need greater support in its conceptualization, formulation and submission. The personalized guidance enables its participant to build confidence in his/her work and enhances its chances of acceptance by addressing various gaps and shortcomings. This workshop is perfect for those who don’t have any training in research or how to write a research proposal. Starting from the scratch, this workshop enables you to learn and write a successful research proposal in 3 weeks.

DESIGN YOUR RESEARCH METHODOLOGY

This workshop is designed to help you to design a suitable methodology to address your research objectives. In this course you will learn:

• Significance of research methodology
• Methodology for different types of research
• Advantage and disadvantages of different research methods.
• Applicability and suitability of various research methods for your study
• Building on the credibility of your own research design.

FIELD RESEARCH TECHNIQUES

Participants: Research scholars, early career researchers and faculty membersengaged in research Minimum participants: 20

This workshop is designed to help you to design and learn your own field research for maximum data output to fulfill on your research objectives. In this workshop you will learn:

• Significance of field research
• Field techniques for qualitative research
• Field techniques for quantitative research
• Advantage and disadvantages of different techniques
• Design your own field research

DATA AND DATABASE FOR RESEARCH

This workshop is designed to help you to learn and understand different data and database that can help you to fulfill on your research objectives. In this course you will learn:

• Different types and nature ofresearch data
• Database for research
• Opportunities and constraints of different database
• Handling large dataset
• Applicability and drawing findings from large database

Full-day Training Workshop

Scenatio-building approach for participatory research.

Duration: 7 hours (09.00am – 05.00pm)

Scenario-building approach has been applied in various fields including military and business planning, and has gained further attention to its more recent applications in the field of global challenges including climate change, and economic crises. This training session not only informs you about various uses and applicability of this method but also trains you to use it for your participatory research for a better outcome. In this full day training you will learn:

• History and types of scenario-building methods
• Opportunities and constraints of different scenario-building methods and processes
• Contribution of scenario-building approach in generating qualitative and quantitative data
• Forecasting a future by using scenario-building approach
• Apply scenario-building process in your research.

Additional service: Personalized guidance for the application of scenario building method to your research (charges apply)

QUALITATIVE RESEARCH METHODS

Qualitative research has become all the more significant and relevant in the increasingly complex situation of modern India. It is frequently used across all social sciences and humanities to draw significant findings about various social issues. This training session not only familiarizes you with various qualitative research methods but also trains you to use it to fulfill your research objectives.

In this full day training you will learn:

• Methods of qualitative research
• Advantages and constraints of different qualitative methods
• Various ways to overcome your field work challenges
• Drawing relevant findings and conclusions
• Addressing issues of confidentiality and research ethics.

Additional service: Personalized service to design your qualitative research study (charges apply)

QUANTITATIVE RESEARCH METHODS

Quantitative research primarily deals with data and numbers and can be applied to various fields across both natural and social sciences. However, some crucial technicalities need to be always addressed in order to apply your research findings in a larger context. This training session not only familiarizes you with various quantitative research methods but will also trains you to use it to fulfill your research objectives.

• Types and use of quantitative research
• Methods of quantitative research
• Advantages and constraints of different quantitative methods
• Differences between quantitative and qualitative methods
• Drawing the relevant findings and conclusions

Additional service: Personalized service to design your research study (charges apply)

• Introduction
• Workshop Framework
• About the Authors
• Research and Results
• Visit the TCRWP Website
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The Predictable 5-Part Workshop Framework

Reading and writing workshops are deliberately designed to offer a simple and predictable environment so that the teacher can focus on the complex work of observing students' progress and teaching into their needs.

• Each session begins with a minilesson . Kids sit with a long-term partner while in the minilesson.
• The minilesson ends with the kids being sent off to their own independent work .
• As students work, the teacher confers with them and leads small groups .
• Partway through independent work time, the teacher stands and delivers a mid-workshop teaching point .
• The workshop ends with a share .

A Closer Look at the Components of Reading and Writing Workshops

Pioneered by Lucy Calkins and her colleagues and refined over decades of research and piloting with thousands of teachers, Lucy Calkins' 5-part workshop framework offers the perfect combination of whole-class, small-group, one-on-one instruction, and independent practice:

Minilessons

The brief minilessons that begin each day in reading and writing workshop are a time for teacher-led explicit instruction. While the content of minilessons will change from day to day, the architecture remains largely the same, allowing students to anticipate how this time goes. Minilessons contain four component parts:

• Active Engagement

(Students should have 35–45 minutes to work independently each day while the teacher confers and leads small groups.)

The most important words of the minilesson are the final ones: “Off you go.” Then students disperse to their work spots to read or write. As students work, they will draw on a repertoire of strategies, developed across the days of the unit (and across other units, too).

While students work independently, the teacher cirulates among them, observing their progress, conferring with individuals, and leading small group work.

Conferring (during Work Time)

While students work independently, the teacher moves around the classroom, trying to touch base with and respond to as many students as possible. This is the teacher’s opportunity to meet students exactly where they are and respond accordingly. As the teacher moves among students, he or she will give feedback, name next steps, and help students maintain energy and momentum.

Small Group Work (during Work Time)

To begin small groups, the teacher gathers a group of four to six students who need the same teaching and asks them to huddle close while the teacher models something or gives them a tip. After a minute or so of instruction, the teacher channels students to dive into the work, and then will either watch and coach or go off to other kids in the class, returning after a few minutes to check in on students’ progress.

Mid-Workshop Teaching (during Work Time)

There will be times when the teacher will want to say the same thing to all students. Those are times to stand in the middle of the room, ask for all students’ attention, and give a mid-workshop teaching point. During this mid-workshop teaching, the teacher offers students a reminder or quick tip to extend the minilessons or to remind students of ongoing habits.

At the end of each workshop, the teacher creates a way to capture the power of that day’s work, to remind writers of what they have learned, and to give them the satisfaction of an audience. Share sessions are both instructional and inspirational. There are half a dozen or so favorite ways to bring closure to a workshop session, and those ways of sharing repeat throughout the series.

For more information, download the comprehensive overview!

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• Funding Opportunities
• Proposal Development

The Office of the Vice President for Research invites you to attend

Write winning nih grant proposals, virtual workshops.

January 8, 9, and 10, 2024

Presenter:  John D. Robertson, Ph.D.

Grant Writers’ Seminars & Workshops, LLC*

SBU Faculty and Staff must Register before December 1, 2023

Workbooks will be purchased for Stony Brook participants by the OVPR.

The workshops will focus on two types of extramural funding pursuits: 

Writing Winning NIH Proposals

Agenda and Seminar Overview

Two half-day sessions: 

• Monday, January 8, 2024, from 9 am to 12:30 pm
• Tuesday, January 9, 2024, from 9 am to 12:30 pm

Writing NIH Renewals and Resubmissions

One half-day session: 

• Wednesday, January 10, 2024, from 9 am to 12:30 pm

These widely acclaimed must-attend workshops comprehensively address both practical and conceptual aspects that are important to the proposal-writing process. Emphasis is given to such things as idea development, identification of the most appropriate institute, how to write for reviewers, and tips and strategies that are of proven value in presenting an applicant's case to reviewers.

Participants are taught to write with a linear progression of logic, which leads reviewers through their applications. It is stressed that applicants are writing for two different audiences – the assigned reviewers, who have read the application in its entirety, and non-assigned reviewers, who may have read little or nothing of the proposal before the meeting of the study section. Strategies, tools, and tips designed to merit a fundable priority score are emphasized. The focus of this seminar will be on proposals for submission to all NIH institutes.

The half-day NIH Renewal and Resubmission workshop helps maximize the likelihood of success upon resubmission. Discussion will include NIH's resubmission policy and strategies related to triaged applications, common causes of resubmission success/failure, common mistakes to avoid, and how to seek and use input from the Program Officer and Scientific Review Officer in responding to the criticism received. 

Please direct any questions and comments to [email protected]

*  Grant Writers’ Seminars & Workshops, LLC was founded by academicians, for academicians to help researchers obtain formal training in how to support their work with grant proposal writing.

Dr. John Robertson holds a Doctorate in Pharmacology/Toxicology and has been an Associate Member at Grant Writers’ Seminars & Workshops since 2010.  In 2017, he became the Managing Member.  He has been the recipient of competitive extramural funding from both the NIH and non-federal sources.  He has authored 30 peer-reviewed journal articles and three book chapters.  In addition, he has been a member of grant review panels, a reviewer for a number of biomedical journals, and served on editorial boards.  He has also been routinely recognized for excellence in teaching.

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WRITING A LITERATURE REVIEW WORKSHOP ON SEMINAR WRITING AND RESEARCH REPORT

This teaching material gives insights on how best to write a literature review with practical examples. It also gives pointers to the right search engines for your scholarly articles.

Related Papers

Animal Research International

Utibe Okon , Augustine Francis

The meat lipid profile and flavour attributes of deep-fried breaded chicken breasts were evaluated with alternative edible coatings. Four types of coatings (wheat flour, sweet potato flour, cassava flour, and cocoyam flour) were utilized for the study. The coatings were designated T1, T2, T3, and T4 respectively. The deep-fried chicken meats were analyzed for meat lipid profile, oxidative stability, and flavour attributes. All data collected were subjected to a one-way analysis of variance. Results showed that the application of the edible alternative coatings significantly influenced (p<0.05) the chicken meat lipid profile. High-density lipoprotein increased, with breaded chicken meat in the T4 group recording the highest value. Cholesterol and low-density lipoprotein were reduced in favour of T4. Alternative edible coatings improved the oxidative stability of the meat. Using cocoyam flour as a coating material for deep-frying resulted in lower TBARS values (p<0.05). The scores for sensory attributes were not significantly different (p>0.05) in flavour and overall acceptability. However, the colour, tenderness, and juiciness of the edible coated samples were significantly different, with T4 receiving higher tenderness and juiciness scores than the controls. It was concluded that the alternative coatings, especially cocoyam, could be a viable alternative to wheat in reducing bad cholesterol and improving chicken meat's oxidative stability and flavour attributes.

The effect of Monodora myristica as feed additive on the performance, carcass composition and serum lipid profile of rabbits were investigated using a total of 48 weaner rabbits for a period of 12 weeks. The rabbits were allotted to four experimental diets in a completely randomized design. Each group was replicated three times with four rabbits per replicate. Treatment 1 (T 1) received basal diet only, T 2 received basal diet with 1% inclusion of M. myristica, T 3 received basal diet plus 2% M. myristica, while T 4 was given basal diet and 3% M. myristica inclusion. Results revealed significantly higher (p<0.05) feed intake and weight gain, compared to those on the control group. Rabbits in T 3 group recorded the highest values for all parameters assessed. Rabbits fed 2% levels of the test ingredient recorded the lowest and best FCR. Inclusion of M. myristica significantly improved (p<0.05) carcass characteristics without any deleterious effect on the internal organs. The serum lipid profiles of the rabbits were significantly improved (p<0.05) as the high density lipoprotein increased, while low density lipoprotein levels reduced. There was also a significant reduction (p<0.05) in abdominal fat and an increase in muscle protein of the rabbits as inclusion levels of M. myristica increased across treatments. The study revealed that up to 2% of M. myristica can be included in the diets of rabbits without adverse effect on the performance, carcass composition and serum lipid profile. Hence, it can be used as an alternative to antibiotic growth promoter in weaner rabbits.

Animal and Veterinary Sciences

KOLAWOLE AFOLABI

Nigerian Journal of Animal Science

A study was conducted to determine the effect of selim pepper meal (Xylopia aethiopica) and African nutmeg meal (Monodora myristica) on serum lipid profile and sensory quality of rabbit meat. A total of thirty-two weaned rabbits (16 males and 16 females) were used. Four dietary treatments were formulated and the rabbits were randomly allocated to four replicates per treatment groups with each replicate having two rabbits in a completely randomized block design. Diets were formulated to contain 0 % selim pepper meal (SPM) and African nutmeg meal (ANM) (T1). 1% SPM (T 2), 1 % ANM (T 3) and 0.5 % each of SPM and ANM (T 4). After 90 days feeding trial, serum lipid profile and sensory evaluation of meats were carried out. Selim pepper meal, African nutmeg meal and their combination had a significant effect (P < 0.05) on the lipid profile of rabbits. Total cholesterol (TC) and low density lipoprotein (LDL) increased in the control group (T 1) (P<0.05). Sex effect showed similar (P>0.05) result. Sensory properties of rabbit meat showed no adverse effect with the addition of the spices. Nevertheless, rabbit meat from T 3 group had the highest overall acceptability score in both male and female (P < 0.05). It is recommended that 1% of ANM be used as additive in rabbit diet to improve lipid profile and sensory quality of rabbit meat.

Frontiers in Physiology

Juan Latorre

European Journal of Business and Management

Eteyen Nyong

The study focused on Climate Change Mitigation Strategies: Socioeconomic and Constraints of Poultry Farmers in Akwa Ibom State, Nigeria. A three stages sampling procedure was used to randomly select one Hundred and Twenty-four respondents that was used for the study. Primary data was collected using questionnaire. Data collected were analyzed using descriptive statistics and multiple regression analysis. Result revealed that majority (56.5%) of respondents was male while 43.5% were female. Majority (72.6%) were married, 16.5% single 4.8% divorced while 6.5% were widow(er). About 83.9% were educated. The average age, farming experience, household size and farm size were 42 years, 9 years,5 persons and 380 birds, respectively. Majority (53.2%) had no access to extension services, while 46.8% had. Most (77.4%) respondents were engaged in off farm income while 22.6% were not. All respondents (100%) were members of cooperative and other farmers union. Majority (96.8%) had no access to credit while 3.2% had. Result of the multiple regression analysis showed that adoption of climate change mitigation strategies were influenced by house hold size, off farm income, group membership, education attainment, extension contact and farm size. The major constraints were high transportation cost, inadequate capital,high cost of feed, high market charges and lack of facilities. The study recommended that policies that will enhance educational attainment and asses to extension should be pursuit.

Tayzar .Aye Cho , Pairat Srichana , Jean Noblet

Net energy (NE) enables the prediction of more accurate feed energy values by taking into account the heat increment which is approximately 25% of apparent metabolizable energy (AME) in poultry. Nevertheless, application of NE in poultry industry has not been practiced widely. To predict the NE values of broiler diets, 23 diets were prepared by using 13 major ingredients (wheat, corn, paddy rice, broken rice, cassava pellets, full-fat soybean, soybean meal, canola meal, animal protein, rice bran, wheat bran, palm kernel meal and palm kernel oil). The diets were formulated in order to meet the birds' requirements and get a wide range of chemical compositions (on DM basis; 33.6% to 55.3% for starch; 20.8% to 28.4% for CP, 2.7% to 10.6% for ether extract [EE] and 7.0% to 17.2% for NDF), with low correlations between these nutrients and low correlations between the inclusion levels of ingredients allowing for the calculation of robust prediction equations of energy values of diets or ingredients. These diets were fed to Ross 308 broilers raised in 12 open-circuit respiratory chambers from 18 to 23 d of age (4 birds per cage) and growth performance, diet AME content and heat production were measured, and dietary NE values were calculated. The trial was conducted on a weekly basis with 12 diets measured each week (1 per chamber), 1 of the 23 diets (reference diet) being measured each week. Each diet was tested at least 8 times. In total, 235 energy balance data values were available for the final calculations. Growth performance, AME (15.3 MJ/kg DM on average) and AME/GE (79.4% on average) values were as expected. The NE/AME value averaged 76.6% and was negatively influenced by CP and NDF and positively by EE in connection with efficiencies of AME provided by CP, EE and starch for NE of 73%, 87% and 81%, respectively. The best prediction equation was: NE ¼ (0.815 Â AME) e (0.026 Â CP) þ (0.020 Â EE) e (0.024 Â NDF) with NE and AME as MJ/kg DM, and CP, EE and NDF as % of DM. The NE prediction equations from this study agree with other recently reported equations in poultry and are suitable for both ingredients and complete feeds.

Livestock Research for Rural Development

MUHAMMAD FATHIN HANIF

Turmeric powder (TP) is considered an alternative to growth promoter antibiotics in layer diet. The objectives of this meta-analysis were to assess the effectiveness of supplementation with turmeric powder on feed intake (FI), hen day production (HDP), feed conversion ratio (FCR), egg weight (EW), and egg mass (EM) of laying hens. Peer-reviewed randomized controlled trials (RCTs) published in English were found using databases such as PubMed, Scopus, Science Direct, and Google Scholar. The meta-analysis required information on moderators (age of the hen at the start of the intervention, inclusion level, and turmeric powder treatment duration), a sufficient description of randomization, performance data, and associated measures of variance such as standard deviation (SD) or standard error (SE). All analyses were carried out using the Open Meta-analyst for Ecology and Evolution (OpenMEE) program. Data from the 17 studies included in the meta-analysis were pooled and presented as standardized mean differences (SMDs) at a 95% confidence interval (CI) using a random-effects model. Results indicate that dietary TP supplementation reduced FI (SMD=−0.28 g; 95% CI:−0.69 to 0.13) and FCR (SMD=−0.70 g; 95% CI:−1.37 to -0.028) and increased HDP (SMD=1.09%; 95% CI: 0.59 to 1.59), compared with the controls. In contrast, egg weight and egg mass were not significantly different from controls. Restricted subgroup analysis indicated that chosen moderators (age of hen, inclusion level, and supplementation duration) influenced the results of this meta-analysis. The meta-analysis explains that turmeric powder is an ingredient that could be used as a feed additive in laying hens to increase egg production.

28TH ANNUAL CONFERENCE OF THE ANIMAL SCIENCE ASSOCIATION OF NIGERIA

Utibe Okon , Comfort Essien

This study was designed to determine the effect of Jatropha tanjorensis leaf meal on the performance and carcass characteristics of broiler finisher chickens. One hundred and sixty broiler chicken were used for the study. Four diets were formulated for finisher broilers and labelled T 1 , T 2 , T 3 and T 4. The control (T 1) had no Jatropha tanjorensis leaf meal, while T 2 , T 3 and T 4 contained Jatropha tanjorensis leaf meal at 2.50%, 5.00% and 7.50% dietary levels respectively. At day 28 the birds were divided into four treatments of 40 birds and each treatment were assigned one of the experimental diets in a completely randomized design. The result showed significant differences (P<0.5) in final weight gain and body weight gain of the birds. Birds in T 3 recorded the highest significant (P<0.05) final weight gain and body weight gain across treatments while those in T 4 recorded the least values. Birds in T 3 recorded the highest significant (P<0.05) feed intake value. The feed conversion ratio of the birds was similar but birds in T 3 recorded the least value. The result of the live weight, carcass weight, primal cut-parts (thigh, drumstick, and breast) were statistically (P<0.05) influenced by the diets. The internal organs of the birds were not influence by the diet across treatment. It can be concluded that inclusion of J. tanjorensis leaf meal up to 5.00% in the diet of finisher broiler chickens enhanced growth performance, carcass and did not have any deleterious effect on the internal organs of the broiler chickens.

Proceedings of 28th Annual Conference of ASAN 2023, Abuja, Nigeria (403-406)

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Workshop Goals

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Refine your topic in order to develop keywords to use in SCU databases.

Explore databases using keywords to discover articles. 

Select at least 3 peer-reviewed (scholarly) articles in order to prepare for the Paper 1 Topic and Source assignment. 

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Young and Teen Writers Workshops

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The Young and Teen Writers Workshops have served the community for over 38 years. Take a journey into the world of creative writing.

About the Workshops

Our program is one of the oldest workshops for young writers in the nation and remains one of the most affordable options for academic programs. We offer generous need-based financial aid packages.

Students will work on their craft and meet and learn from professional authors and artists. We offer two workshops:

• The Young Writers Workshop accepts applications from creative writers entering 5th through 8th grades. The 2024 YWW will meet on weekday afternoons, July 8-19.
• The Teen Writers Workshop accepts applications from creative writers entering 9th grade through rising college freshmen. The 2024 TWW will meet on weekday afternoons, July 22-August 2.

Past Guest Authors

The very first Young Writers Workshop guest author was the great Clyde Edgerton in 1986!

Our 2023 guest artists include returning authors Frances O’Roark Dowell and David Carter.

In recent years, YWW has featured NC Poet Laureate Jaki Shelton Green, award-winning songwriter JR Richards; novelists Miriam Polli, Nahid Rachlin, Ben Shaberman, David Carter, Sean DeLauder, Kyle Winkler; poets Dorianne Laux and Al Maginnes; nonfiction author Cat Warren, and voice-over artist Graham Mack.

Previous guests through the years have included Jhon Sanchez (fiction), Eric Roe (fiction writer), Stephanie Van Hassel (poet), Chris Tonelli (poet), Bianca Diaz (poet), Ravi Tewari (poet), Alice Osborn (poet), Ian Finley, (drama), Ed Mooney, Jr. (fiction), Eric Gregory (fiction), Kayla Rutledge (fiction), Sarah Grunder Ruiz (fiction), David Tully (YA novelist), Cari Corbett (comics), Jeremy Whitley (comics), Megan Roberts (fiction), among so many others.

Dr. William K. Lawrence [email protected]

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RCDH Indigenous Family Research and Writing Skills Workshop

Last month, the Research Centre for Deep History welcomed a group of fourteen Indigenous women to the first RCDH Indigenous Family Research and Writing Skills Workshop. Following a highly competitive application process, fourteen participants were selected to travel to ANU from various places – including Adelaide, Bateman’s Bay, Weipa, Ulladulla, Mackay, Melbourne, Newcastle, Coolangatta and Coffs Harbour.

After arriving in Canberra, participants visited the RSSS Building and met their roommates for the workshop, followed by a welcome dinner hosted by the RCDH. The main program for the two-day workshop was designed and delivered by ANU alumni Dr Shauna Bostock. Featuring sessions on how to locate and use birth, death and marriage certificate and to construct a family tree, Shauna’s program drew on her experiences of conducting her own family research for her doctoral research project, developed into her successful book, Reaching Through Time: Finding My Family’s Stories, published in 2023 by Allen and Unwin. The afternoon of the first day of the program saw a trip to the National Library Australia, where the workshop group was greeted on the steps by the NLA’s Indigenous Engagement team. Participants enjoyed a session on searching Trove, visiting the Special Collections Reading Room, and learning more about the NLA’s collections and how to access them.  

The second day of the program kicked off with a session delivered by the Family History Unit from the Australian Institute for Aboriginal and Torres Strait Islander Studies. This session, led by AIATSIS Family History Unit Assistant Direct Steph Williams, showcased the historical archives and the family history research resources available at AIATSIS. Next, the program covered historical writing skills, including how to write about relationships to relatives, and the differences between nonfiction narrative and academic writing. The workshop wrapped up with a yarning circle and reflections on the workshop program, including discussions about future research directions for the participants.  

The participants generously shared constructive feedback. One of the main requests was for the workshop to be longer, and to run again. We have heard from many applicants who were unable to attend this workshop; there is such strong demand for more workshops of this kind. 

Extracts from the feedback:

‘Meeting new friends and hearing unique stories.’ ‘Everyone sharing and being so generous with their knowledge, and feeling supported and safe through accommodation, cultural safety and food.’  ‘Sitting with like-minded women, and the opportunity to ask questions– no judgment, just assistance.’  ‘It was very relevant information and resonated with me, my needs and my thoughts.’   ‘Can’t express my gratitude of doing this or how important it is.’ ‘Listening to each other’s journey.’  ‘The workshop has given me confidence to continue my research.’   ‘Every part of this workshop was amazing.’  ‘I would highly recommend this course to other Indigenous women as it not only helped with writing and family history knowledge, but also with my sense of worth and abilities.’  ‘It was very relevant information and resonated with me, my needs and my thoughts.’   ‘Can’t express my gratitude of doing this or how important it is.’ ‘Listening to each other’s journey.’  ‘The workshop has given me confidence to continue my research.’   ‘Every part of this workshop was amazing.’  ‘I would highly recommend this course to other Indigenous women as it not only helped with writing and family history knowledge, but also with my sense of worth and abilities.’ 

Writing Workshop Maōri Poet Robert Sullivan

Image credit: Sean Atavenitia

September 20 , 2023

Robert Sullivan  (Ngāpuhi and Kāi Tahu) has won awards for his poetry, editing, and writing for children, including the 2022 Lauris Edmond Memorial Award for a distinguished contribution to New Zealand poetry, Distinguished Visiting Writer at the University of Hawai’i, the Montana New Zealand Book Award for co-editing  Whetu Moana: Contemporary Polynesian Poems in English,  the Māori Literature Award for co-editing  Puna Wai Kōrero: An Anthology of Māori Poetry in English,  and the New Zealand Post Children’s Book of the Year for  Weaving Earth and Sky,  a retelling of Māori myths and legends.

Tunui Comet  is his eighth collection of poetry. His book  Star Waka,  for which he earned a Literary Fellowship at the University of Auckland, has been reprinted many times.  He is a great fan of all kinds of decolonisation.

His scholarly work is published in Routledge India’s  Indigeneity  series, the Princeton Encyclopedia of Poetry and Poetics, The New Zealand Journal of Literature, Landfall, Biography,  and  Ka Mate Ka Ora.  He specialises in Māori and Pacific poetics and wayfinding as a phenomenological, close reading method.

Before joining Massey University, he worked for a time as a research librarian at the University of Auckland, Manukau Institute of Technology’s Deputy Chief Executive (Māori), Director of Creative Writing at the University of Hawai’i at Mānoa, and led Manukau Institute of Technology’s School of Creative Writing

He served on the Literature Advisory Committee of Creative New Zealand, Te Hā Māori Writers’ Committee, Auckland Writers Festival Board, UNESCO New Zealand’s Culture Subcommittee, the board of the New Zealand Electronic Poetry Centre, and convened the poetry panel for the Ockham New Zealand Book Awards. He has been a judge for the Brisbane Poetry Festival, and the Kiriyama Pacific Rim Prize.

He belongs to the Puketeraki Marae of Ngāi Tahu in Otago (Hikaroroa te mauka, Waikouaiti te awa, Āraiteuru te waka), and the Kāretu Marae of Ngāti Manu in the Bay of Islands (Puketohunoa te maunga, Taumarere te awa, Ngātokimatawhaorua te waka). He has a daughter and two sons who bring him great joy.