SOE writing Support

Writing Support

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SOE Writing Support

The School of Education (SOE) offers writing support to undergraduate Education, Society and Human Development (ESHD) majors in the form of one-on-one appointments and quarterly workshops.  SOE's Writing Support team has experience working with students from diverse backgrounds and supporting them in further building writing competency. No matter what level students are at, SOE Writing Support can help students build the necessary skills they need to improve as writers. We believe in the power of writing for change—to raise marginalized voices, bring awareness to social issues and participate in civic engagement.

One-on-one appointments can address any writing-related concerns including, but not necessarily limited to: understanding prompts, brainstorming, research skills, reading skills, developing thesis statements, creating an outline, revising a draft and overall academic time-management skills. Workshops address how to adhere to writing styles e.g., MLA/APA format, research best practices, how to incorporate research in a paper and more.

We are committed to developing content specifically for ESHD majors and can help students expand not only their knowledge of the field of education, but their ability to communicate such knowledge compellingly and effectively. We also work closely with students struggling in their English coursework to develop individualized support plans to ensure our students complete their Entry-Level Writing Requirement (ELWR) and English Composition coursework in a timely manner. SOE Writing Support services are specifically for ESHD majors and are offered in addition to the Academic Resource Center’s (ARC) services which are available to the entire undergraduate community. SOE Writing Support is a supportive service which not only supplements the tutoring services offered at the ARC, but partners with the ARC to develop workshops for ESHD majors.

Meet Our Team


Delaney Rood

Writing Support Coordinator: Delaney Rood is a Master’s student in the SOE’s Higher Education Administration and Policy program. Delaney is a first-generation college student whose higher education journey began at College of the Desert (COD) in Palm Desert, California, where she graduated with an A.A. in English with highest honors. There, she began her career in student supportive services at the Tutoring and Academic Skills Center as an American Sign Language Tutor, and eventually, as a Writing Tutor. She also worked as Personal Writing Tutor to students in the Disabled Students Programs and Services center. After transferring to UCR, Delaney continued her work in student support as an Undergraduate Writing Tutor at the Academic Resource Center. 
 
Delaney graduated Summa Cum Laude from UCR in 2020 with a B.A. in English. In her graduate program, Delaney’s research focuses on issues of access and retention for marginalized, underserved, and nontraditional student groups, specifically in the area of developmental education and student supportive services. In addition to her years of experience in academia, Delaney also has a decade of experience in management and training coordinating in the food and beverage industry. Delaney joined the SOE Team in 2020 as the Writing Support Coordinator for the SOE Undergraduate Writing Support Program. Since, with the support of the Higher Education Emergency Relief Fund grant, SOE’s Writing Support Program has flourished and now includes Graduate Writing Mentors and Undergraduate Writing Assistants that support SOE undergraduates through every step of the writing process. Outside of work, Delaney is an amateur photographer and enjoys travel, hiking, weightlifting, and exploring Southern California. 
 


Eric Davidson

Writing Mentor:
Eric Davidson is a Ph.D. student in the SOE's Higher Education Administration & Policy Program. After finishing high school in his hometown of San Diego, California, he spent nine years living in Tucson, Arizona where he earned his B.A. in political science and M.A. in higher education from the University of Arizona. Eric brings years of mentoring experience to the Writing Support Program from his time spent as a teaching assistant, lecturer, and academic coach. In his academic life, he writes about higher education policy and economics, most notably on the subject of intercollegiate athletics as a member of UCR's Center for Athletes' Rights and Equity. In his free time, Eric enjoys many outdoor sports- snowboarding, skateboarding, cycling, rock climbing, and hiking. He is also a songwriter and record producer.



 


Student Staff:
Nhi Bui majors in English with a Psychology minor at UCR. Having published an academic article and an independent poetry collection, Nhi’s experience writing across curriculums and genres lends to a passion to share the literature arts with her peers. With a background in education, her training extends from teaching preschool to college age students. She hopes to attend graduate school and settle in a Southern California suburb after graduation. When not writing, Nhi can be found feeding her pet snake, playing Dungeons & Dragons, or forwarding astrology memes.

Natalie Gomez is an undergraduate student at UCR studying English and a supplemental instruction leader under the English department at Chaffey Community College. Natalie's goal is to take her reading and writing abilities to law school. She has a passion for helping others improve their writing skills and build confidence in their writing. In the Writing Program, Natalie can’t wait to build a welcoming and comfortable community at UCR through writing. 


 

ELWR/English Composition Requirements

  • Entry-Level Writing Requirement (ELWR)

    The Entry-Level Writing Requirement (ELWR) is a University of California reading and writing proficiency requirement that all first-year students must satisfy. This requirement is not an admissions requirement. The ELWR must be satisfied either before beginning courses on a UC campus or during the first year of enrollment. 

    • SOE Writing Support can help students who need additional support to complete the ELWR by working one-on-one with students to create an individualized plan to help each student meet their writing goals and excel in their English courses.
    • More information on the ELWR can be found here, or contact the University Writing Program (UWP) counselor, Sheena Thrush, at: sheena.thrush@ucr.edu
  • English Composition Requirements

    Undergraduates in the School of Education must complete breadth requirements as determined by the Executive Committee of the College of Humanities, Arts, and Social Sciences (CHASS). The English Composition series ENGL001A, ENGL001B, and ENGL001C are required to complete the Breadth Courses for the ESHD major and to fulfill the University’s writing requirement (a Writing Across the Curriculum (WAC) course may be substituted for ENGL001C).

    • SOE Writing Support works with students through workshops and one-on-one appointments to ensure ESHD majors have the tools they need to successfully complete the ENGL001A/B/C series.

    More information on English Composition courses can be found here 

    More information on Breadth Course Requirements for the ESHD major can be found here
     

Writing Support Workshops
 

SOE Writing Support workshops are designed to help ESHD majors become successful writers for their Education courses, in their careers, and for life beyond their time at UCR. If you have an idea for a workshop, or want to see a particular area addressed, please email Delaney Rood at gsoeundergradwriting@gmail.com.

  • Structuring the ENGL004 Essay Workshop

    This workshop covers the main components of an English 004 essay and how to organize them for a cohesive essay. Topics covered include how to write a directed summary, how to develop an ENGL004 thesis statement, and how to construct a proper body paragraph. This workshop is best for students placed in ENGL004, or students placed in BSWT003 who want to prepare for ENGL004, and is essential for preparing students for their ENGL004 final exam. When ESHD majors are enrolled in ENGL004, this workshop is typically offered twice per quarter. For information on upcoming workshops, please follow the ‘Schedule of workshops’ button below.

  • MLA Format Workshop

    This workshop covers the basics of MLA format, including how to format a paper in MLA, how to properly incorporate in-text citations with either a signal phrase or a parenthetical citation, and how to construct a works cited page. As formats tend to change frequently, this workshop will cover changes from the previous edition to the most recent edition i.e., the 8th edition to the 9th edition. This workshop is ideal for students completing their English Composition series—English1A/B/C. This workshop is typically offered twice per quarter, dependent upon attendance rates and student interest. For information on upcoming workshops, please follow the ‘Schedule of workshops’ button above.

  • APA Format Workshop

    This workshop covers the basics of APA format, including how to properly incorporate in-text citations with either a signal phrase or a parenthetical citation, how to cite multiple authors, and how to construct a reference page. As formats tend to change frequently, this workshop will cover changes from the previous edition to the most recent edition i.e., the 6th edition to the 7th edition. This workshop is essential for all students in Education courses, as instructors note that APA format errors occur frequently in student papers. This workshop is offered twice per quarter. For information on upcoming workshops, please follow the ‘Schedule of workshops’ button above.

  • Research Best Practices Workshop

    This workshop goes in-depth on research best practices, such as how to generate search terms; how to use Boolean operators; how to search using google scholar or the library databases (and the differences between them); and, how to identify reputable sources. This workshop is best for students beginning their upper-division Education coursework; however, it will benefit students at any point in their academic journey. Those students who are interested in pursuing graduate school will rely heavily on the skills obtained at this workshop. This workshop is offered once or twice per quarter, dependent upon attendance rates and student interest. For information on upcoming workshops, please follow the ‘Schedule of workshops’ button above.

  • Intro to How to Incorporate Research Workshop

    This workshop covers how to use scholarly articles to support the claims we want to make in our own writing. A successful research-oriented paper will fluidly incorporate the works of multiple scholars to support our overarching argument or claim. Many of us make mistakes when trying to incorporate scholars’ research in our papers, such as summarizing study after study, or allowing one study (or multiple studies) to overtake our paper. This workshop explores how to avoid these common mistakes, what information is crucial to include, and how to incorporate that information successfully in our writing. This workshop is essential for all students currently enrolled in lower-division or upper-division Education courses. This workshop is offered once or twice per quarter, dependent upon attendance rates and student interest. For information on upcoming workshops, please follow the ‘Schedule of workshops’ button above.

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