Welcome to the ENG 190 Writing and Persuasion Workshop Companion page. Here you will find a summary of the presentations for weeks 1-8. The Research and Persuasion Workshop follows alongside ENG 190, but even if you aren't in that class, the skills we review are helpful for any essay assignment. Click below to find tips and relevant links, and join the workshop session by looking at the schedule here: Workshops Schedule Term C-1 2026 (Jan-Feb).
Hope to see you soon!
In week one of the Research and Persuasion workshop, you begin by exploring persuasive writing. You will learn the differences between informative versus persuasive writing. We will discuss how everyone can be an effective persuasive writer with practice! Next, topic selection and background research are discussed. Finally, there is an in-depth look at how to craft and revise a persuasive research question, using the week one rubric as a guide.
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
ENG-190: Research and Persuasion Guide
The Research Question (with video)
Narrow Your Topic with the Research Cycle (with Video)
Narrowing Your Topic (with Video)
| Category | Informative Text | Persuasive Text |
|---|---|---|
| Purpose | To educate or explain a topic objectively | To convince the reader to adopt a viewpoint or take action |
| Tone | Neutral, objective, fact-based | Emotional, assertive, passionate, or urgent |
| Content | Facts, data, definitions, explanations | Arguments, opinions, emotional appeals, and rhetorical devices |
| Structure | Logical organization (intro, body, conclusion) | Includes claims, counterarguments, and persuasive techniques |
| Audience | Readers seeking knowledge or understanding | Readers who can be influenced or persuaded to agree or act |
| Language Features | Clear, precise, technical, or academic language | Persuasive language, rhetorical questions, strong adjectives, and figurative language |
| Type of Evidence | Statistics, research findings, expert quotes, appeal to reason | Anecdotes, emotional stories, selective facts, appeal to values & emotions |
| Genre | Textbooks, news articles, research reports | Advertisements, opinion pieces, speeches, debates, persuasive essays |
| Sample Text | "The Amazon rainforest spans over 2 million square miles and is home to a diverse array of plants and animals." | "We must act now to protect the Amazon rainforest, as its destruction threatens the region's biodiversity." |
In week two of the Research and Persuasion workshop, you will begin to explore the research process that you will use for your assignments/final project. You will learn about the three types of sources. Next, we will look at how to evaluate those sources and how to find those sources. Finally, we will discuss how to figure out who your audience might be.
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
Getting Started Guide: Home
University Boolean Searching
Primary and Secondary Sources (with Video)
CCOW Method
SIFT Method
Boolean Operator Searching
CRAPPO Method
A-Z Databases
Shapiro Library Evaluating Sources
Research and Citation: YouTube Playlist
Week Three explores the creation of a Collection of Sources (annotated bibliography assignment) from start to finish. Writing a citation, summary, and review of credibility and relevance are all covered. Other topics include revising a research question, writing a thesis statement, and locating scholarly sources. You will leave feeling confident to tackle week three of ENG 190!
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
MLA Citation: YouTube Videos on Works Cited and MLA Formatting
Annotated Bibliography with Examples
Shapiro Library Citation Guide
APA Formatting Basics in Word
How to Summarize
Peer- Reviewed Research Playlist (with Video)
Collection of Sources Example:
Furenes, M. I., Kucirkova, N., & Bus, A.G. (2021). A comparison of children’s reading on paper versus screen: A meta-analysis. Review of Educational Research. 91(4) 483-517. https://doi.org/10.3102/0034654321998074
The article, A Comparison of Children’s Reading on Paper versus Screen, is a meta-analysis of 39 studies that compare learning outcomes for paper-based versus digital reading comprehension. There were roughly 2,000 children studied were aged 1-8. An analysis of each study’s conclusion shows that there is a difference in retention and understanding, with paper-based material showing higher levels of learning. There are advantages to digital reading; however, paper reading yields higher test scores across all groups
This is a peer-reviewed meta-analysis, published by the Review of Educational Research. This organization is a well-known and independently funded education journal. It was published with transparency as it has an open-access license. Each author has an educational background and research experience in childhood literacy, and they have no conflicts of interest. This is a credible article.
A comparison of children’s reading on paper versus screen reveals that excessive screen time in children 1-8 results in reduced critical thinking and learning outcomes. The meta-analysis conclusion found that paper-based learning is superior for this age group based on long-term testing outcomes. This resource supports my claim that screen-based learning should be reduced in elementary classrooms.
In week four of the Research and Persuasion workshop, you will learn about outlining your draft. First, we will discuss thesis statements and how to construct one. Next, we will discuss outlining your draft. Finally, we will share tips and resources that will help guide you as you make your outlines and create your thesis statements.
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
The Persuasive Thesis vs. The Informative/Explanatory Thesis (with Video)
Building a Persuasive Thesis (with Video)
Revising your Thesis with a Checklist (with Video)
Research and Sources (with Video)
Paragraph Structure (with Video)
Academic Writing and Format (with Video)
In week five in ENG 190, you create your draft. This week in the Research and Persuasion workshop, we discuss how to use persuasive writing techniques such as ethos, pathos, and logos. We also review formatting and share examples for the introduction, body paragraphs, and conclusion. The last item we explore is how to write an effective counterargument, a vital part of a persuasive paper.
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
Ethos, Pathos, and Logos YouTube Video
Shapiro Library Research Databases
Integrating Quotes from your Sources (with Video)
Introduction to Grammarly
Counterarguments (with Video)
Revising Your Thesis Checklist YouTube Video
ENG 190 Module Five Essay Draft Checklist-
Before you submit your draft, be sure that you have completed each item.
Research:
❑ Does your essay contain at least three credible sources, including two from your independent research? If not, revisit the Shapiro Library databases.
Content:
❑ Do you have at least one supporting source per body paragraph?
❑ Are your sources integrated in a way that clearly references the author’s idea and then connects back to your own?
Organization:
❑ Do you have an introduction that includes your thesis?
❑ Do you have multiple body paragraphs?
❑ Do you have a conclusion that ties your ideas together?
❑ Do you include transitions between paragraphs and between ideas?
Focus:
❑ Does your thesis clearly take a persuasive stance on the topic that is complex and arguable?
❑ Does each body paragraph start with a sentence that directly supports your thesis?
❑ Do your sources clearly address your topic?
Audience:
❑ Are your sources free from bias that might alienate your audience?
❑ Do you employ a blend of ethos, pathos, and logos, tailored to your audience?
In week six of the Research and Persuasion workshop, you will learn about giving and receiving feedback. First, we will discuss what peer critique is. Next, we will discuss giving feedback. Third, the topic of discussion will be best practices for giving feedback. Third, we will discuss receiving feedback. Finally, there will be some practice on creating feedback.
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
Peer Feedback Information (With Video)
What is the service "Written Feedback"?
How to Submit Work & Retrieve Written Feedback (with Video)
In week seven, you will hand in both parts of your final project. In our presentation, we review each section of the ENG-190 final revision checklist. Formatting, tone, citations, and persuasive techniques are analyzed. There is also time built into this presentation for you to ask any final questions before submitting your project.
For more information on the concepts from today's workshop, check out these other Academic Resource Center links:
(Español) How to Format Papers In APA 7th ed. (with Video) | (Español)
Revision Strategies YouTube Video
ENG 190 MLA & APA Exemplar Papers
MLA 9th Ed. Sample Paper (with downloadable PDF)
APA Formatting Basics in Word
ENG 190 Essay Revision Checklist
Use this checklist to slowly work through the various aspects of your essay. Instead of trying to check all the boxes at once, move through the list slowly, reading and revising your essay for each element. You can use this checklist to help guide your revision process and to double-check that you’ve fully revised toward the end of your revision process. Refer to the module resources if you would like to review any of these topics.
Research:
❑ Does your essay contain at least three credible sources, including two from your independent research? If not, revisit the Shapiro Library databases.
❑ Do your sources represent a variety of perspectives on your topic?
❑ Have you identified the most compelling or convincing and relevant quotes/paraphrases from your sources? If you find that you need additional support, it is never too late to return to the databases to identify additional articles.
Content:
❑ Do you have at least one supporting source per body paragraph?
❑ Are your sources integrated in a way that clearly references the author’s idea and then connects back to your own?
❑ Is your voice the primary voice in the essay?
Organization:
❑ Do you state your thesis at the end of your intro paragraph?
❑ Do you have multiple body paragraphs?
❑ Do your body paragraphs begin and end in your own words?
❑ Do you have a conclusion that ties your ideas together and presents a call to action that will engage your reader?
❑ Do you include transitions between paragraphs and between ideas?
Focus:
❑ Does your thesis clearly take a persuasive stance on the topic that is complex and arguable?
❑ Does each body paragraph start with a sentence that directly supports your thesis?
❑ Does each body paragraph move your argument forward?
❑ Do your sources clearly address your topic?
❑ Do you anticipate any opposing perspectives and counter them within your body paragraphs?
Audience:
❑ Do your sources effectively engage your reader? APA or MLA
❑ Does your hook, the first sentence of your intro, engage your audience?
❑ Do you provide enough context in your intro paragraph for your audience to understand your topic and thesis?
❑ Do you employ a blend of ethos, pathos, and logos, tailored to your audience?
❑ In your conclusion, do you offer a call to action that will resonate with your audience?
Small-Scale Revisions Formatting (see page 239 of the textbook and Chapter 51 and Chapter 52):
❑ Do you have a cover page (APA) or header (MLA)?
❑ Do you have a list of References (APA) or Works Cited (MLA) that is correctly formatted?
❑ Do you properly cite your quotes and paraphrases using in-text and parenthetical citations??
❑ Did you include page numbers, properly formatted?
❑ Are your citations listed in alphabetical order with a hanging indent?
Grammar:
❑ Is your grammar consistent?
❑ Did you check your capitalization and punctuation?
❑ Did you check your spelling and review for typos?
In week eight of the Research and Persuasion workshop, we will discuss reflective writing. First, we will discuss what reflective writing is. Then, we will discuss metacognition and how it works. Third, there will be some tips and suggestions on reflective writing. Finally, we will reflect on the course and answer questions you might have.
Additional Tips:
Check out our other writing group sessions, including Developing College Writing or Writing Support Office Hours. Take a look at the full workshop schedule to see all our offerings.
Need More Help?
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Or: (Español) Using Academic Support for ESOL Students