Student & Faculty Resources

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We feel strongly that students’ success begins with their access to resources. The Centers offer students a variety of resources to decrease stress and meet their needs.  

Computer Use and Photocopying

Computers are available for academic purposes: 

  • Essays and papers 
  • Research projects 
  • Grammar assistance 
  • Reading skills improvement 

Photocopying and printing from computers are available.

Handouts

Our mission is to contribute to the success of all Long Beach City College students by providing quality learning assistance. We believe a student’s success begins with access to resources and academic support and it is our goal to help students to reach their full potential. 

With that in mind, we encourage you to download the supplemental materials below to help assist in your writing and reading needs.

Reading

How To Study Your Textbook More Efficiently
Paraphrasing
Previewing a Reading Passage
Questioning
Keeping a Reading Journal
Signal Words, Phrases, and Transitions
Frequently Misspelled Words
Study Reading
Summarizing an Essay
Summarizing a Paragraph
Syllable Summary
Using the Dictionary as a Writing Tool
Vocabulary Quiz
Vocabulary Review
Vocabulary Cards

Writing Process

Causal Analysis
Comparison Contrast
Definition
Description
Division & Classification
Getting Ideas
Introductions
Making an Informal Outline
Narration
Process Explanation
Thesis Statement

Sentence Revision

Being Consistent - Point of View
Being Consistent - Verb Tense
Combining Sentences Using Coordinating Words
Run-on Sentences
Sentence Fragments
Sentence Revision
Signal Words, Phrases, and Transitions
Tightening Passive Sentences
Writing Clear Sentences: Avoiding "You"
Writing Clear Sentences: Avoiding Ambiguous "This"
Writing Clear Sentences: Avoiding Wordiness
Writing Clear Sentences: Repeating Key Terms
Writing Clear Sentences: Using the Active Voice
Writing Clear Sentences: Verbal Style
Writing Clear Sentences: Avoiding Negative Sentences

Sentence Revision Exercises

Combining Sentences Using Coordinating Words 1
Combining Sentences Using Coordinating Words 2
Combining Sentences Using Coordinating Words 3
Tightening Passive Sentences 1
Tightening Passive Sentences 2
Using the Active Voice
Avoiding Wordiness
Repeating Key Terms
Verbal Style

Research and Citation

Avoiding Plagiarism
Writing a Research Paper
Exploring Your General Topic
Schedule for Preparing a Research Paper
Selecting a General Topic

Grammar and Mechanics

Articles
Prepositional Phrases
Pronouns
Punctuation & Capitalization
Spelling
Subject Verb Agreement
Summary of Basic Grammar
Use of the Comma
Using Verbs to Express Time

Grammar and Mechanics Exercises

Article Exercise
Comma Exercise
Prepositional Phrase Exercise
Pronoun Exercise
Pronoun Exercise 2

Writing for a Specific Purpose

In-Class Essays

Tips for Writing an In-Class Essay
Tips for the English Placement Exam Essay
Common KEY Words Used in Essay Questions

Scholarship Essays

Writing an Autobiography for a Scholarship Application 1
Writing an Autobiography for a Scholarship Application 2
Tips for Getting a Good Recommendation From Your Instructor

Specific Assignments

Writing about Literature
Writing a Summary of a Non Fictional Work
Writing a Summary of a Fictional Work
Topics for Writing Assignments
Causal Analysis
Comparison Contrast
Definition
Description
Division & Classification
Narration
Process Explanation

Success Center Orientations Available 

To increase the understanding of the SLA requirement, it is helpful to have a Student Success Center orientation for your class. We encourage you to bring your entire class to the Writing and Reading Success Center for an orientation. We also have staff available to visit your classroom and present the orientation information in person. Please schedule a Success Center Orientation at the beginning of the semester or session by contacting Daren Smoley, Instructional Specialist at the LAC campus, or Elizabeth Gallardo, Instructional Lab Coordinator at the PCC campus.

If you prefer not to have an orientation, Success Center information materials can be placed in your mailbox in the department office.

SLA Requirement

Students have the option of attending an instructor-led Workshop, a tutor-facilitated Directed Study Group (DSG) or completing a Directed Learning Activity (DLA) to fulfill the Supplemental Learning Assistance requirement for English 105, 801, and Read 83, 82, 883, and 881. Learn more about Supplemental Learning below: 

Directed Study Group 

Directed Study Groups (DSGs) are facilitated by a tutor and require an appointment; however, unfilled DSGs allow walk-ins.

In this collaborative study group activity, the tutor provides learning materials for students. Directed Study Groups take approximately one hour with a maximum of five students per group.

**Activities must be completed outside of regularly scheduled class hours**

Directed Learning Activity 

Directed Learning Activities (DLAs) do not require appointments, but students need to plan for a minimum of 90 minutes for the activity: this includes a follow-up session with a tutor or instructor to discuss students’ understanding of the concepts.

SLA Verification Process

In order to streamline the SLA process for students and faculty and move towards a more paperless, student-centered approach, the following steps have been implemented:

  • Step 1: After a student completes a workshop, DSG, or DLA, the tutor and/or instructor will sign and date the student’s activity materials. 
  • Step 2: Next, the front counter staff will stamp the student’s activity materials (Workshop, DSG, DLA). 
  • Step 3: The signature, date, and stamp on the SLA materials verify that the student has successfully completed the SLA. 
  • Step 4: Students will be instructed to submit the signed, dated, and stamped SLA materials to the instructor just like any other class assignment in order to receive credit for the completed SLA.
Workshops

Workshops are facilitated by an instructor and require an appointment; however, unfilled workshops allow walk-ins. Workshops take approximately one hour, during which the instructor provides learning materials for students in a collaborative environment. Workshops have a maximum of 12 students. 

SLA Activity Dates 

Spring 2017

Activity 1 Dates:   
16-Week Courses: Monday, February 13 — Saturday, March 18
1st 8-Week Courses: Monday, February 13 — Saturday, April 22
2nd 8-Week Courses: Monday, April 10 — Saturday, April 29
(Workshops, DSGs, and DLAs available)

Activity 2 Dates:   
16-Week Courses: Monday, March 20 — Saturday, April 22
1st 8-Week Courses: Monday, February 27 — Saturday, March 25
2nd 8-Week Courses: Monday, May 1 — Saturday, May 27
(Workshops, DSGs, and DLAs available)

Activity 3 Dates:   
16-Week Courses: Monday, April 24 — Wednesday, May 31
1st 8-Week Courses: Monday, February 27 — Saturday, March 25
2nd 8-Week Courses: Monday, May 1 — Saturday, May 27  
(The last day to complete DLAs is May 20.  Only workshops and DSGs are available from May 22 to May 31)

Downloadable Resources for Faculty

ENGLISH 16-Week Course Syllabus Statement Spring 2017
ENGLISH 8-Week Course Syllabus Statement Spring 2017
READING 16-Week Course Syllabus Statement Spring 2017
READING 8-Week Course Syllabus Statement Spring 2017