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             <York Calendars<Undergraduate 
              Calendar 2001-2002<Academic Services 
              and Support 
            Learning and Study Skills Programs   
            Centre for Academic Writing   
             The 
              Centre for Academic Writing assists students to become effective 
              independent writers, within both their academic life and elsewhere. 
              The primary means of achieving this objective is through the Centre's 
              individualized tutoring program. All Faculty of Arts students are 
              eligible to enrol in this program and take advantage of the opportunity 
              to work on their writing with one of the Centre's experienced faculty. 
              The Centre also regularly offers mini-courses on various issues 
              related to writing effectively in university.  
             In 
              addition, students can enrol in one of the Centre's credit courses 
              on writing in the Humanities or the Social Sciences. These courses 
              provide the opportunity for students to develop their writing in 
              all phases: research, composing, drafting and revising by learning 
              to integrate the latest research on the writing process into these 
              activities. Please see the "Courses of Instruction" section of this 
              Calendar for more details.  
            Multimedia Language Centre   
             The 
              Faculty of Arts Multimedia Language Centre provides service primarily 
              to the Department of French Studies and the Department of Languages, 
              Literatures and Linguistics. For more information, contact the Language 
              Laboratory at S117 Ross, 416-736-5197.  
            Learning Skills   
             The 
              Counselling and Development Centre offers assistance in improving 
              learning skills. Please consult the Student Services section below 
              for further information.  
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