This OER textbook has been designed for students to learn the foundational concepts for English 100 (first-year college composition). The content aligns to learning outcomes across all campuses in the University of Hawai'i system. It was designed, written, and edited during a three day book sprint in May, 2019.

English 101 focuses on the analysis of basic human issues as presented in literature with an emphasis on analytic reading, writing and discussion, and on development of argumentative essays based on textual analysis, with attention to style, audience and documentation. By writing several analytical, thesis-driven essays which show engagement with and understanding of a variety of texts, students will practice the critical thinking, reading and writing skills which comprise an important component of college and university studies as well as clear, audience-appropriate communications in other professional settings.This class is comprised of a series of three units, each of which is centered around an essay assignment. For each unit, in addition to the essay itself, you‰ŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. You‰ŰŞll do a lot of reading and writing, and your instructor will ask you to respond to ideas from our texts, from specific assignments, and from each other. Login: guest_oclPassword: ocl

The reason why Randall Fallows wrote Exploring Perspectives: A Concise Guide to Analysis is simple; to help give students a better understanding of how to discover, develop, and revise an analytical essay. Here is how his 5 chapter book goes about doing just that:The first two chapters focus on the nature of an analysis and what’s involved in writing an analytical essay. First, Randall shows that analysis consists of a balance of assertions (statements which present their viewpoints or launch an exploration of their concerns), examples (specific passages/scenes/events which inspire these views), explanations (statements that reveal how the examples support the assertions), and significance (statements which reveal the importance of their study to personal and/or cultural issues).After showing why each feature should be present throughout an essay, he reveals how to ”set the stage“ for producing one of their own. He first helps students to evaluate their own views on a subject and to examine how these views emerge from their own experiences, values and judgments. He, then, shows them how to research what others have said about the subject and provides suggestions for evaluating and incorporating this research into their own perspectives.Finally, Randall discusses the nature of writing, not as a linear procedure, but as a recursive process where the discovery and clarification of a concept occur simultaneously.The remaining three chapters reveal more specific advice on how to develop an analytical essay.Exploring Perspectives: A Concise Guide to Analysis by Randall Fallows is a great text to prepare any student to write analytical essays for the argument and persuasion courses.

The First Year Writing Course was developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named TME001. This work was completed and the course was posted in September 2018. For more information about credit transfer between Ohio colleges and universities, please visit: transfercredit.ohio.gov.Team LeadRachel Brooks-Pannell                       Columbus State Community CollegeContent ContributorsCatherine Braun                                  Ohio State UniversityMartin Brick                                         Ohio Dominican UniversityPeter Landino                                      Terra State Community CollegeBrian Leingang                                    Edison State Community CollegeBonnie Proudfoot                                Hocking CollegeJason Reynolds                                  Southern State Community CollegeMarie Stokes                                       Stark State CollegeLibrarianKatie Foran-Mulcahy                           University of Cincinnati Clermont CollegeReview TeamAnna Bogen                                        Marion Technical CollegeSteven Mohr                                       Terra State Community CollegeKelsey Squire                                      Ohio Dominican University                                     

How to Use This GuideThis document is intended to highlight resources that can be used to address the topics of Grammar and Style in a First-Year Writing Course. This information could also be used in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.Introduction In this section, style and grammar are addressed in three different senses. There is a Style Guide that covers audience awareness and clear written communications. That is followed by a guide to the most common Citation Styles (APA, MLA, and CMS). Last but not least, there is an in depth Grammar Handbook that comes with exercises and checklists for perfecting mechanics and assuring strong revision and proofreading.Learning ObjectivesThis module is designed to address the following learning objectives:Be aware of intended audienceUse standard written EnglishCommunicate clearly and efficientlyOvercome barriers to clear communicationsFormat correctlyUse the appropriate citation style with sourcesAvoid grammatical and mechanical errors

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Media and Design -- reading, analyzing, and composing multimodal texts -- in a First-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink. 

How to Use This GuideThis document is intended to highlight resources available to address the resource goal of Punctuation in a First-Year Writing Course.  All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionThis description is intended to apply to a range of First-Year Writing courses, from highly conceptual to more traditional presentations, in regards to punctuation. It will cover definitions of the most common punctuation terms, examples of proper usage, and exercises that demonstrate proper usage. These descriptions and exercises can be incorporated regardless of the types of readings chosen for the course, the genres a course may focus on, etc. This guide is intended to work as a handbook on general punctuation rules and usage.Learning ObjectivesThis module is designed to address the following learning objectives:Explain and illustrate common comma errorsIllustrate comma usage with conjunctionsCoordinating conjunctionsConjunctive adverbsSubordinating conjunctionsIllustrate comma usage with clausesRelative clausesDependent and Independent clausesExplain and illustrate use of apostrophesExplain and illustrate use of semicolonsExplain and illustrate use of colonsExplain and illustrate use of quotationsExplain and illustrate use of hyphensExplain and illustrate use of parenthesesExplain and illustrate use of dashes

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Reading in Academia in a First-Year Writing Course.  All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionThis portion of the course stresses college-level reading. It will focus on three areas in particular: 1) Preparedness – how college reading may differ from high school reading; 2) Reading Strategies – how to choose, evaluate, and interact with texts; 3) Reading into Writing – how to make notes, summarize, paraphrase, and use what you are reading in an ethical manner. These skills will overlap with other learning objectives (e.g. Writing in Academia, Rhetorical Situations, etc.), and instructors will likely want to use these resources and design activities in conjunction with other learning objectives. Further, this module assumes that instructors have chosen their own primary reading (essays, literature, etc.) to which the strategies outlined in these resources may be applied.Learning ObjectivesThis module is designed to address the following learning objectivesDetermine an author’s purpose in writingIdentify reasons and evidence that support an author’s argumentDistinguish between reliable and unreliable sourcesPractice effective annotation and note-taking techniquesIdentify words or phrases that suggest an author’s biasRecognize appeals to logos, pathos, and/or ethosUnderstand ethical methods of paraphrasing and summarizing a source

How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Writing as a Process in a First-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionThis portion of the course is intended to recommend the best open educational resources related to process writing, including identifying the steps in the writing process, understanding that the process is flexible, generating ideas for development of a topic, narrowing the topic in order to identify a thesis, drafting the essay and handling writer’s block, organizing the draft, engaging a peer review process, creating successively improved drafts, using revision and editing to improve the drafts, and assessing the effectiveness of the writing process.These skills will overlap with other learning objectives (e.g. Critical Thinking, Conducting Research, etc.), and instructors will likely want to use these resources and design activities in conjunction with other learning objectives. Further, this module assumes that instructors have chosen their own primary readings (academic journal articles, examples of student research papers) as examples to which the strategies outlined in these resources may be applied. It should be noted that the skills involved in the writing process are not only applicable to the academic writing presented in a first-year writing course, but to a broad cross section of the rhetorical patterns employed in many cultures and languages.Learning ObjectivesThis module is designed to address the following learning objectives:Identify the steps in the writing process Understand that the process is flexible Generate ideas for development of a topic Narrow the topic to identify the working thesis Create an outline Draft the essay while handling writer’s block Organize and reorganize the draft Engage the peer review process Create successively improved drafts Use revision and editing to improve drafts Create a working outline Assess the effectiveness of the writing process Revise the process as needed.

Foundational Practices of Online Writing Instruction, edited by Beth L. Hewett and Kevin Eric DePew, with associate editors Elif Guler and Robbin Zeff Warner, addresses the questions and decisions that administrators and instructors most need to consider when developing online writing programs and courses. Written by experts in the field (members of the Conference on College Composition and Communication Committee for Effective Practices in OWI and other experts and stakeholders), the contributors to this collection explain the foundations of the recently published (2013) A Position Statement of Principles and Examples Effective Practices for OWI and provide illustrative practical applications. To that end, in every chapter, the authors address issues of inclusive and accessible writing instruction (based upon physical and mental disability, linguistic ability, and socioeconomic challenges) in technology enhanced settings.

Members of the Gordon faculty have collaborated on the authorship of this guide, and it is targeted directly at Gordon students to help them with their writing across the GSC curriculum. This guide provides at least three distinct advantages over other guides: it is specifically targeted to Gordon State students, it covers writing across the whole curriculum, not just English; and it is free.

Many approaches to crafting this guide were entertained, but the authors decided that what students really want from a composition guide are practical examples of writing that they might actually encounter in their classroom experiences at Gordon. Many guides try to do this, but this guide uses real Gordon professors and real Gordon class assignments as a starting point. This results in what we feel is a substantial improvement over other available writing guides.

Greek and Latin Roots: Part II - Greek is part two of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Greek roots. A link to the first part focusing on the Latin roots can be found below. Part II will try to impart some skill in the recognition and proper use of words derived from Greek. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Greek, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Greek legacy in English. All students will be asked to learn the Greek alphabet. This skill is not absolutely essential for a general knowledge of Greek roots in English. However, it will help students understand a number of otherwise puzzling features of spelling and usage. Although there will be some attention paid to the historical interaction of Greek with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.

Greek and Latin Roots: Part I - Latin is part one of a two part series. This series examines the systematic principles by which a large portion of English vocabulary has evolved from Latin and (to a lesser degree) from Greek. This book focuses on Latin roots. A link to the second part focusing on the Greek roots can be found below. Part I will try to impart some skill in the recognition and proper use of words derived from Latin. There is a stress on principles: although students will be continually looking at interesting individual words, their constant aim will be to discover predictable general patterns of historical development, so that they may be able to cope with new and unfamiliar words of any type that they have studied. They will be shown how to approach the problem by a procedure known as “word analysis,” which is roughly comparable to the dissection of an interesting specimen in the biology laboratory. The text assumes no previous knowledge of Latin, and does not involve the grammatical study of this language—except for a few basic features of noun and verb formation that will help students to understand the Latin legacy in English. Although there will be some attention paid to the historical interaction of Latin with English, this text is definitely not a systematic history of the English language. It focuses on only those elements within English that have been directly or indirectly affected by this classical language. In order to provide the broadest possible service to students, the text emphasizes standard English vocabulary in current use. The more exotic technical vocabulary of science and medicine can be extremely interesting, but is explored in only summary fashion. Nevertheless, this text should be of considerable value, say, to a would-be botanist or medical doctor, if only by providing the foundation for further specialized enquiry.

This book combines the Introduction to Writing in College by Melanie Gagich and ENG 102: Reading, Writing and Research by Emilie Zickel, which were both supported by Cleveland State University’s 2017 Textbook Affordability Small Grant. The book was then revised, edited, and formatted by Melanie Gagich, Emilie Zickel, Yvonne Bruce, Sarah Lacy, John Lanning, Amanda Lloyd, Charlotte Morgan, and Rashida Mustafa. This work was made possible through the generous support of the Cleveland State University Office of the Provost.

Within each chapter there are sections written by Melanie Gagich, Emilie Zickel, or other members of the textbook team (see above) and authorial attributions are given. This book also contains other resources integrated under Creative Commons licenses. These open access resources include complete and also remixed chapters from Monique Babin, Carol Burnell, Susan Pesznecker, Nichole Rosevear, and Jamie Wood’s The Word on College Reading and Writing, links to several essays from the open source textbook series Writing Spaces: Readings on Writing, and several links to articles from the open source website Writing Commons. Additionally, parts of this book also come out of a remixed version of Robin Jeffrey’s, About Writing, which have been rearranged, amended, edited, and enhanced with digital reading experience by including videos and visual reading features. Shared and remixed materials will be denoted with attribution information when necessary.

Technical writing courses introduce you to some of the most important aspects of writing in the worlds of science, technology, and business—in other words, the kind of writing that scientists, nurses, doctors, computer specialists, government officials, engineers, and other professionals do as a part of their regular work. The skills learned in technical writing courses can be useful in other fields as well, including education and social sciences.