IntroductionBecause college students navigate scores of multimodal texts daily and seem to be constantly composing with media or technological devices, instructors might assume that they are adept at thinking critically about such texts. However, that is not necessarily the case. Teaching students to think critically, analytically, and rhetorically about multimodal texts is crucial to their development as writers in a communication landscape that requires sophisticated digital media and information literacy skills to navigate successfully.This module recommends texts that align with learning objectives focused on analyzing and composing with multimodal resources. Many of the suggested readings and activities described in the other modules of this guide can be applied to multimodal texts (e.g., analyzing multimodal texts instead of or alongside of primarily alphabetic texts). This resource suggests additional multimodal-centric resources.

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 Second-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 Understanding Rhetorical Situations in a Second-Year Writing Course.  All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionRhetorical Knowledge is one of the five main learning outcomes for the Ohio Transfer Module’s Ohio guidelines for Second-Year Writing. The Department of Higher Education recognizes that Second-Year Writing builds on the skills of First-Year Writing and adds the following skills to what a student should be able to do by the end of the course:Analyze argumentative strategies and persuasive appeals.Employ appropriate argumentative strategies and persuasive appeals in their writing.This chapter focuses student understanding of rhetorical situations as described by the ODHE guidelines in students’ writing and reading assignments.Second-Year Writing students should have a good understanding of the Rhetorical Situations. As students work on argumentative writing, many of the skills needed for Second-Year Writing start to coalesce or overlap. Some of the material in this chapter duplicates the recommended chapters or exercises from the Critical Thinking chapter, but the material and exercises can be easily adapted to focus the learning objectives from either chapter.This description is intended to apply to a range of Second-Year Writing courses and includes several collaboration activities that can be used in a seated classroom, electronically with the course’s Learning Management System (LMS), or with various Web 2.0 applications. These descriptions and exercises can be integrated regardless of the types of readings chosen for the course, the genres a course may focus on, or the types of written assignments used. This guide is intended to demonstrate items that may be incorporated into both an online or seated section of a Second-Year Writing course.  Learning ObjectivesAnalyze argumentative strategies and persuasive appeals for the following:Rhetorical SituationClaimSupport and EvidenceAssumptionsLogic/Logical FallaciesRamifications/Implications

How to Use This GuideThis document is intended to highlight resources available to address the resource goal of Understanding Rhetorical Situations in a Second-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 for an advanced writing course with a disciplinary theme, whether taught within or outside of an English department. In such an advanced writing course, the disciplinary theme provides context and motivation for instruction in writing, rather than focusing on using writing to explore disciplinary content (which can be extremely useful but is outside the scope of this document).Furthermore, many of the sources from the following portions of this Second-Year Writing Quick Adoption Guide can be used to meet the objectives listed in this section: Media and Design (particularly the section on Reading and Analyzing Multimodal Texts), Reading in Academia, Writing in Academia, Writing as a Process, Critical Thinking, Conducting Research, and Understanding Rhetorical Situations. Learning ObjectivesThis module is designed to address the following learning objectives:Identify typical disciplinary questions in a chosen field and employ or propose appropriate research strategies to address those questionsDetermine the appropriate scope and field-specific methods of inquiry for research questionsCritically evaluate and synthesize information in ways that are appropriate to both the research questions and field expectations/conventionsEmploy strategies to generate ideas, to draft, to get feedback from readers, and to reviseInvestigate and use appropriate communication conventions for a range of genres, contexts, and mediaUse the work of others fairly and appropriately, including using citation practices according to the conventions of the field, genre, and medium

How to Use This GuideThis document is intended to highlight resources that can be used in a Writing in the Disciplines/Across the Curriculum themed Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.

A retired master teacher of English and Comparative Literature teams up with his son, a History professor, on a new version of the writing manual he wrote and used for decades at the University of California, Davis.

Writing guides abound, but The Simple Math of Writing Well is one of a kind. Readers will find its practical approach affirming, encouraging, and informative, and its focus on the basics of linguistic structure releases 21st-century writers to embrace the variety of mediums that define our internet-connected world. As Harrop reminds us in the opening chapters of her book, we write more today than ever before in history: texts, emails, letters, blogs, reports, social media posts, proposals, etc. The Simple Math of Writing Well is the first guide that directly addresses the importance of writing well in the Google age.

This text is a transformation of Writing for Success, a text adapted by The Saylor Foundation under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensee.

This source consists of an open textbook organized around making students successful writers. Topics include higher order concerns, such as the writing process and lower order concerns, such as advice on grammar and word choice.

What is technical writing? You can think of it as writing about specialized topics or you could also think of it as using technology to communicate your ideas. A science lab report, a specification, a change order for building construction, or patient education materials–just to name a few–are all considered technical writing. Similarly if you design a webpage or a brochure this can also be considered technical writing. Academic writing, the writing you do for school, generally is informative or persuasive writing and usually only comes in a few different genres. In technical writing, on the other hand, one is often documenting what was done (such as a science experiment or auto repair invoice). Therefore the format of the writing is often as important as the content. This leads to an emphasis on usability and accessibility for your documents. Finally, although citing your sources is important in all writing, you will find that in some fields of technical writing, such as the sciences and engineering, it is one of the more important considerations of your writing.

Technical Writing for CTE is an open source e-textbook designed specifically for use in LBCC’s WD4 (Technical Writing for Welders) and all versions of IN4 (Technical Writing for CTE).

This modern, open-source guide to technical and professional writing explores workplace composition through theoretical and practical applications. Discussions of multiple writing genres will assist you in understanding how to apply for jobs, how to compose clear and precise business communications once the job has been acquired, and how to create documents -- such as proposals and reports -- that will be instrumental in helping to advance your career.

The second in a two-volume set, A Theory of Literate Action draws on work from the social sciences—and in particular sociocultural psychology, phenomenological sociology, and the pragmatic tradition of social science—to "reconceive rhetoric fundamentally around the problems of written communication rather than around rhetoric's founding concerns of high stakes, agonistic, oral public persuasion" (p. 3). An expression of more than a quarter-century of reflection and scholarly inquiry, this volume represents a significant contribution to contemporary rhetorical theory.

Write Here, Right Now: An interactive Introduction to Academic Writing and Research utilizes PressBooks to create and host a writing e-textbook for first year university students that would effectively integrate into the flipped classroom model. The textbook could also be used for non-flipped classroom designs, as the embedded videos, diagrams and linked modules would act as an all-in-one multimedia textbook geared towards multiple learning styles and disciplines. The components of the textbook, including the embedded videos, could be swapped in and out in order to accommodate a professor’s best idea of his/her own course design.

"Writing Fabulous Features" teaches the art and craft of feature writing to help readers learning to write non-fiction with flair.

Emerging from the International WAC/WID Mapping Project, this collection of essays is meant to inform decision-making by teachers, program managers, and college/university administrators considering how writing can most appropriately be defined, managed, funded, and taught in the places where they work. Writing Programs Worldwide offers an important global perspective to the growing research literature in the shaping of writing programs. The authors of its program profiles show how innovators at a diverse range of universities on six continents have dealt creatively over many years with day-to-day and long-range issues affecting how students across disciplines and languages grow as communicators and learners.

The Writing Spaces Web Writing Style Guide was created as a crowdsourcing project of Collaborvention 2011: A Computers and Writing Unconference. College writing teachers from around the web joined together to create this guide (see our Contributors list). The advice within it is based on contemporary theories and best practices.

In the age of Buzzfeeds, hashtags, and Tweets, students are increasingly favoring conversational writing and regarding academic writing as less pertinent in their personal lives, education, and future careers. Writing and Literature: Composition as Inquiry, Learning, Thinking and Communication connects students with works and exercises and promotes student learning that is kairotic and constructive. Dr. Tanya Long Bennett, professor of English at the University of North Georgia, poses questions that encourage active rather than passive learning. Furthering ideas presented in Contribute a Verse: A Guide to First-Year Composition as a complimentary companion, Writing and Literature builds a new conversation covering various genres of literature and writing. Students learn the various writing styles appropriate for analyzing, addressing, and critiquing these genres including poetry, novels, dramas, and research writing. The text and its pairing of helpful visual aids throughout emphasizes the importance of critical reading and analysis in producing a successful composition. Writing and Literature is a refreshing textbook that links learning, literature, and life.

Writing as Material Practice grapples with the issue of writing as a form of material culture in its ancient and more recent manifestations, and in the contexts of production and consumption. Fifteen case studies explore the artefactual nature of writing — the ways in which materials, techniques, colour, scale, orientation and visibility inform the creation of inscribed objects and spaces, as well as structure subsequent engagement, perception and meaning making. Covering a temporal span of some 5000 years, from c.3200 BCE to the present day, and ranging in spatial context from the Americas to the Near East, the chapters in this volume bring a variety of perspectives which contribute to both specific and broader questions of writing materialities. The authors also aim to place past graphical systems in their social contexts so they can be understood in relation to the people who created and attributed meaning to writing and associated symbolic modes through a diverse array of individual and wider social practices.