This writer’s reference condenses and covers everything a beginning writing student needs to successfully compose college-level work, including the basics of composition, grammar, and research. It is broken down into easy-to-tackle sections, while not overloading students with more information than they need. Great for any beginning writing students or as reference for advanced students!
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is "more than" its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts. Inoue helps teachers understand the unintended racism that often occurs when teachers do not have explicit antiracist agendas in their assessments. Drawing on his own teaching and classroom inquiry, Inoue offers a heuristic for developing and critiquing writing assessment ecologies that explores seven elements of any writing assessment ecology: power, parts, purposes, people, processes, products, and places.
Arguments in Context is a comprehensive introduction to critical thinking that covers all the basics in student-friendly language. Intended for use in a semester-long course, the text features classroom-tested examples and exercises that have been chosen to emphasize the relevance and applicability of the subject to everyday life. Three themes are developed as the text proceeds from argument identification and analysis, to the standards and techniques of evaluation: (i) the importance of asking the right questions, (ii) the influence of biases, cognitive illusions, and other psychological factors, and (iii) the ways that social situations and structures can enhance and impoverish our thinking. On this last point, the text includes sustained discussion of disagreement, cooperative dialogue, testimony, trust, and social media. Overall, the text aims to equip readers with a set of tools for working through important decisions and disagreements, and to help them become more careful and active thinkers.
Description: This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 1 (roughly equivalent to beginner to grade 1.5 in the K-12 system). Every of the nine chapters includes a level-appropriate, high-interest reading of approximately 100 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 1 student to read each paragraph-long text with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.
This course pack is designed to meet the learning outcomes for Adult Literacy Fundamental English Level 2 (roughly equivalent to grades 1.5 to 3 in the K-12 system). Every of the eight chapters includes a level-appropriate, high-interest reading of approximately 200 words. The readings are freely available in a separate reader with convenient links to the readings in each chapter of this course pack. The online version of this course pack also contains audio recordings of each story in the reader. These recordings, combined with vocabulary and word pattern exercises, prepare the Level 2 student to read each chapter with greater independence. Font size and line spacing can be adjusted in the online view, and have been enhanced for the print and PDF versions for easier reading. This course pack has been reviewed by subject experts from colleges and universities.
Bad Ideas About Writing counters major myths about writing instruction. Inspired by the provocative science- and social-science-focused book This Idea Must Die and written for a general audience, the collection offers opinionated, research-based statements intended to spark debate and to offer a better way of teaching writing. Contributors, as scholars of rhetoric and composition, provide a snapshot of and antidotes to major myths in writing instruction. This collection is published in whole by the Digital Publishing Institute at WVU Libraries and in part by Inside Higher Ed.
Beyond Argument offers an in-depth examination of how current ways of thinking about the writer-page relation in personal essays can be reconceived according to practices in the care of the self — an ethic by which writers such as Seneca, Montaigne, and Nietzsche lived. This approach promises to reinvigorate the form and address many of the concerns expressed by essay scholars and writers regarding the lack of rigorous exploration we see in our students' personal essays — and sometimes, even, in our own. In pursuing this approach, Sarah Allen presents a version of subjectivity that enables productive debate in the essay, among essays, and beyond.
How closely can or should writing centers and writing classrooms collaborate? Beyond Dichotomy explores how research on peer tutoring one-to-one and in small groups can inform our work with students in writing centers and other tutoring programs, as well as in writing courses and classrooms. These multi-method (including rhetorical and discourse analyses and ethnographic and case-study) investigations center on several course-based tutoring (CBT) partnerships at two universities. Rather than practice separately in the center or in the classroom, rather than seeing teacher here and tutor there and student over there, CBT asks all participants in the dynamic drama of teaching and learning to consider the many possible means of connecting synergistically.
This book offers the "more-is-more" value of designing more peer-to-peer learning situations for developmental and multicultural writers, and a more elaborate view of what happens in these peer-centered learning environments. It offers important implications—especially of directive and nondirective tutoring strategies and methods—for peer-to-peer learning and one-to-one tutoring and conferencing for all teachers and learners of writing.
Business Communication for Success (BCS) provides a comprehensive, integrated approach to the study and application of written and oral business communication to serve both student and professor.
In light of the cost of textbooks and education in general, we undertook this project to create a free resource to be used broadly by students in a business context. We wanted to provide comprehensive coverage of the writing process, but keep our topics relevant to business education. We hope that this textbook provides equal value to both non- and native-English learners alike. Just like we acknowledge that students will continue to develop their writing skills, we expect this project to challenge and further our own skills as writers.
In The Centrality of Style, editors Mike Duncan and Star Medzerian Vanguri argue that style is a central concern of composition studies even as they demonstrate that some of the most compelling work in the area has emerged from the margins of the field. Calling attention to this paradox in his foreword to the collection, Paul Butler observes, "Many of the chapters work within the liminal space in which style serves as both a centralizing and decentralizing force in rhetoric and composition. Clearly, the authors and editors have made an invaluable contribution in their collection by exposing the paradoxical nature of a canon that continues to play a vital role in our disciplinary history."
This Composition Reader is an edited, curated collection of OER material for you to use as you see fit in your course. It consists of personal essays, literature, video and audio files, web writing, and long-form journalism.
Composition Reading Bank is a repository of links to freely available texts that replaces a traditional reader for Composition courses.
This Reading Bank is meant to be an ongoing collaborative project; users should contact Nick Lakostik at firstname.lastname@example.org if they have ideas for freely accessible texts that would be good additions to the Reading Bank. A summary of what the text is about and how it is or could be useful in your Composition course would also be appreciated. Please also send information about broken links to the same email address.
A link to this resource on the Columbus State Community College Library's web page is:
Except where otherwise indicated, the Composition Reading Bank by Rachel Brooks-Pannell, Shawn Casey, Rebecca Fleming, and Nick Lakostik at Columbus State Community College is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This license does not extend to the contents of external web pages.
This is a collection of cumulative units of study for conventional errors common in student writing. It's flexible, functional, and zeroes in problems typically seen in writing of all types, from the eternal "there/they're/their" struggle to correct colon use. Units are organized from most simple to most challenging.
The editors of Copy(write): Intellectual Property in the Writing Classroom bring together stories, theories, and research that can further inform the ways in which we situate and address intellectual property issues in our writing classrooms. The essays in the collection identify and describe a wide range of pedagogical strategies, consider theories, present research, explore approaches, and offer both cautionary tales and local and contextual successes that can further inform the ways in which we situate and address intellectual property issues in our teaching.
Critical Expressivism is an ambitious attempt to re-appropriate intellectual territory that has more often been charted by its detractors than by its proponents. Indeed, as Peter Elbow observes in his contribution to this volume, "As far as I can tell, the term 'expressivist' was coined and used only by people who wanted a word for people they disapproved of and wanted to discredit." The editors and contributors to this collection invite readers to join them in a new conversation, one informed by "a belief that the term expressivism continues to have a vitally important function in our field."
Christian Kock’s essays show the essential interconnectedness of practical reasoning, rhetoric and deliberative democracy. They constitute a unique contribution to argumentation theory that draws on – and criticizes – the work of philosophers, rhetoricians, political scientists and other argumentation theorists. It puts rhetoric in the service of modern democracies by drawing attention to the obligations of politicians to articulate arguments and objections that citizens can weigh against each other in their deliberations about possible courses of action.
Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures — what the editors characterize as the "art and science of writing" — often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."
EmpoWord is a reader and rhetoric that champions the possibilities of student writing. The textbook uses actual student writing to exemplify effective writing strategies, celebrating dedicated college writing students to encourage and instruct their successors: the students in your class. Through both creative and traditional activities, readers are encouraged to explore a variety of rhetorical situations to become more critical agents of reading, writing, speaking, and listening in all facets of their lives. Straightforward and readable instruction sections introduce key vocabulary, concepts, and strategies. Three culminating assignments (Descriptive Personal Narrative; Text-Wrestling Analysis; Persuasive Research Essay) give students a chance to show their learning while also practicing rhetorical awareness techniques for future writing situations.
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, youŰŞll be asked to respond to reading assignments and to complete exploratory writing assignments. YouŰŞll 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: www.ohiohighered.org/transfer.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.
Welcome to composition and rhetoric! While most of you are taking this course because it is required, we hope that all of you will leave with more confidence in your reading, writing, researching, and speaking abilities as these are all elements of freshman composition. Many times, these elements are presented in excellent textbooks written by top scholars. While the collaborators of this particular textbook respect and value those textbooks available from publishers, we have been concerned with disenfranchising students who do not have the resources to purchase textbooks. Therefore, we decided to put together this Open Educational Resource (OER) explicitly for use in freshman composition courses at Texas A&M University. Thanks to a generous grant from Dean David Carlson of the Texas A&M University Libraries, this project became a reality. It is a collaborative endeavor undertaken by faculty in the libraries and English Department as part of the Provost’s Student Success Initiatives at Texas A&M and continues to be a work in progress. Combined, Dr. Terri Pantuso, Dr. Kathy Anders, and Prof. Sarah LeMire have over 30 years of experience in writing and research instruction. Our goal is for students to leave this course as critical thinkers, polished writers, and informed citizens who can engage in civil public discourse. Gig ‘em, Ags!
The thirty chapters in this edited collection were selected from the more than 500 presentations at the Writing Research Across Borders II Conference in 2011. With representatives from more than forty countries, this conference gave rise to the International Society for the Advancement of Writing Research. The chapters selected for this collection represent cutting edge research on writing from all regions, organized around three themes—cultures, places, and measures. The authors report research that considers writing in all levels of schooling, in science, in the public sphere, and in the workplace, as well as at the relationship among these various places of writing. The authors also consider the cultures of writing—among them national cultures, gender cultures, schooling cultures, scientific cultures, and cultures of the workplace. Finally, the chapters examine various ways of measuring writing and how these measures interact with practices of teaching and learning.Edited by Charles Bazerman, Chris Dean, Jessica Early, Karen Lunsford, Suzie Null, Paul Rogers, and Amanda Stansell.
An English language skills textbook to help ESL students acquire communication skills in the community (listening, speaking, reading, and writing) The book is aimed at CLB levels 5/6 focusing on intercultural skills and essential skills: reading text, document use, writing, oral communication, thinking skills, working with others, and computer use.
A freshman composition textbook used by the English Department of Virginia Western Community College (VWCC) in Roanoke, Virginia. It aligns with ENG 111, the standard first-year composition course in the Virginia Community College System (VCCS). The ten chapter headings are:
1. Chapter 1 - Critical Reading
2. Chapter 2 - Rhetorical Analysis
3. Chapter 3 - Argument
4. Chapter 4 - The Writing Process
5. Chapter 5 - Rhetorical Modes
6. Chapter 6 - Finding and Using Outside Sources
7. Chapter 7 - How and Why to Cite
8. Chapter 8 - Writing Basics: What Makes a Good Sentence?
9. Chapter 9 - Punctuation
10. Chapter 10 - Working With Words: Which Word is Right?
This book was created by the English faculty and librarians of VWCC using Creative Commons -licensed materials and original contributions.
Welcome to Mindful Technical Writing: An Introduction to the Fundamentals, an open textbook designed for use in co-requisite course pairings of developmental writing and introductory technical writing, or indeed in other lower-division college writing courses that focus on building study skills alongside effective workplace and academic writing skills. It offers a no-cost alternative to commercial products, combining practical guidance with interactive exercises and thoughtfully designed writing opportunities.
This book’s modular design and ample coverage of topics and genres means that it can be used flexibly over semester-long or stretch courses, allowing instructors and students to select the chapters that are most relevant for their needs. By blending new material with reviews of key topics, such as academic integrity, the chapters provide fresh perspectives on matters vital to the development of strong writing skills.
This anthology is an online collection of short fiction created to serve as an accessible and affordable option for college-level introduction to fictions courses. It is part of a growing movement to promote OERs (Open Educational Resources) in order to reduce textbook costs for students. The fiction included in this anthology represents a diverse selection of authors from the nineteenth century to today, and it also contains support material including an introduction, key concepts, literary terminology and literary theories.
This is the full instructor guide for the Ohio Open Ed Collaborative First Year Writing Course
This book presents technical writing as an approach to researching and carrying out writing that centers on technical subject matter. Each and every chapter is devoted to helping students understand that good technical writing is situationally-aware and context-driven. Technical writing doesn’t work off knowing the one true right way of doing things—there is no magic report template out there that will always work. Instead, the focus is on offering students a series of approaches they can use to map out their situations and do research accordingly.
This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.
In Placing the History of College Writing, Nathan Shepley argues that pre-1950s composition history, if analyzed with the right conceptual tools, can pluralize and clarify our understanding of the relationship between the writing of college students and the writing's physical, social, and discursive surroundings. Even if the immediate outcome of student writing is to generate academic credit, Shepley shows, the writing does more complex rhetorical work. It gives students chances to uphold or adjust institutional codes for student behavior, allows students and their literacy sponsors to respond to sociopolitical issues in a city or state, enables faculty and administrators to create strategic representations of institutional or program identities, and connects people across disciplines, occupations, and geographic locations. Shepley argues that even if many of today's composition scholars and instructors work at institutions that lack extensive historical records of the kind usually preferred by composition historians, those scholars and teachers can mine their institutional collections for signs of the various contexts with which student writing dealt.
The Process of Research Writing is a web-based research writing textbook suitable for teachers and students in research oriented composition and rhetoric classes. Instead of focusing on one research paper, I focus on the process of research writing through a series of shorter writing exercises. Students begin by having to carefully think about a topic of research for the semester and by developing a working thesis. They then write a series of shorter essays that explore that topic. All along the way, students are continuing to research and revise their working thesis so that by the end of the term, their thinking about their original topic of research has evolved. As a result, they are not only prepared to write a “traditional” research paper; they better understand what it means to conduct academic research, which I believe is the real goal of an introductory writing course.
The Process of Research Writing is a web-based research writing textbook (or is that textweb?) suitable for teachers and students in research oriented composition and rhetoric classes.
This concise and highly accessible textbook outlines the principles and techniques of storytelling. It is intended as a high-school and college-level introduction to the central concepts of narrative theory – concepts that will aid students in developing their competence not only in analysing and interpreting short stories and novels, but also in writing them. This textbook prioritises clarity over intricacy of theory, equipping its readers with the necessary tools to embark on further study of literature, literary theory and creative writing. Building on a ‘semiotic model of narrative,’ it is structured around the key elements of narratological theory, with chapters on plot, setting, characterisation, and narration, as well as on language and theme – elements which are underrepresented in existing textbooks on narrative theory. The chapter on language constitutes essential reading for those students unfamiliar with rhetoric, while the chapter on theme draws together significant perspectives from contemporary critical theory (including feminism and postcolonialism). This textbook is engaging and easily navigable, with key concepts highlighted and clearly explained, both in the text and in a full glossary located at the end of the book. Throughout the textbook the reader is aided by diagrams, images, quotes from prominent theorists, and instructive examples from classical and popular short stories and novels (such as Jane Austen’s Pride and Prejudice, Franz Kafka’s ‘The Metamorphosis,’ J. K. Rowling’s Harry Potter, or Dostoyevsky’s The Brothers Karamazov, amongst many others). Prose Fiction: An Introduction to the Semiotics of Narrative can either be incorporated as the main textbook into a wider syllabus on narrative theory and creative writing, or it can be used as a supplementary reference book for readers interested in narrative fiction. The textbook is a must-read for beginning students of narratology, especially those with no or limited prior experience in this area. It is of especial relevance to English and Humanities major students in Asia, for whom it was conceived and written.
The Public Speaking course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Assurance Guides and is also named OCM013. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadJessica Papajcik Stark State College Content ContributorsJames Jarc Central Ohio Technical CollegeJanny Nauman North Central State CollegeCarrie Tomko University of Akron LibrarianAllen Reichert Otterbein UniversityReview TeamLaura Garcia Washington State Community CollegeJasmine Roberts Ohio State University
This course is an introduction to the theory, the practice, and the implications (both social and ethical) of rhetoric, the art and craft of persuasion. This semester, many of your skills will have the opportunity to be deepened by practice, including your analytical and critical thinking skills, your persuasive writing skills, and your oral presentation skills. In this course you will act as both a rhetor (a person who uses rhetoric) and as a rhetorical critic (one who studies the art of rhetoric). Both write to persuade; both ask and answer important questions. Always one of their goals is to create new knowledge for all of us, so no endeavor in this class is a "mere exercise."
The first in a two-volume set, A Rhetoric of Literate Action is written for "the experienced writer with a substantial repertoire of skills, [who] now would find it useful to think in more fundamental strategic terms about what they want their texts to accomplish, what form the texts might take, how to develop specific contents, and how to arrange the work of writing." The reader is offered a framework for identifying and understanding the situations writing comes out of and is directed toward; a consideration of how a text works to transform a situation and achieve the writer's motives; and advice on how to bring the text to completion and "how to manage the work and one's own emotions and energies so as to accomplish the work most effectively."
Introductory Writing Course developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named TME002. 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: www.ohiohighered.org/transfer.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 topic of Conducting Research 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 related to presenting research, including creating a defensible research thesis; supporting and defending ideas in writing; understanding and debating the arguments of others; selecting credible source material to use in a persuasive research essay; avoiding plagiarism; formatting and presenting sources in an approved academic format; and the process of drafting, revising, editing and polishing an academic research paper. These skills will overlap with other learning objectives (e.g. Reading in Academia, Persuasion and Argument, Rhetorical Situations, Genres, 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, editorials) as examples to which the strategies outlined in these resources may be applied.Learning ObjectivesThis module is designed to address the following learning objectives:Select a topic for researchAssess the needs of the audienceCreate a working thesisIdentify types of researchAnalyze and evaluate sourcesUse library databasesAvoid plagiarismParaphrase, summarize and quote from source materialUnderstand documentation types and stylesCreate a working outlineDraft a research paperSeek feedback through peer collaborationUse the revision process to create a formal research-based written document
How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Critical Thinking in a Second-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.IntroductionCritical Thinking 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 courseFind and evaluate appropriate material from electronic and other sources.Locate, evaluate, organize, and use primary and secondary research material. Secondary research material should be collected from various sources, including journal articles and other scholarly texts found in library databases, other official databases (e.g., federal government databases), and informal electronic networks and internet sources.Analyze and critique sources in their writing.Juxtapose and integrate ideas and arguments from sources.Develop a clear line of argument that incorporates ideas and evidence from sources.Use strategies—such as interpretation, synthesis, response, critique, and design/redesign—to compose texts that integrate the writer’s ideas with those from appropriate sources.The materials below range from introductory lessons to more in-depth and detailed explanations for the various processes in critical thinking that build on the material from first-year writing. Many of the second-year material overlaps with other chapters on Reading and Writing in Academia, Understanding Rhetorical Situations, and Conducting Research. The materials are available as single lessons that can be used to supplement other course material and readings, or as standalone sections that can provide weeks of information and activities that can align with other writing assignments.Learning ObjectivesThis module is designed to address the following learning objectives:Find and evaluate appropriate material from electronic and other sourcesUse library resources to locate academic sourcesIdentify appropriate and credible websites and online articles Analyze and critique sources in their writingApply the rhetorical situationExamine the logicJuxtapose and integrate ideas and arguments from sources throughSummaryParaphraseQuotationSynthesisDevelop a clear line of argument that incorporates ideas and evidence from sourcesProvide appropriate support and evidence for claimsIncorporate opposing viewpointsProvide counterarguments
IntroductionThis portion of the course is simply to provide explanation, examples, and samples of Genres or Rhetorical Modes of writing students might be assigned in First- and Second-Year Writing courses. This module assumes that instructors will utilize other learning objectives (e.g. Writing as a Process, Collaboration, Grammar and Style, Critical Thinking, Conducting Research, and Understanding Rhetorical Situations, etc.) to teach writing, using this section merely as illustrations of academic genres or rhetorical modes.
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 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
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
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.