This course allows students to develop effective written communication strategies specifically for the workplace. From idea gathering to drafting to delivery, this course will prepare students to write a variety of documents, including memos, letters, and reports, tailored to professional audiences.
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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.
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.
Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).
Composition 2 is an expository writing course requiring more advanced writing skills than Composition 1, yet reviewing and incorporating some of the same skills. This course teaches research skills by emphasizing the development of advanced analytical/critical reading skills, proficiency in investigative research, and the writing of persuasive prose including documented and researched argumentative essays. A major component of this course will be an emphasis on the research process and information literacy.
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 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 topic of Collaboration in a First-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.Course MapApplication of the following resources address the learning objectives above. Many of the resources have complete chapters that apply to these Collaboration objectives as a whole, with examples and exercises provided. The exercises and lessons can be used to demonstrate many of the collaborative activities accessible in a first-year writing course.
How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Critical Thinking in a First-Year Writing Course. All resources are Open Access and can be downloaded or added to a Course Management System via hyperlink.
Recommended ResourcesIn first-year writing, emphasis might be placed on getting students to be more critical thinkers, readers, and writers; to recognize the elements that inform rhetorical situations; to understand the importance of the writing process; and to practice the composing of formal written work in response to many sources. Second-year writing builds on the lessons learned in first-year writing, while possibly adding deeper analysis and critique through the development of arguments supported by evidence found during formal research. Given that many colleges/universities only require their students to take first-year writing, some instructors have chosen to introduce learning objectives from second-year writing to their students earlier. This overlap between the two means that a variety of genres can be taught in either course. Below are some possibilities. In no way is this list complete, but it does provide common writing assignment descriptions and examples/samples.Successful WritingThis resource is available as a PDF.Cause and EffectClassificationComparison and ContrastDefinitionDescriptionIllustrationNarrationPersuasionProcess AnalysisResearchWriting for SuccessThis is adapted from a work produced by a publisher who has requested that the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative.Cause-and-Effect EssayClassification EssayCompare-and-Contrast EssayDefinition EssayDescriptive EssayIllustration EssayNarrative EssayPersuasive EssayProcess Analysis EssayWriting Unleashed by Sybil Priebe, Dana Anderson, and Ronda MarmanThis resource is available as a PDF and published by North Dakota State College of Science. ArgumentCause and EffectCompare and ContrastDefinitionDescriptionDivision and ClassificationEmailEssaysIllustrationLettersMemoirsNarrationProfilesProcess AnalysisResearchPurdue Online Writing LabMost students are familiar with this site due to its extensive use among English instructors.Annotated BibliographiesArgumentBook ReportsBook ReviewsDefinitionsExam EssaysExploratoryCover LettersResearch RésumésThe Process of Research Writing by Steven KrauseThis resource has Creative Commons Attribution, Noncommercial-Share Alike 3.0.Annotated Bibliography
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 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.Course Map The resources included here are intended to address the aforementioned learning objective. Specific sections of each resource have been paired with subjects in this guide. That said, many of these texts could also be used in whole. A shorter text like Robin Jeffrey’s About Writing or a handbook like Saylor Academy’s Business English for Success may be all that students with a strong background in English need. In other cases, a more comprehensive text, like the University of Minnesota’s Writing for Success, may be required to properly prepare students for college writing.
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.
The media landscape our students inhabit is rich with multimodal texts. Instructors might assume that because students are constantly consuming multimodal texts, they are adept at reading and composing them. However, that is not necessarily the case. Just as students need to be taught to critically analyze printed texts, they also need to be taught to critically analyze multimodal texts and recognize the rhetorical moves in such texts. Providing students with tools to analyze and compose a variety of texts also helps prepare them to adjust to the literacy demands of an increasingly digital communications environment, in which they will have to filter information and make sense of, assess, learn from, and compose multimodal texts.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). Below are additional resources and suggestions.
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 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.Course MapApplication of the following resources addresses the learning objectives above. Many of the resources have complete chapters that apply to these Punctuation objectives as a whole, with examples as expected in a typical handbook covering punctuation. The exercises and lessons can be used to demonstrate the application of these terms in single-sentence exercises, or in actual student writing.