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.
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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 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.
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.
This is the full instructor guide for the Ohio Open Ed Collaborative First Year Writing Course