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 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 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.Course MapThe resources included here are intended to address the above listed learning objectives. They will cover three aspects of Reading in Academia: preparedness, strategies for reading, and using reading in writing ethically. Preparedness may be taught as a standalone lesson or as a group of lessons, but most other tasks would be handled in the context of meeting other learning objectives, such as Writing in Academia, Rhetorical Situations, Genres, etc.
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.
How to Use This GuideThis document is intended to highlight resources that can be used to address the topic of Writing in Academia in a First-Year Writing Course. All resources are Open Access and can be downloaded to a Course Management System via hyperlink.IntroductionOften students enroll in a college-writing course with the common misconception that they will be doing more of what they did in high school English. This portion of the course is simply to introduce students to college writing, specifically how it differs from that of high school, the myths and expectations of writing for higher education, as well as types of assignments instructors may ask students to do. This module does not include many activities, for its intent is not to hone the writing skills of students. This introductory guide is intended to help students transition into new ways of approaching writing, and can be utilized regardless of the types of writing assignments chosen for the course.